Chapter 9: Design

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Chapter 9 Design Two Main Considerations

• JH601
• Human Resource Management

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9.1
Design Two Main Considerations

• Defining the role of the hr developer
• The hierarchy of learning outcomes
• The learners
• A designers checklist

Human Resource Development Principles and
Practice
By Brian Delahaye
3
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9.3
Defining the role of the HR Developer

• In this second stage of the HRD process, the HR
  developer takes on the role of designer. Design
  or curriculum development as it is sometimes
  called involves making decisions about
• the learning outcomes, competencies and
  objectives identified in the HRDNI
• the topic content suggested in the HRDNI
• the type of learning strategies to be used
• the learners.

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9.5
The Hierarchy of Learning Outcomes
The first important variable to be considered in
the design stage is the learning outcomes, which
also subsume the content to be learned. As a
start to categorising these outcomes, it has
already been suggested (see Chapter 5) that the
learning outcomes be prioritised between those
relevant to instrumental, communicative and
emancipatory learning. This prioritising can be
refined further by using the hierarchy of
learning outcomes (HLO) see Figure 9.1 on page
235 of the textbook.
By Brian Delahaye
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The Hierarchy of Learning Outcomes (Continued)
9.6
The HLO suggests that learning outcomes can be
divided into five categories programmed
knowledge, task, relationship, critical thinking
and meta-abilities. Each category can be divided
into subgroups. Each subgroup can be further
divided into elements. The HLO, on page 235, then
goes further and suggests that these categories
and subgroups can be linked to appropriate
learning strategies (listed on the left-hand side
of Figure 9.1). The five categories form an
hierarchy moving from the least complex at the
top to the most complex at the bottom.
By Brian Delahaye
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9.7
Programmed Knowledge

• The programmed knowledge category is divided
  into
• basic facts and skills
• professional technical information
• factual
• detailed complexity
• procedural skills.
• The theory session or lecture or skill session
  are most appropriate for this category.
• See A closer look on page 236 for an
  application.

By Brian Delahaye
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9.8
Task Category
The task category is divided into three
subgroups. The analytical and logistical
subgroups are at an equal level of complexity
while the implementing subgroup is at a deeper
level of complexity. The linear analysis element
and the goal identification (logistical) elements
are more appropriately developed using the theory
session or lecture or skill session. The
remaining elements of both the analytical and
logistical subgroups are best developed using the
discussion or case study or role play. The
implementing subgroup is best developed using
experiential learning or mentoring or
problem-based learning.
By Brian Delahaye
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9.9
Relationship Category
The relationship category is divided into three
subgroups. The interpersonal and intrapersonal
subgroups are at an equal level of complexity
while the concern for others subgroup is at a
deeper level of complexity.
Human Resource Development Principles and
Practice
By Brian Delahaye
10

• The communication and interaction at objective
  level (interpersonal) and the spontaneity and
  accurate self-awareness (intrapersonal) elements
  are more appropriately developed using the theory
  session or lecture or skill session. The
  remaining elements of both the interpersonal and
  intrapersonal subgroups are best developed using
  the discussion or case study or role play
  except for emotional resilience.
• The concern for others subgroup and emotional
  resilience element are best developed using
  experiential learning or mentoring or
  problem-based learning.

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9.10
CRITICAL THINKING CATEGORY

• The critical thinking category is divided into
• problem solving
• creativity
• evaluation
• dialectic thinking
• logical reflection.
• Problem solving, creativity and evaluation are
  more appropriately
• developed using experiential learning or
  mentoring or problem-based learning. Dialectic
  thinking and logical reflection are best
  developed by contract learning or action learning.

By Brian Delahaye
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9.11
META-ABILITIES CATEGORY

• The meta-abilities category is divided into
• mental agility
• helicopter perception
• self-perpetuating learning.
• Mental agility, helicopter perception and
  self-perpetuating learning are most appropriately
  developed by contract learning or action
  learning.
• The three elements of the meta-abilities form a
  deep-seated network that operates at the
  sub-conscious level within the tacit level of
  knowledge and the individuals frame of
  reference.

