Chap11 Implementing Strategies

Human Resource Development: Principles and Practice By Brian Delahaye
11.1
CHAPTER 11: IMPLEMENTING THE
STRUCTURED STRATEGIES
THE ROLE OF THE HR DEVELOPER
MANAGING AND COORDINATING THE PROGRAM
MICRO SKILLS
THE STRUCTURED LEARNING STRATEGIES
THE SEMI-STRUCTURED LEARNING STRATEGIES
THE CHALLENGE TO THE HR DEVELOPER
11.2
MICRO SKILLS
11.3
In this third stage of HRD, the HR developer tales on the role of
implementor and is often referred to as the facilitator, instructor,
trainer or teacher.

The implementor accepts certain responsibilities, including:
to be fully conversant with the programmed knowledge
to have the capability to conduct the learning strategies
to be willing to help the learners meet various challenges
to deal with the learners honestly
to never place personal idiosyncratic needs above the learners
to, in general, to stay within the planned design.

11.4
MICRO SKILLS
11.5
MANAGING AND COORDINATING
THE PROGRAM
Managing and coordinating a program is a rather invisible
process until something goes wrong. The following, at least,
should be checked:

Ensure all learners have been notified.
Arrange the layout of the training room.
Ensure name tags, programs, stationery, etc. are available.
Ensure all training aids and equipment are present and in
working order.
Check all safety aspects of the training room and equipment.
Each morning check on readiness of guest speakers and other
HR developers involved.

11.6
MICRO SKILLS
11.7
MICRO SKILLS
Micro skills refers to those taken-for-granted techniques used
most successfully by experienced HR developers. Inconveniently,
these micro skills take quite some time to develop to a competent
standard.

The micro skills include:
~ questioning
~ responding
~ using visual aids
~ learning objectives.

The competent use of micro skills is critical as they are the
catalysts for learning and generate knowledge through
externalisation and internalisation.

11.8
MICRO SKILLS
11.9
THE STRUCTURED LEARNING
STRATEGIES
Learning strategies are called structured when the HR developer
takes full responsibility for what will be learned, how it will be
learned and what evidence will be produced to prove that the
learning did occur. The three structured learning strategies are:
The skill session used for teaching a procedural skill. The
body of the session is divided into show, show and tell, check of
understanding and practice.
The theory session used to impart programmed knowledge.
The body of the session is divided into logical segments and each
segment is presented using the steps of explain, activity and
summary.
Lecture special form of theory session, without the activity
step.
11.10
MICRO SKILLS
11.11
THE SEMI-STRUCTURED LEARNING
STRATEGIES
In the semi-structured learning strategies, some of the
responsibilities of learning are transferred to the learner and so
there are elements of unstructured learning about them.

The semi-structured learning strategies are:
discussion
case study
role play
experiential learning.
11.12
THE DISCUSSION
In a discussion, the HR developer encourages the learners to
provide the knowledge that will achieve the desired learning
objectives. The HR developer:
= uses questions to elicit information
= records this information in a logical format
= uses responding skills that encourage learners to contribute
= uses summaries at strategic points.

Discussions are most appropriate for learning advanced
programmed knowledge and the less complex elements of the
task and relationship categories of the HLO e.g. linear
analysis, goal identification, administrative proficiency,
communication, interacting at the objective level, accurate self-
awareness.
11.13
THE CASE STUDY
The case study encourages the learners to go beyond their
explicit knowledge by using the knowledge generation processes
of externalisation and internalisation.

A case study consists of two parts:
> a narration combines a description of a real-world event
together with sufficient background information
> Questions based on the learning objectives of the
session and which the learner needs to answer.

As well as ensuring that the learning objectives are achieved, the
HR developer encourages double-loop learning, ensures that the
learners can identify connections between the issues and can
generalise learning outcomes to the workplace.
11.14
THE ROLE PLAY
The role play is similar to the case study except that, in the place
of the narrative, some or all of the learners become actively
engaged in acting out roles. In the pre-planned role play, the
learners are given clear and detailed role descriptions.

The role play engenders an emotional component in the learning
experience. This is both the strength and weakness of role plays.
The emphasise on externalisation and internalisation of
knowledge generates changes at the tacit knowledge level.

The HR developer has to take care:
in the supervision of the role play
in de-briefing the role players at the end of the role play
during the discussion.
11.15
EXPERIENTIAL LEARNING
This term covers a number of possible approaches. These
approaches allow the learner to experiment with or experience a
specific situation and to reflect on that experiment or
experience. The whole learner (explicit and tacit knowledge,
emotions and frames of reference) is involved. In addition, the
learning is generated by first-hand experience.

Experiential learning includes:
+ learning instruments a device (e.g. a questionnaire) that
provides the learner with insights about frames of reference
+ simulations using a model of reality which allows the
learner to make choices and see the consequences of the choices
+ projects defines an activity with limiting boundaries
+ sensitivity groups based on the belief that disclosure of
deep personal issues within a supportive group leads to insights.
11.16
MICRO SKILLS
11.17
THE CHALLENGE TO THE HR
DEVELOPER
The challenge to the HR developer is to be able to move from
the structured to the semi-structured learning strategies, usually
within the same learning program.

The structured learning strategies are based on explicit models
which do ensure learning. However, they do not allow the
learner very much flexibility. The semi-structured strategies do
provide more flexibility but the HR developer does need highly
developed micro skills to manage the process

The need for these skills is even more pronounced in the next
section the unstructured learning strategies.

Chap11 Implementing Strategies

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Human Resource Development: Principles and Practice By Brian Delahaye

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