HRD Design

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Lecture 8

• HRD Design

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Lecture Outline

• Defining the role of the HR developer
• The Hierarchy of learning outcomes
• The programmed knowledge category
• The task category
• The relationships category
• The critical thinking category
• The meta-abilities category
• The learners
• Current knowledge
• Learning orientation
• Learning styles
• A designers checklist
• Other design considerations

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Defining the role of the HR developer

• Design of the learning experiences - curriculum
  development.
• Consider - knowledge that is of most worth to
  learners activities that are most effective in
  enabling the learners to acquire knowledge the
  most appropriate way to organise these
  activities worth to the organisation.
• Three important variables in this definition -
  learning strategies learning outcomes and
  learners.

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The hierarchy of learning outcomes (HLO)

• Learning outcomes.
• The content to be covered in a learning
  experience is defined in the HRDNI report by the
  list of learning outcomes and KSAs.
• Learning outcomes a function of instrumental,
  communicative or emancipatory learning.
• Delahaye (1990) develops a HLO that can be linked
  to learning strategies.
• Five major categories - programmed knowledge,
  task, relationship, critical thinking and
  meta-abilities.
• Presented in the form of a hierarchy.

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Programmed knowledge

• Programmed knowledge can reside in textbooks and
  journal or knowledge declared by expert - akin to
  explicit knowledge.
• Consists of basic facts and skills, professional
  technical information and procedural skills.
• Basic skills are psycho-motor skills (eg.
  writing).
• Of more complexity is technical and professional
  knowledge.
• Senge (1990) defines detailed complexity as
  occurring when many variables are involved -
  cause and effect sequence.
• Procedural skills - involving procedures or
  psychomotor skills in a linked series.

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The task category

• The task category has three sub-groupings -
  analytical, logistical and implementing.
• The analytical subgroup - largely involves
  putting programmed knowledge into practice -
  involved linear analysis diagnostic analysis,
  complex analysis and analysis under uncertainty.
• Linear analysis - simple information processing
  skills (eg. collating and identifying trends).
• Diagnostic analysis - use programmed knowledge to
  interpret an assortment of data.
• Complex analysis - store of problem-solving and
  decision making procedures to solve a problem.
• Analysis under uncertainty - identify, analyse
  and solve problems.

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The task category

• Similar level of complexity as the analytical,
  the logistical subgroup consists of four
  elements goals identification administrative
  proficiency resource allocation and efficiency.
• Goal identification - defining target to be
  achieved.
• Admin proficiency - covers the interactive skills
  of planning and organising.
• Resource allocation - resources in the planned
  location.
• Efficiency - continuous improvement.
• Logistical subgroup - supporting role.

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The task category, cont.

• The implementing group - is a deeper and more
  complex set of five elements - work motivation
  bias for action purposeful action unilateral
  power and effectiveness.
• Results orientated sub-group.

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The relationships category

• The inter-personal subgroup
• The intra-personal subgroup
• Concern for others

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The relationships category

• The inter-personal subgroup consists of five
  elements communication interact at the
  objective level, interact at the emotional level,
  use of group process and use social power.
• The Intra-personal subgroup deals with the
  ability of the individual to manage his or her
  self. Intra-personal subgroup has six elements
  spontaneity accurate self-awareness
  self-confidence inner- strength self-discipline
  and emotional resilience.
• Concern for others - dependent on the other two
  subgroups. Concern for others is made up of four
  elements developing others, empathy, leadership
  and managing conflict.

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The critical thinking category

• Critical thinking is based on a combination of
• Problem solving
• Creativity
• Evaluation
• Dialectic thinking - an entity may have opposing
  attributes. Having dialectic thought allows the
  individual to imagine a wider variety of
  possibilities and options.
• Logical reflection

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The meta-abilities category

• Deepest and most complex level in the hierarchy
  and comprises of three elements mental agility
  helicopter perception and self-perpetuating
  learning.
• Well within tacit knowledge and connected to
  paradynamic assumptions and frame of ref.
• Mental agility - refers to both the mental
  capacity for understanding complex problems and
  the speed at which this is done.
• Helicopter perception - is the ability to draw
  back and see the larger picture and how the
  specific problem fits into the overall scheme of
  things.
• Perpetuating learning - engenders a thirst for
  knowledge and holds an attitude that ones
  learning never ends.

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The Learners

• National culture.
• Current knowledge.
• Motivation - Two factor theory/
  expectancy-valance theory.
• Learning orientation.
• Learning styles.

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Other design considerations

• The indirect factors
• Strategic orientation
• Organisational culture
• Key stakeholders
• Resources
• Designers personal frame of reference
• An overview of the design process
• The product
• The legitimate system
• The shadow system
• A holistic view
• The HR developer as designer

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Strategic orientation

• The legitimate system responsible for day-to-day
  activities and for ensuring the organisation is
  efficient. The legitimate system emphasises
  programmed knowledge.
• The shadow system needs all learning outcomes,
  from programmed knowledge to the meta-abilities.
  Identifying, analysing and creating new knowledge
  is critical to the firms survival. Once the new
  knowledge has been created the shadow system has
  to inculcate this idea into the organisation as a
  whole and into the legitimate system.

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Organisational culture

• Patterns of beliefs, values, rituals, myths and
  practices which combine into shared meanings.
• These shared meanings create common
  understandings among members as to what the
  organisation is and how members should behave.
• Organisational culture and strategic goals play a
  steering function for the organisation.
• Culture plays a role similar to frames of
  reference in individuals.
• (eg.) the designer must be aware of what is
  acceptable in both content to be learned and in
  the learning strategies - organisational defence
  mechanisms.

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Key stakeholders

• Two categories of knowledge within the
  organisation - political knowledge and
  professional knowledge.
• Professional knowledge is the knowledge on which
  the organisation depends so that it can produce
  its product or service.
• Political knowledge comprises of political power
  and knowledge of the organisational procedures
  and processes.
• People with organisational political knowledge
  are called key stakeholders legitimate power.

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Resources

• The tyranny of time.
• Tyranny of members.
• Physical resources.
• Qualified HR developers.
• Designers frame of reference.

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An overview of the design process

• The objectives or rational model
• The interaction model
• The product
• The legitimate system the program and session
  plans resource plan the product marketing plan
  the budget and the evaluation plan.
• The shadow system learning transfer, extended
  learning and creating new knowledge.