Learning interventions
Order Instructions:
For this Key Concept Exercise, you will create learning objectives used in organisational learning interventions.
To prepare for this Key Concept Exercise:
Consider the definition of learning objectives.
To complete this Key Concept Exercise:
In an approximately 550-word response, address the following issues/questions:
•Create or find three learning objectives used in organisational learning interventions.
•Propose learning interventions that would meet these objectives and show how they are underpinned by a sound knowledge of learning theory.
•In formulating your Key Concept Exercise, consider the following issues/questions:
o What is the purpose of the intervention?
o What learning needs have been identified?
o What are the objectives and learning outcomes of the intervention?
When writing your responses, synthesize the theory with real-world experience and use examples of the theories in action in a real organisation about which you have read or one in which you have worked.
SAMPLE ANSWER
Learning interventions are important as it provides a base for learning events such as self-managed learning, external courses, on-the-job training and planned organization experience among others. The primary goal of a learning event is to achieve specified learning objectives. In many organizations, people learn naturally and in some instances incidentally each and every day (Conole, 2012). However, these events can be formalized by asking the learners to internalize what they have experienced, done and learned by linking them to a set of objectives. Learning objectives refers to a statement that outlines the expected goal of a lesson, course, curriculum, or it defines the knowledge and demonstrable skills that will be acquired by students as a result of learning events.
When employees working in the human resource department of an organization who undergoes On-the-job training, for instance, the learning objectives will be
- Identify business issues considering legal, economic, political, quantitative and psychological perspectives.
- Apply knowledge and management skills in work environment
- Create and implement human resource system for training and development, compensation, labor relation and employment.
Some of the learning interventions that would help meet these objectives include;
Action Learning: Action learning encompasses working on a real project (Boud & Molloy, 2013). The Human resource developer can be put in a small group to work on a real project. The students will learn about the methodology as they work. For instance, to learn about competency-based interviewing, the learners can be grouped to form an action learning team. The mentors can then give them an opportunity to decide on a common approach then start working using competency-based interviewing. The learning objectives are attained when they meet to discuss their duties and the method that worked best.
Coaching and Mentoring: The primary goal of coaching and mentoring will be to teach about team performance and help the employees working in the Human Resource department build strong team relations. And finally align performance with the organization goals. The coaching can be done by line managers and use of external coaches to help the employees identify business issues relating to the organization.
Education partnerships: This refers to varying collaborative relationship for diverse partnership (Beetham & Sharpe, 2013). The organization can form a college company partnership to educate their human resource employees on some of the core issues relating to human resource management. The core output of the program would be to improve learner’s management and leadership skills through education programs. Therefore enabling the human resource stakeholders to create and implement human resource system for training and development, compensation, labor relation and employment.
In conclusion, learning and talent development is a continuing process. Many organization help in nurturing talents by developing learning interventions designed to improve talents within the organization (Bonk & Graham, 2012). Training programs are designed to aid in improving employee skills and abilities and develop an all rounded workforce that will be able to work towards achieving organization goals and objectives.
References
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.
Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science & Business Media.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
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