HRD - Lecture notes 1-10 PDF

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All lecture notes for human resource development...

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Contents ★ Week 1 1-6 ○ Lecture 1- Introduction to Human Resource Development 1-3 ○ Lecture 2- The Systematic Training Cycle 4-6 ★ Week 2 7-10 ○ Lecture 1- Aspects of Learning in the Workplace and Why Skills Matter 7-10 ★ Week 3 11-15 ○ Lecture 1- Some Key Learning Theories and Adult Learning Principles 11-15 ★ Week 4 16-21 ○ Lecture 1- Identifying Training Needs and Selecting Methods of Training Needs Analysis 16-21 ★ Week 5 22-26 ○ Lecture 1- Designing Training and Aspects of Delivery 22-26 ★ Week 6 27-30 ○ Lecture 1- Evaluation 27-30 ★ Week 7 31-35 ○ Lecture 1-Teams and Team Building and Development 31-35 ★ Week 8 36-42 ○ Lecture 1- Action Learning in Theory and Practice 36-39 ○ Lecture 2- Questions for Action Learning 40-41 ★ Week 9 42-48 ○ Lecture 1-Aspects of Digital Learning 42-48 ★ Week 10 49-55 ○ Lecture 1- Developing Leaders and Managers 49-55

Human Resource Development Week One Lecture One

Introduction to Human Resource Development Aims ★ Demonstrate a critical awareness of current issues in HRD ★ Relate these ideas to real workplace situations and examples ★ Actively engage and participate in seminar activities including discussion and group work and all 5 learning log activities Defining HRD The primary process of learning and development as an organisational process is to aid collective progress through the collaborative, expert and ethical stimulation and facilitation of learning and knowledge that supports business goals, develops individuals potential and respects and builds on diversity What is Involved in HRD? ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Adult learning Training and development Digital learning Identification of training needs Designing and delivering training Evaluating training Knowledge management Team development Talent and career development Continuing professional development Leadership and management development

What is HRD? ★ Improving performance and bringing about personal growth ★ Term more commonly used in academia than professionals context ★ CIPD- Learning and Development- helps organisations execute ist people with business priorities ★ Is it training/learning and development/education

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Human Resource Development

HRD Training or Learning Learning -Multi-dimensional approach -Seeks to develop an individual and/or to solve a problem -May result in persistent change in behaviour and increased skill level -What employees do

HRD Training -One-dimensional- often low level a level a specific task -What employers do

Approaches to Training in Organisation ★ 1940s-1960s Fragmented Approach ○ Attempts to deal with national skill shortages (post war years) and lack of appreciation for training as a necessary investment for organisations ★ 1970s-1980s Systematic Approach ○ Business focused approaches- systematic and planning, links with other personnel approaches ★ 1990s Focused Approach ○ More focus on learning- C+D seen as significant for organisational strategies and individual goals ★ 21st Century Approaches ○ Organisational learning and knowledge management: the knowledge worker Brief History of HRD ★ USA 1970s- 1st termed HRD- focused on short term training, acquiring skills and behavioural change ★ 1980s- SHRD- concept linked to corporate business strategy. Long range future 1990s developed into a recognisable professional but skill confusion and definitions ★ 2001- CIPD produced extensively revised set of professional standards integrating L+D processes, operations and relationship ★ 2000s- CIPD identified two generic roles for people and development professionals, ‘Thinking Performers’ and ‘Business Partner’ Development in HRD ★ Early 20th century- focus on control ★ Middle years of the century- dynamic environments and training interventions group dynamics and experiential learning ★ End of century- the learning organisation ★ Early 21st century- CIPD and self-development, rise of the knowledge worker 2

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HRD Roles ★ ★ ★ ★ ★ ★ ★ ★

Teachers Trainer Facilitator Coach Adviser Mentor Change agent Organisational development specialist

Trainer Roles Maintenance Role ★ Trainer roles- delivery and feedback ★ Provider- TNA, design and coaching trainers Change Roles ★ Innovator- supporting change programmes, advising where training can assist change process ★ Consultation- analysing of problems, liaisons with line managers Some Challenges Posed by the External Environment ★ ★ ★ ★ ★ ★ ★ ★

