Implementing structured and unstructured learning strategies

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Lecture 9

• Implementing structured and unstructured learning
  strategies

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Lecture outline

• The role of the HR developer in implementing
  structured learning strategies
• Managing and coordinating the program
• Micro skills
• Structured learning strategies skill session
  theory session lecture discussion case study
  role play experiential learning
• The role of the HR developer in implementing
  unstructured learning strategies
• Micro skills
• Unstructured learning strategies problem based
  learning contract learning action learning
  mentoring

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The role of the HR developer

• The HR developer is responsible for implementing
  the learning strategies.
• Three major interacting operations occur during
  the implementation stage
• Management and coordination of the program
• Utilisation of micro skills of the HR developer
  which support the learning strategies and
  increase the learning opportunities of the
  learners.
• Application of learning strategies, where the HR
  developer uses accepted practices specific to
  particular learning strategies.

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Managing and coordinating the program

• The HR developer should check the following
• Ensure all learners have been notified of their
  attendance
• Arrange the layout of the training room to
  maximise effectiveness
• Make sure support materials are available and in
  working order (eg. training aids)
• Check all safety aspects of the room
• Each morning check the guest speakers are
  available
• Check the readiness of other HR developers and
  session requirements

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Micro skills

• Micro skills refer to those taken for granted
  techniques used most successfully by experienced
  HR developers questioning, using visual aids
  and creating learning objectives.
• During the unstructured learning strategies, the
  HR developer is often required to formulate or
  adjust learning objectives at a moments notice.
• Having the ability to be flexible is a trademark
  characteristic of the experienced HR developer.
• Micro skills help the learner to generate
  knowledge through the process of externalisation
  and internalisation.

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The structured learning strategies

• Structured and semi-structured learning
  strategies can be represented on a continuum
  also known as teacher- controlled/learner-controll
  ed traditional/self-directed learning
  pedagogy/andragogy.
• Structured learning strategies include
• Skills session theory session and lecture
• Semi-structured learning strategies include
• Discussion case study role play and
  experiential learning

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The skill session

• Used for teaching procedural skill a procedural
  skill involves programmed knowledge.
• Body of the session should be divided into the
  following four steps
• Show
• Show and tell
• Check the understanding
• Practice

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The theory session

• The HR developer must decide how many segments
  will comprise the body.
• Each segment will cover a major component of the
  programmed knowledge to be learned five or six
  minor points should make a major component.
• Each major component is then presented to the
  learners using a three-part sequence
• Explanation step
• Activity step
• Summary step

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The lecture

• Lectures are one of the most commonly used
  methods as they are useful for transmitting large
  quantities of information, cost little to prepare
  and are easy to organise and can be delivered to
  a large audience.
• The lecture is a modified theory session it has
  all of the components of a theory session except
  the activity step.
• Lectures are effective for
• Conveying organised information
• Outlining and explaining concepts
• Stimulating people to think in new ways

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The semi-structured learning strategies. The
discussion

• The assumption is that, while each individual
  learner in the group does not have all the
  information, together the whole group does.
• It is up to the HR developer to unearth this
  information.
• Share explicit knowledge and stimulate learners
  tacit knowledge
• A discussion may have similarities to an
  interview.
• Develop questions based on programmed knowledge
  to lead learners on a path of discovery. With an
  unstructured discussion the HR developer relies
  on questioning, responding and board work.
• Discussions are appropriate for learning advanced
  programmed knowledge and the less complex
  elements of the task and relationship categories
  of the HLO.

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The case study

• The case study consists of two parts a
  narration and questioning.
• Questions should be directly related to the
  learning objectives.
• Reynolds (1998) suggests the narrative should be
  short written description of an actual situation
  include enough detail for the learners to gain
  experience stop short of describing the key
  actions and final decisions.
• The case study is ideal for developing
  diagnostics, complex analysis, administrative
  proficiency and allocation of resources of the
  task category of the HLO.

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The role play

• Two types of role plays pre-planned role play
  and a spontaneous role play.
• An emotional component of the learning experience
  is both the strength and weakness of the role
  play.
• It encourages deeper levels of learning,
  encouraging critical reflection and critical
  thinking.
• The facilitator must ensure that the following
  steps are covered.
• The role play is suited to developing the deeper
  elements of the relationship category of the HLO
  of interaction at an emotional level, use of
  group processes, use of social power, self
  confidence, inner- strength and self-discipline.

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Experiential learning

• Allow the learner to experiment with or
  experience a specific situation and to reflect on
  that experience or experiment.
• The whole learner is involved.
• Learning is generated by first hand experience.
• There are four techniques usually discussed
  learning instruments simulations, projects and
  sensitivity groups.
• Simulations
• Sensitivity groups

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The role of the HR developer

• Unstructured learning strategies are suitable for
  deeper learning outcomes. Responsibility for
  learning is placed on the learner.
• Less emphasis on combination and more relevance
  on internalisation and externalisation.
• Unstructured learning strategies highlight
  emancipatory learning.
• The role of the HR developer as a facilitator.

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Micro skills

• Support
• Patience
• Active listening
• Encourage self-evaluation
• Acceptance
• Prepared to learn
• A different value system

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Problem based learning

• Problem based learning is based on a real-life
  problem from the workplace learning should
  revolve around professional problems that the
  learner would actually face.
• The problem successful achievement of learning
  objectives realistic representation of a complex
  issue complexity of issues search for
  knowledge the learner initially has no idea how
  to proceed.
• The process multiple forms should reflect the
  same presentation sequence and quality that is
  encountered in real life team based learning.
• In practice learning linked to learners needs
  physical evidence of the existence of problems.
• Ideal for detailed complex areas of
  professional/technical information and the task
  analytical and logistical subgroups of the HLO.
  Also useful for developing the relationship
  category and problem solving element of critical
  thinking.

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Action learning

• Definition of action learning
• The learning set
• The set advisor
• Action in learning in practice

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Mentoring

• Definition of mentoring
• Successful mentoring programs
• The mentor-protégé synergy
• The role of the mentor
• Mentoring in practice