Human Resource Development: Principles and Practice

1
12.1
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
2
12.2
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
3
12.3
THE ROLE OF THE HR DEVELOPER

• In the unstructured learning strategies, the
  responsibility for learning rests with the
  learner while the HR developer (the facilitator)
  manages the process. This is achieved by
• providing supportive mechanisms
• using the micro skills, particularly questioning
  and responding
• having patience
• listening actively really understanding and
  feeling
• encouraging self-evaluation
• accepting the troublesome, innovative, creative
  ideas of learners
• being prepared to learn yourself
• having a different value system open honest
  communication

Human Resource Development Principles and
Practice
By Brian Delahaye
4
12.4
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
5
12.5
THE ASSUMPTIONS

• All unstructured learning strategies are based on
  rational discourse. The participants
• should have equal opportunity to participate
• are free from coercion and distorting
  self-deception
• are open to alternative points of view
• care about the way others think and feel
• have free and informed choice
• keep testing the validity of the choices,
  especially as these choices are being
  implemented.

Human Resource Development Principles and
Practice
By Brian Delahaye
6
12.6
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
7
12.7
PROBLEM-BASED LEARNING

• Problem-based learning is founded on a real-life
  problem from the workplace. This problem is
  presented to the learners who are then expected
  to find the appropriate knowledge.
• The problem provides the trigger to make the
  learners think. The problem should be
  multidimensional and cover a complexity of
  issues. Then the learners
• identify issues and implications of the problem
• identify possible sources of programmed
  information
• report back to the group
• re-examine the problem for missed issues or
  sources of programmed information
• review the problem solving processes used.

Human Resource Development Principles and
Practice
By Brian Delahaye
8
12.8
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
9
12.9
CONTRACT LEARNING

• Knowles used contract learning as a practical
  approach to andragogy. The learning contract has
  six main sections (see Figures 12.1 and 12.2 on
  page 320 of the textbook). The process usually
  covers the following steps
• The learners are introduced to the concepts of
  contract learning.
• The concept of learning objectives is discussed.
• A broad brush view of the content is given.
• For the negotiable objectives, the facilitator
  acts as a traffic cop.
• Some time is given to reflection.
• Learners are given the opportunity to raise
  issues and concerns.
• Learners identify the learning objectives they
  wish to attain.
• The learners develop their learning contracts.
• The learner learns and produces the evidence
  required.

Human Resource Development Principles and
Practice
By Brian Delahaye
10
12.10
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
11
12.11
ACTION LEARNING
The driving force in action learning is the
formula Learning Programmed Information
Questions. The emphasis in action learning is
on questions and learning by doing and taking
effective action. The learners form a learning
set where they discuss their individual projects
and receive open, honest feedback, raise issues
and confess to a lack of understanding. The set
advisor (the facilitator) tries to develop in the
learners the ability to give (by formulating
questions that provide maximum help) and to
receive (actively look for help form their
peers). The set advisor uses System Beta to
manage the process.
Human Resource Development Principles and
Practice
By Brian Delahaye
12
12.12
SYSTEM BETA
System Beta is a process used by the set advisor
to help the learners plan and implement a
decision. The steps in System Beat are 1. a
survey stage, where the learner identifies all
the possible options 2. a trial decision stage,
where the learner examines each possible
option 3. an action stage, where the selected
option is implemented 4. an audit stage, where
the observed results of the action are compared
to the planned outcome 5. a control stage, where
appropriate action is taken on the comparison.
Human Resource Development Principles and
Practice
By Brian Delahaye
13
12.13
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
14
12.14
CHANGE INTERVENTIONS
Change interventions are based on the belief that
people involved in the change know all the issues
but their inability to solve the problem was
caused by a block in the decision making
processes used. Therefore, the HR developer as a
facilitator of change manages the process and
stays out of the content. The most basic model
the facilitator uses to manage the process is the
action research model (see Figure 12.3 on page
326). There are a variety of other models that
are then superimposed on the action research
model, including force field analysis, conflict
resolution and team building. Change
interventions are used to change any social
system whether this be a large organisation
(organisational development) or learners in a
classroom (classroom democracy).
Human Resource Development Principles and
Practice
By Brian Delahaye
15
12.15
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
16
12.16
MENTORING

• Mentoring is not just a set of techniques it is
  also a philosophy. A successful mentoring program
  is based on an organisational belief system that
  values learning.
• This means that
• possible mentors need to be developed in the
  role of a mentor
• organisations need to allocate resources to the
  mentor
• the mentor must gain both extrinsic and
  intrinsic benefits from the program.
• The qualities a protégé would look for in a
  mentor would include
• a superior performer
• willing to set an example
• a good delegator
• encourages self-feedback

Human Resource Development Principles and
Practice
By Brian Delahaye
17
12.17
MENTORING (Continued)

• The role of a mentor would include
• using the various learning strategies
  appropriately
• coaching the protege in specific skills and task
  and relationship competencies
• counselling to develop the relationship category
  of the HLO
• being a sponsor to ensure the protege is
  involved in career- building projects, meets key
  stakeholders and has opportunities for
  advancement.

Human Resource Development Principles and
Practice
By Brian Delahaye
18
12.18
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
19
12.19
THE LEGITIMATE SYSTEM
As a general rule, the structured and
semi-structured learning strategies are the most
suitable for developing staff in the procedures,
analytical processes and value paradigms of the
legitimate system. Firstly, these strategies
are the most efficient when the content to be
learned is relatively well defined. Secondly,
these strategies provide the legitimate system
with the control needed to ensure the short- and
medium-term viability of the organisation.
Human Resource Development Principles and
Practice
By Brian Delahaye
20
12.20
CHAPTER 12 IMPLEMENTING THE UNSTRUCTURED
STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• THE ASSUMPTIONS
• PROBLEM-BASED LEARNING
• CONTRACT LEARNING
• ACTION LEARNING
• CHANGE INTERVENTIONS
• MENTORING
• THE LEGITIMATE SYSTEM
• THE SHADOW SYSTEM

Human Resource Development Principles and
Practice
By Brian Delahaye
21
12.21
THE SHADOW SYSTEM
The shadow system tends to use the more
unstructured learning strategies. Firstly, these
strategies develop the staff in the deeper levels
of the HLO. Secondly, these unstructured
strategies are used to explore the environment
and future of the organisation. In particular,
though, the staff operating in the shadow system
need to be developed for the extended learning
and creation of knowledge phases. The five-stage
model of adult learning provides the HR developer
with some guidance.
Human Resource Development Principles and
Practice
By Brian Delahaye
22
12.22
THE FIVE-STAGE MODEL
The five-stage model of adult learning is 1.
Inquiring the learner sees a need to solve a
particular problem 2. Modeling the learner
casts around and observes similar phenomena 3.
Experimenting and practicing the learner builds
models and tests them 4. Theorising and
perfecting the model is continually refined 5.
Actualising the learner receives
recognition. Thus, the HR developer is operating
at two levels in the shadow system with the
unstructured learning strategies (to help the
learner understand the content) and at a deeper
level with the five-stage model (to help the
learner understand the various stages of the
learning process).
Human Resource Development Principles and
Practice
By Brian Delahaye