COVID 19 and impact on face-to-face delivery International competition and geo-political situation Industrial and organisational restructuring Increasingly dynamic nature of markets Flexibility and changing patterns of work Skills shortage Demographic changes Alteration of psychological contract

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Human Resource Development Week One Lecture Two

The Systematic Training Cycle Introduction ★ To introduce and review the systematic training cycle ★ To consider its properties and some advantage and disadvantage Systematic Training Cycle

ADDIE ★ Analyse ★ Design ★ Develop ★ Implement ★ Evaluate Systematic Approach ★ ★ ★ ★ ★ ★

Fixed plan or system Methodical Rational Efficient Cost-effective Logical and sequential planning and action

Meaning of Systematic Structured methodical, organised, orderly, well ordered, planned, systematised, regular, standardised, formal, logical, coherent, consistent, efficient, business like, practicable, careful, fastidious, meticulous, joined up

Expanded Version of the Cycle 4

Human Resource Development

Criticism of STC ★ ★ ★ ★

Infleible Over-simplified Ignores context Based on vague assumptions

Why Do So Few Organisations Have a Clear Idea of the Value They Got From Training? ★ Training assumed to be a ‘good thing; ★ Senior managers already invested ★ Vague assumptions are made about vague improvements in vague measures of performance… vaguely attributed to training event ★ Trainers may be defensive about the value of their role shouldn’t try to impose crude measures of cost effectiveness ★ Initiation training in the face of organisational crises so as to be seen to be ‘doing something’ Achieving Systematic Training ★ ★ ★ ★ ★ ★ ★ ★

Identify the learning/training requirements What do you want to achieve in terms of outcomes? Set learning/training objectives Knowledge, skills and attitude (KSAs) Select the appropriate strategy Design and plan the programme Implement the programme Evaluate the programme’s impact

Pros and Cons of the Systematic Approach

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Human Resource Development

Pros ★ ★ ★ ★

Still widely used by large number of organisations Simplicity my be strength Still a viable, practicable tool Context can be built in

Cons ★ ★ ★ ★

Focus on trainer rather than learner (or manager) Assumptions of orderly sequence of activities Bureaucratic and inflexible Not business focused

Week Two Lecture One

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Aspects of Learning in the Workplace and Why Skills Matter Outcomes ★ ★ ★ ★

To explore some aspects of work based learning To identify employer’s favoured methods for developing employees To investigate some of the issues around skill gap and shortage To explore the idea of communities of practice

Changing Context of Work ★ ★ ★ ★ ★ ★ ★ ★

COVID-19 Development of knowledge workers Increasingly flexibly delivered learning Skill change/multi skilling/up-skilling Practice linked education/ CPD Human capital ‘internationalised’ and globalisation of production Rapidly changing markets The age of the leaner

CIPD Viewpoints- Learning at Work ★ In the context of the workplace, learning needs to be specification designed to support the organisation’s strategy ★ High levels of workforce skills are critical to business productivity and economic prosperity, supporting learning at work is high on the agenda of policymakers and employers in many parts of the world ★ To improve a country’s skill profile, it’s not enough to focus on preemployment education and training. It’s crucial for employers to continually invest in and develop the skills levels of their employee through methods such as on-the-job training, in-house development and coaching CIPD Viewpoint- Emerging Learning Approaches CIPD research consistently shows that the following three themes are crucial in both helping people learn and driving organisational performance: ★ Social and collaborative learning ★ Digital learning and training delivery ★ Coaching and mentoring Shifting from instructions to interaction Top 5 Most Used Training Methods

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Human Resource Development

★ ★ ★ ★ ★

On-the-job training Online learning In-house development programmes Learning from peers External conference, workshop and events

