CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

THE ASSUMPTIONS PROBLEM-BASED LEARNING

12.1

CONTRACT LEARNING
ACTION LEARNING CHANGE INTERVENTIONS MENTORING THE LEGITIMATE SYSTEM

THE SHADOW SYSTEM

Human Resource Development: Principles and Practice By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.2

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

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

12.3

Human Resource Development: Principles and Practice

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.4

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

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.

12.5

Human Resource Development: Principles and Practice

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.6

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

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

12.7

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.8

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

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

12.9

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.10

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

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.

12.11

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

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

12.12

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.13

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

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.

12.14

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

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.15

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

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 protg 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

12.16

By Brian Delahaye

MENTORING (Continued)
The role of a mentor would include:

12.17

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 careerbuilding projects, meets key stakeholders and has opportunities for advancement.

Human Resource Development: Principles and Practice

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.18

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

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.

12.19

Human Resource Development: Principles and Practice

By Brian Delahaye

CHAPTER 12: IMPLEMENTING THE UNSTRUCTURED STRATEGIES

THE ROLE OF THE HR DEVELOPER

12.20

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

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.

12.21

Human Resource Development: Principles and Practice

By Brian Delahaye

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 fivestage model (to help the learner understand the various stages of the learning process).
Human Resource Development: Principles and Practice

12.22

By Brian Delahaye