Human Resource Development

Strategy and Tactics

CHAPTER 8: Learning and

Development Design

BUS 314
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Learning and Development Design

• Learning occurs in a variety of situations (planned or
spontaneous)
▫ Learning is most effective when planned, organized,
and supported
• Important to know how we learn and the learning design
principles
▫ Any activity should be learner-focused (not trainer-
focused)
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Learning and Development Design

• Learning design is a highly complex and
demanding activity
• Training strategies
▫ Training on the job
▫ Planned organization experience
▫ In-house courses
▫ Planned experiences outside the organization
▫ External courses
▫ Self-managed learning
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Key Principles
The key principles to consider in designing
learning:
1.Learning objectives
2.Well-structured knowledge-base
3.The learning cycle
4.Learning styles and motivation
5.Trainer style and expertise
6.Learning environment, including resources and
equipment
7.Time and financial resources
8.Organizational constraints (HRD policy)
9.Age factors and cultural differences
10.Other influences
▫ Other factors: pace, rhythm, fun, choice, and flexibility
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1.Learning Objectives
• When planning learning events, it is important
to have clear objectives. It helps to determine
whether progress is being made and make
evaluation possible.
• Objectives should contain following elements
▫ Terminal Behavior
▫ Standard of Performance
▫ Conditions of Performance
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Learning Design
• Categories of learning objectives (KSA)
▫ Knowledge: internalization, understanding, and
application of new information and concepts
▫ Skill: incorporation through practice of new ways
of responding (mental, physical, and social)
▫ Attitude: adoption of new values, feelings, and
psychological orientation
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The Learning Objectives Categories

• Knowledge: Systems, Technology,
Professional, Techniques, Environment,
Legislation, Markets

• Skill: Presentation, Interpersonal,

Communication, Managerial, Negotiation

• Attitude: Involvement, Commitment,

Participation, Empowerment, Innovation,
Confidence/Self-esteem, Positivity, Enthusiasm
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Map the Learning

• Mapping: break them down into smaller linked
parts (and identify desired outcomes)
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Example of Training Method

• Videotapes
• Talks
• Discussions
• Role-Plays
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2.Well-structured Knowledge Base

• Learner’s existing knowledge and experience be
brought to bear in learning

• The subject matter being learnt must be well

structured and integrated

• The structure of knowledge is more visible and

useful to learners where it is clearly displayed.
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3.The Learning Cycle

• Stage 1:Carrying out an activity (Concrete Activity )
• Stage 2: Reflecting on the experience
(Observations and Reflection)
• Stage 3: Drawing conclusions from the
experiences. (Formation of Abstract concepts and
Generalizations)
• Stage 4: Planning use of the learning
• (Testing implications of concepts in new situations)
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4.Learning Styles and Motivation

• Trainer make a calculated guess at an early stage
and amend the design accordingly
• Trainer must ‘think on their feet’ and be willing to
listen actively to learner feedback
• Complete learning styles questionnaire on a regular
basis (every 2 yrs)
• Recognize the learning need on the part of the
learner
• Assure commitment and maintain ongoing
motivation
• Positive emotional and motivational climate
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Learning Styles and Motivation

Motivational factors to be considered:
• Unpredictability
• Individual Differences
• Dynamism
▫ Social influences, including group norms and
consensus issues
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5.Trainer Style and Expertise

• The availability of trainers with expertise in the
subject matter will affect the learning design,
choice of activities or learning media.
• With insufficient expertise available in-house,
the designer uses external resources or
alternatives:
• Open learning
• Guided reading
• E-learning
• External courses
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6.The Learning Environment

• An appropriate environment affects both the
learning and learning design.
• Space, Heat, Noise, Interruptions, Seating
Arrangements, and other Environmental factors
are important considerations
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7. Time& Financial resources available

• Consider the total amount of time available for
learning
• Is learning continuos or broken into periods
with large gaps between
• Time affects the amount of information learners
retain, the depth of exploration they can
undertake, the pace at which they learn and the
amount of personal assistance they may be
offered.
• Time will also have an impact on the possibility
of achieving objectives
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8. Organizational constraints
• HRD specialist aim to create learning
opportunities, which are directly linked to the
strategic objectives of the business.
• Organizational constraints such as those related
to organizational style, structure, culture, power
and resources affect the learning design.
• The learning designer therefore needs a clear
understanding of the strenghts and weaknesses
of the organization and opportunities that it
offers.
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9.Age factors & cultural differences.

• Age factor:
• Availability of fewer younger people increased
dependence upon the services of older people.
• This has implications for understanding the
specific learning needs of older workers.

Cultural Differences
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Applying Principles of Learning to the

delivery of learning events
• Design an appropriate structure and culture
• Stimulate the learners
• Help understanding
• Incorporate appropriate learning activities
• Build on existing knowledge
• Safe atmosphere
• Guide the learners
• Ensure that learning is retained
▫ Practice
▫ Feedback
• Ensure transfer of learning
▫ Into the learning event and then to the job