Learning and Development Practice in the Workplace

Kathy Beevers, Andrew Rea, David Hayden

• Éditeur: CIPD - Kogan Page
• Année: 2019
• ISBN:
  9780749498429
• Édition: 4
• Sujet: Commerce
• Sous-sujet: Gestion des ressources humaines

Learning and Development Practice in the Workplace is the ideal textbook for anyone studying CIPD L&D qualifications and apprenticeships at Level 3 or Level 5, as well as for practitioners new to an L&D role. This book covers what is required of an L&D professional and how to meet and exceed these expectations, how to align L&D activity with organisational strategy and, crucially, how to identify learning needs and design effective L&D practice.This new edition of Learning and Development Practice in the Workplace has been fully updated, reflecting the new CIPD Profession Map, and now has dedicated chapters on the different approaches to learning delivery, including face-to-face training and facilitation, technology-based learning, coaching, mentoring and social and collaborative learning. There is also expert guidance on learner engagement including insights from neuroscience and psychology, as well as advice on evaluating the impact of L&D. With case studies, activities and examples throughout, this new edition is an indispensable guide for students and new practitioners alike. Online supporting resources include lecture slides, annotated web links and self-test questions.

04

Designing learning and development activities

Introduction

In this chapter, we move to another core L&D skill – the design of L&D activities. The best training design, however simple it may appear on the surface, is underpinned by a breadth of theory, technical knowledge and development skills. The chapter considers each of the different design stages and explains the essential knowledge and skills required at each. Putting this knowledge into practice will enable L&D practitioners to provide activities that engage learners whilst effectively meeting learning needs and supporting the transfer of learning to the workplace.

Key areas of content covered in this chapter are:

• the importance of confirming L&D requirements;
• the key stages in designing L&D activities;
• how to devise meaningful objectives;
• how adult learning theory, psychology and neuroscience can inform design;
• different L&D methods, activities and resources;
• how to select, sequence and combine methods and resources;
• professional formats for presenting a session or programme design.

Designing L&D

‘People do not wander around and then find themselves at the top of Mount Everest.’

Zig Ziglar, author and motivational speaker

In the previous chapter we discussed the benefits of accurately identifying learning needs and priorities. This is crucial because it means that we can focus resources on the areas of learning that will have the most impact on individual and organisational performance.

But, just knowing what we want or need to achieve is not enough. To ensure learning needs are met effectively, and in the available timescale, we need a carefully planned route to achievement. This is our ‘training design’.

The terms ‘designing training’, ‘designing L&D’ and ‘designing learning and development activities’ are generally interchangeable and can refer to a range of different design tasks. For example, a trainer may be involved in the design of a particular learning material, perhaps a work-related case study or an online learning module, to be used as a standalone activity or within a wider training session or programme.

Equally, a trainer may be involved in designing a single face-to-face learning session to be delivered separately or within a bigger programme of learning. Designing a learning session is about bringing together a range of training methods and learner activities to meet specific learning needs. This is often for a group of learners, but could be for an individual, and could be delivered in a classroom or online.

Finally, a trainer may be involved in designing a wider training or learning programme, which blends a range of different learning sessions and learner activities into a bigger learning experience. For example, a learning programme for retail staff, aimed at developing new selling skills, might consist of a number of linked activities over a specific period of time (Table 4.1).

Table 4.1 Learning programme

Introduction – ‘New Approaches to Selling’ (group session)

Application in the workplace, using video guides and supported by ‘sales coaches’

‘Review of Practice’ (webinar)

Further application in workplace with an online discussion forum for peer support

Observation assessment in the workplace

‘Review of Practice and Next Steps’ (group session)

A table shows the data for a learning program for retail staff.

Introduction – ‘New Approaches to Selling’ (group session)

Application in the workplace, using video guides and supported by ‘sales coaches’

‘Review of Practice’ (webinar)

Further application in workplace with an online discussion forum for peer support

Observation assessment in the workplace

‘Review of Practice and Next Steps’ (group ses...