50% 29% 25% 25% 15%

CIPD Learning and Talent Development Survey 2013- Social Learning Just over two-fifths of those with responsibilities for/involved in determining the learning and talent development needs of their organisation reported social learning was an important part of their learning and talent development strategy (11% don’t know What is Social Learning in Practice? ★ Interaction with others, formally and informally, in the workplace is a source of learning ★ Learners acquire new skills and knowledge when they see these as relevant to what they do in practice ★ A positive work climate will help the application of learning about work and something to include positive and genuine feedback Is learning always positive? What is Workplace Learning? Workplace learning is concerned not only with immediate work competencies, but future work competencies. It is about investment in general capabilities of employees as well as specific technical skills. And it is about the utilisation of their wherever they might be needed in place and time Why Does it Matter? We live in a world characterised by contestability, changeability, uncertainty and unpredictability under (these) conditions Transfer of Learning ★ Managers- they provide the support and the structure that set climate for learning ★ Motivation factors- expectations in terms of applying new skills ★ Belief or conviction in ability to use new skills ★ Ability elements- opportunity to apply new skills, energy and workload of 8

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learners, whether or not the training is designed to link to work performance Why do Skills Matter? ★ For economic growth and prosperity ★ For individuals and organisations Government Agenda Challenge ahead ★ Withdrawal from European Union (Brexit) ★ Freedom of movement for european labour market ★ Economic growth in global market ★ Immigration control Current Skill Situation in the UK ★ At a national level, too many UK businesses are built around low skilled, low valued jobs ★ The Uk also suffers from poor basic, skills, weakness in vocational education system and low investment in workplace training ★ Uk performs well internationally on the provision of high level qualifications with a large proportion of the workforce educated to degree level ★ More than one third of workers have skilled to cope with more demanding duties than they already have ★ One in ten said they lacked all skills needed to their jobs effectively ★ Average labour productivity could be increased by as much as 5% if the level of skills mismatch in the UK was brought into line with OECD best practice levels Aims of the UK Skills Policy ★ Skills policy in the UK is devolved ★ Each of four nations within the UK has their own small strategy ★ Common core themes ○ Up-skilling adult workforce ○ Improved career advice (for example, all age career service) ○ Simplified and responsive further education and vocational education and training (VET) ★ Increased demand for skills through increased employer ambition ★ Targeted support for skill development is SMEs

Communities of Practice 9

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★ Communities of practice are groups of people who share a concern/passion for something they do and learn how do it better as they interact regularly ★ They are mutually engaged in a set of activities, informally bound by a shared practice ★ Involved in a joint enterprise ★ Have a shared repertoire Indicators of a CoP ★ ★ ★ ★

Shared way of doing things Knowing what others do: and what they do Local core, shared stories, inside jokes Jargon and shortcuts to communicate e.g. NHS abbreviations ○ NFS ○ TEETH

Theories of Learning for the Workplace ★ Ryle (1949) differences between ‘knowing that’ and ‘knowing how’ ★ Polanyi (1967) tacit knowledge- ‘we know more than we can say’ ★ This type of knowledge is best for dealing with uncertainties failure and ‘notknowing’ Situated Cognition ★ Lave and Wegner (1991)- ‘situated cognition: legitimate peripheral participation’- learning is integral and inseparable aspects of social practice ★ All learning processes are embedded in social interaction among people and in the context where socialising occurs ★ Leaning involves the whole person ★ Developing knowledge is a social process Types of Knowledge Explicit -Transmissible -Codified/patented -Situation free -Objective -Can be tough and copted -Accessible -Vulnerable

Implicit -Experimentally gained -Individual -Subconscious -Subjective -Intuitive -Organisationally distinctive -Hard to get at

Week Three Lecture One

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Some Key Learning Theories and Adult Learning Principles Outcomes ★ ★ ★ ★

Consider the nature of learning and its importance in the context Define learning and explain some key learning theories Explore some principles of adult learning Examine key learning styles

What is Leaning? ★ A relatively permanent change in behaviour that occurs as result of practice or experience ★ Learning emphasises the person in whom change occurs or is expected to occur ★ Learning is the act or process by which behavioural changes, knowledge, skills and attitudes are acquired Key Terms Training- task focused, planned, acquiring skill Development- person focused, realising ability and potential Education- learning to prepare an individual but not specific Learning- life focused, knowledge, skills, attitudes KSAs Knowledge- facts, data, information which the learners needs to carry out the task Skills- things the learner needs to be able to do Attitudes- ways of behaving are appropriate to the task or defined by the organisation What is Learning? ★ ★ ★ ★

