Please enable JavaScript.
Coggle requires JavaScript to display documents.
SHRD (T1: Intro to SHRD (Ch1) (Complexity theory (Disequlibrium,…
SHRD
T1: Intro to SHRD (Ch1)
Management of knowledge capital
concept
Functions of HRM
Complexity
theory
Disequlibrium
Equilibrium
Systems approach
Legitimate system
Shadow system
Bounded instability
3 roles:
Challenge the legitimate system
Store knowledge and information
Identify new knowledge
Strategic management
SWOT Analysis
SHRD
Development
Learning
Training
Education
2 readings
T2: Adult learning (Ch2/
3
/4)
Video and 1 reading
Ways of learning
Pedagogy = Children
Andragogy = Adults
Self-concept
Experience
Readiness to learn
Need to know
Orientation for learning
Motivation
Types of learning
Classical conditioning (Pavlov) - not suitable for HR
Behaviour modification (Skinner) - used in HR
Modelling (Bandura) - optimal in HR
Principles
of adult learning
Starting with the known
Readiness to learn
Part learning
Spaced learning
Active learning
Overlearning
Multiple sense learning
Feedback
Meaningful material
Transfer of learning
Transformational learning
model
Instrumental learning
Communicative learning
Rational discourse
Reflective discourse
Debate
Emancipatory learning
System Beta
Experiment
Audit
Hypothesis
Review
Survey
Unlearning
Needed when:
History of organisational change
Feelings and expectations
Inertia
Ways:
Explaining the need for change
Organisational support and training
Continuing support after implementation
T5: Implementation strategies (Ch10/11)
Strategic management of learning
Unstructured
Problem-based learning
Contract learning
Action learning
Action research
Mentoring
E-learning
Blended learning
Semi-structured
Discussion
Case study
Role play
Experiential learning
Simulations
Learning instruments
Projects
Structured
The theory session
The lecture
The skill session
Video and 1 reading
T7: Workplace learning (Ch13)
Workplace learning
Managing
Challenges
Advantages
Advantages of off-site learning
3 readings
Individual adult learning stages
Trial and error
Seek support
Formulating goals
Seek expertise
Engagement decision
Production phase
Increased confidence and abilities
Individual change transition
model
T9: Culture, leadership and knowledge management (Ch15)
Organisational culture
Rituals
Stories
Symbols
Forms
Processes
Org structure
Routine behaviours
Power structures
Control systems
Four types of culture in the textbook (p.442)
Knowledge as an asset
Encoded knowledge
Embedded knowledge
Information
Encultured knowledge
Data
Leadership
Transactional
Transformational
1 reading
T6: Evaluation (Ch12)
Assessment of learning
Types
Subjective written test
Performance tests
Objective written test
Learning diaries
Organised
Free-flow
Analytical
Portfolio
Skill test
Kirkpatrick
model
of evaluation
Levels
Learning
Behaviour
Reaction
Results
Brinkerhoff
added stages
3 readings
Scientific
models
Pre-test post-test evaluation
Time series evaluation
Control group method
The Solomon four
Post-test evaluation
Evaluation plan and evaluation report
T3: HRD needs investigation (HRDNI) (Ch5/6/7)
Methods:
Interviewing
Focus groups
Surveys
Organisational records
Observation
Strategic orientation
Assessment centres
Critical incident technique
Performance appraisal
Job analysis
Categories:
Diagnostic audit
Democratic preference
Performance deficiency
Pro-active analysis
2 readings
HRDNI report - elements to include
T8: Creating and embedding new knowledge (Ch14)
Exporting to the legitimate system
Push from the shadow system
Identification of a power centre (champion)
Preparing the path for a new idea
Preparing the new concept as an acceptable package
Engaging in a debate
Viral approach
Pull from the legitimate system
The audit
The plan
Implementation
Extended learning
Defence routines
Management inaction
Giving an appearance of positive action
Extraordinary management processes
Communities of practice (CoP)
Networks
External
Internal
Learning partnerships
Joint ventures
Apprenticeships
Strategic
Customised work integrated learning (CWIL)
Work capacity integrated learning (WCIL)
Work integrated learning (WIL) or Work experience learning (WEL)
Research
Self-organising groups (SOGs)
Shadow system
#
Guiding principles
Positive feedback loops
Double-loop learning
Roles:
1 - Identify new knowledge
2 - Challenge legitimate system
3 - Store knowledge
1 reading
T4: HRD design (Ch8/9)
Video and 1 reading
Curriculum design
Should consider:
Effective activities
Organisation of activities
Worthwhile knowledge to learners
Four variables:
Learning strategies
Learning outcomes
Classifications:
Intellectual skills
Cognitive strategies
Verbal information
Motor skills
Attitudes
Hierarchy of learning outcomes (HLO) from most explicit to most tacit knowledge
Relationships
Critical thinking
Meta-abilities
Tasks
Programmed knowledge
Learners
Motivation
Theories
Expectancy-valence
theory
(Vroom)
Motivation
theory
(Biggs)
Hertzberg two-factor
theory
Maslow's hierarchy of needs
Levels
Utility
Achievement
Interest
Learning orientation - four stages
Stage 1 (high pedagogy / low andragogy)
Stage 2 (high pedagogy / high andragogy)
Stage 3 (low pedagogy / high andragogy)
Stage 4 (low pedagogy / low andragogy)
Current level of knowledge
Learning styles
Activist - having an experience
Reflector - reviewing the experience
Theorist - concluding from the experience
Pragmatist - planning the next steps
Contextual variables
Strategic orientation and a systems approach
SWOT
#
Legitimate / shadow systems
#