By Brian Delahaye
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9.12
THE PRACTICAL USE OF THE HLO
No model should be followed slavishly to the
exclusion of judgment. The HLO is presented to
bring some initial logic and predictability to
the selection of suitable learning strategies.
In addition, the HLO does indicate that certain
learning strategies are inappropriate to develop
certain subgroups or elements. For example,
emotional resilience cannot be developed using
the lecture despite the wishes of some
organisations attempting quick fixes in the name
of cost savings.
By Brian Delahaye
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9.14
THE LEARNERS

• The other important factor in the design
  decision-making process is the learner. That
  people are complex and multifaceted is an
  axiomatic statement. However, within this
  constraint there are a number of characteristics
  about the learner that have been shown to have
  some effect on selecting appropriate learning
  strategies.
• These characteristics include
• current knowledge
• motivation
• learning orientation
• learning styles.

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9.15
CURRENT KNOWLEDGE
The unstructured learning strategies of contract
learning, action learning, problem-based learning
and experiential learning depend to an extent on
the learners having higher prior levels of
knowledge of the content.
Human Resource Development Principles and
Practice
By Brian Delahaye
16
Motivation

• The willingness to exert high levels of effort
  to reach organisational goals, conditioned by the
  efforts ability to satisfy some individual need.

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9.16
MOTIVATION

• There are three motivational theories that are
  useful to designing learning experiences
• The two-factor theory suggests that there are
  two factors to consider. The hygiene factors
  (e.g. physical conditions) will, if absent, cause
  dissatisfaction. However, overcoming the hygiene
  factors will not result in motivation. This needs
  the inclusion of the motivator factors (e.g.
  recognition). See A closer look on page 247.
• The expectancy-valence theory that a series of
  decision steps are taken expectancy one (is it
  achievable?) expectancy two (will the expected
  rewards follow?) outcome one (the reward does
  eventuate) and outcome two (the reward does have
  some intrinsic value). See A closer look on
  page 248.

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Motivation-hygiene theory
Supervision Company policy Supervisor
relations Working conditions Salary Peers Personal
life Subordinate relations Status Security
Achievement Recognition Work itself Responsibility
Advancement Growth
Extremely satisfied
Neutral
Extremely dissatisfied
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Expectancy theory

• Expectancy theory is the theory that an
  individual tends to act in a certain way based on
  the expectation that the act will be followed by
  a given outcome and on the attractiveness of that
  outcome to the individual.
• Effort-performance linkage
• Performance-reward linkage
• Attractiveness

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Expectancy theory
Variables of expectancy theory
Effort-performance linkage
Performance-reward linkage
Attractiveness
Simplified expectancy model
Individual effort
Organisational rewards
Individual performance
A
B
C
A
Effort-performance linkage
Individual Goals
B
Performance-reward linkage
C
Attractiveness
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9.17
MOTIVATION (Continued)

• The three-level hierarchy suggests there are
  three levels of motivators in learners
• utility motivation, where the learner expects
  some utilitarian benefit other than the content
  learned (e.g. salary raise)
• achievement motivation, where the learner has
  intense satisfaction in achieving some measurable
  goal (e.g. a distinction for an assignment)
• interest motivation, where the learner is
  intensely interested in the topic content itself.
  
• See A closer look on page 249.

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9.18
LEARNING ORIENTATION
Learning can be categorised under two basic
approaches pedagogy and andragogy (see Chapter
2). These can provide a two-dimensional space
that can be divided into four orientations to
learning see Figure 9.2 on page 249 of the
textbook. Stage 1 Learners in this stage prefer
traditional methods and respect established
ideas. Stage 2 While they prefer to leave the
traditional learning strategies, they are
suspicious of the new. Stage 3 These are the
quintessential self-directed learners. Stage 4
These are highly mature and experienced
learners.
By Brian Delahaye
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9.19
LEARNING STYLES
Kolb (1984) and Honey and Mumford (1992) have
suggested that people have certain learning
styles and have categorised these as 1.
diverger/reflector 2. assimilator/theorist 3.
converger/pragmatist 4. accommodator/activist. Se
e Table 9.1 on page 254 of the textbook. It is
suggested that people have a preference for
certain learning styles. In addition, it is
suggested that, in design, the learning cycle
should be followed Step 1, an experience Step
2, review Step 3, conclude Step 4, plan next
learning.
By Brian Delahaye
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9.21
A DESIGNERS CHECKLIST

• Despite the complexity, the HR developer as the
  designer must make decisions that are logical,
  credible and defensible. The following checklist
  provides a broad guide
• Categorise the learning outcomes with the HLO.
• Identify the building blocks.
• Identify the critical characteristics of the
  learners.
• Explore how the learning cycle (experience,
  review, conclude and plan next learning) can be
  included.
• Build in opportunities for feedback.

By Brian Delahaye
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