‘Learning is at the heart of the organisation’ L= P+Q; L≥C Learning is employed centered and starts with the individual as a beneficiary Learning has happened when people can demonstrated that they know something that they did not know before (insights and resilience as well as fact) when they can do something they could not do before

Bloom’s Taxonomy

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Cognitive Type

Statement Form

Knowledge

State, listen, identify, define

Comprehension

Explain, give examples, discuss, interpret, review

Application

Demonstrate, solve, retake, show

Analysis

Compare, contrast, investigate

Synthesis

Design, formulate, create, develop, organise

Evaluation

Appraise, contrast, critique, argue, validate

Surface

Deep

The FIVE Stages of Learning 1. Unconscious incompetence- blissful ignorance 2. Conscious incompetence- you know what you don’t know 3. Conscious competence- you know something new but it takes through and concentration 4. Unconscious competence- you do things without thinking 5. Expert- you are able to teach or pass on the skills to other Aspects of Learning Knowledge- what someone knows Skills- what someone can do Employee attitudes- the belief that shape how they do things Experience- what someone actually does Learning Theories ★ ★ ★ ★

Behavioural theories Cognitive theories Experiential theories Social and sociocultural theories

Behavioural Approach

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★ Learning through reinforcement ★ Focusing on behaviours that could be observed ★ Classical conditioning- physiological reflexes conditioned to respond to a new situation and a new stimulus ★ Skinner’s operant conditioning- impact of reward (positive reinforcement and negative reinforcement) and punishment Cognitive Approach ★ Concerned with how people obtain information by thinking and using the resources of memory ★ Learning is concerned with acquiring new information that connects to that which is stored already but makes an adjustment accordingly ★ Information is organised into knowledge patterns that can be called upon when needed ★ Cognitive learning in HRD helps people build meaningful patterns that can lead to new insights, discovering new ways of understand or even challenge existing patterns to produce new ways of understanding Experiential Learning

Honey and Mumford’s Learning Cycle

Learning Styles

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Activists ★ Case studies ★ Stimulation roles plays ★ Presentation of group individual work ★ Problem solving using videos or case studies Reflectors ★ Situations role-plays/open discussion/ free and structured discussion ★ Problem solving to learn and share ★ Personal letter to self ★ Follow up projects Pragmatists ★ Practical lesson delivery in tray exercise ★ Assignment briefing and debriefing ★ Practical technical made/demo ★ Video of role-play in tray exercise Theorists ★ Formal presentation ★ Instructional techniques ★ Feedback individual groups ★ Briefing and debriefing skills ★ 15-20 minute lectures ★ Structured training session ★ Use of game to induce experimental Sociocultural Theories ★ Cognitive theories and learning styles approaches have been criticised for being too individual focused ★ Being identified with a particular style can lead to stereotyping ★ Learning is a dynamic interplay between the person, the environment and behaviour ★ Learning occurs through indirect observation and modelling ★ Learning is the consideration of existing capacity and the skill to find solutions to problems that an individual is facing and moving towards more advanced learning that is relative to the existing capacity

Learning Principles

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★ Behavioural theories ○ People respond to reinforcement (such as rewards) within training ○ HRD programmes should progress from simple to complex ★ Cognitive theories ○ Learners are active and will learn more if they have some control over the learning process ○ Learning need to learn how to learn more if they have some or trying put new one ★ Social/sociocultural theories ○ Learning occurs from and with others, formally and informally Key Assumptions of Adult Learners ★ Adults are motivated to learn as they experience needs and interests that learning will satisfy ★ Adults orientation to learning is life-centered ★ Experience is the richest source for adult’s learning ★ Adults have a deep need to be self directing

Week Four Lecture One

Identifying Training Needs and Selecting Methods for Training 15

Human Resource Development

Needs Analysis Outcomes ★ Explain the meaning of training needs ★ Distinguish between different types of training needs ★ Identify a systematic approach for the identification of training needs The Meaning of Training Needs ★ Requires an identification of what is not working so well where it is not working and how significant this is; ★ Assessing and analysis of training needs is concerned with identifying gaps between work performance and stan...