1. Managing Learning and Knowledge Capital Human Resource Development: Chapter 12 Workplace learning Copyright © 2010 Tilde University Press

2. The workplace as a site for learning The most authentic learning environment The workplace presents a number of advantages –The learning is focused on specific tasks –The principles of meaningful material and transfer of learning automatically –feedback is immediately available. Supervisor undertakes the full role of the HR developer Supervisor makes decision - work site or off-site? Workplace learning is the principal developmental process –with formal (off-site) learning an important adjunct 2

3. Challenges to workplace learning Compete for time and recognition with normal activities May be a lack of expertise in the workplace Individuals may be unwilling to participate in learning Catalyst for learning often sporadic or serendipitous This sporadic occurrence also needs learner motivation Instructor or guide or mentor needs to be available Experts may be reluctant to undertake the role The instructor needs some HR developer skills The instructor needs to be given sufficient resources 3

4. The supervisor as the HR developer Supervisor must be highly accomplished HR developer –Have competence to oversee the surveillance stage of the HRDNI –Conduct the investigation stages when necessary –Formulate learning objectives correctly –Design learning episodes appropriately –Able to evaluate a learning design presented by an outside party –Conduct learning episodes –Conduct evaluations of learning. 4

5. Learning spaces Supervisor will need to plan for and organise the resources needed The most critical resource needed for workplace learning is learning spaces The physical site –A location –Supporting learning technology and learning resources that have been specifically reserved for the learning episode An appropriate amount of time to learn the new skills or knowledge 5

6. Managing workplace learning Requires a consistent effort from the supervisor –Continually monitoring their staff as well as the internal and external environment of their organisation –Providing staff with a range of learning opportunities –Creating an organisational climate that supports and encourages learning –Removing barriers to learning –Providing appropriate learning support processes –Encouraging employees to engage in learning behaviours which include actively seeking out feedback on performance, and asking for assistance The process of managing workplace learning –(see Figure 12.2) 6

7. Process of managing workplace learning Performance appraisal –commences the learning episode –is a learning experience as and of itself, and –results in an action plan for further targeted learning The learning episode –Off-site or on-site Transfer of learning –Encapsulation - do not take the learning back to the workplace –Deep learning depends on both knowing and doing –Positive transfer climate 7

8. Process of managing workplace learning (cont) The following three steps are often iterative Extended learning –From the rule-following to extrapolation and experimentation –From peripheral to full engagement –Certainty to conditions that are less certain and more complex Complex but clear learning outcomes –Non-routine tasks are usually more complex –more sophisticated techniques are needed to communicate the full complexity of such learning outcomes Direct guidance of experts –Securing the learner’s access to a sequence of activities –Selecting the guide 8

9. Process of managing workplace learning (cont) The last three steps encourage independent learning Indirect guidance –A level where they no longer need direct support –Provided by the workplace environment –Surrounded by experienced co-workers and peers Diminishing support –Scaffolding - temporary and adjustable support –Fading the guide gradually removing parts of the scaffolding Creating knowledge –Primed to move onto creating new knowledge –Moving into the shadow system 9

10. The workplace curriculum Must be based solidly on: –The concepts discussed previously The theories of adult learning and The four stages of HRD Individual change transition model –Security –Anxiety –Discovery –Integration The individual model of adult learning 10

11. Individual adult learning - See Figure 12.1 Engagement decision Formulating goals Trial and error Seek support Seek expertise Production phase –Automation and tuning stage –repetitive learning procedures –technical rationality –problem solving & defining Increased confidence and abilities 11

12. Challenge of workplace learning Very few organisations can do it Power of workplace learning –The need for learning quickly becomes obvious (readiness to learn) –Active learning is fully utilised (active learning) –Using Figure 12.3, elements of learning are repeated (over learning) –Learner watches, and listens to, what is being done (multiple-sense learning) –The supervisor provides continual updates on progress (feedback) –The content to be learned is highly relevant (meaningful material) –The learning is immediately used in the workplace (transfer of learning). 12