Practising Learning and Development in South African Organisations

Cover page
Title
Imprint page
Contents
List of figures and tables
About the authors
Preface
Acknowledgements of figures and tables
List of acronyms and abbreviations
Book layout
Part 1: Legislative and theoretical foundations of learning and development in the workplace
Chapter 1: The South African learning and development landscape
1. Introduction
1.1 Local context challenges impacting human capital development in South Africa
1.2 Global and African trends impacting human capital development
2. The South African legislative framework for workforce skills development
2.1 National Qualifications Framework Act
2.1.1 NQF objectives
2.1.2 Principles of the NQF
2.1.3 Sub-frameworks of the NQF
2.1.4 NQF level descriptors
2.1.5 Contextual application of the level descriptors
2.2 The White Paper on Post-school Education and Training in South Africa
2.3 The National Skills Development Plan 2030
2.3.1 Purpose and strategic intentions of the National Skills Development Plan
2.3.2 Principles of the NSDP
2.3.3 Levy grant funding within the NSDP
3. Outcomes-based learning and development in South Africa
3.1 Qualification, unit standard and credits
3.2 Occupational qualifications
3.3 Unit standards
3.4 Specific outcomes
3.5 Assessment criteria
3.6 Critical cross-field outcomes (CCFOs)
3.7 Where to find unit standards?
3.8 Applied competence
3.9 Recognition of prior learning (RPL)
3.10 Quality assurance partners (QAPs)
3.11 Accreditation of skills development providers
4. The South African occupational learning system (OLS)
4.1 Labour market intelligence system (LMIs)
4.2 Organising Framework for Occupations (OFO)
4.3 Occupational Qualifications Framework (OQF)
4.4 National Occupational Pathways Framework (NOPF)
4.5 Communities of expert practice (CEPs)
4.6 Occupational qualifications
4.7 Progression
4.8 Internal assessment or assessment against curriculum components
4.9 External integrated summative assessment of occupational qualifications or part qualifications
4.10 Assessment of foundational learning
4.11 Development quality partners (DQP)
4.12 Assessment quality partners (AQP)
4.13 Occupational learning programmes
4.13.1 Learnerships
4.13.2 Apprenticeships
4.13.3 Skills learning programmes
5. Quality assurance management in the South African occupational learning system
5.1 Quality assurance of development and design of curricula
5.2 Controlling the quality of provision, implementation and certification
5.3 Quality assurance of development and design of assessment processes
5.4 Quality improvement through monitoring and evaluation
5.5 Quality control mechanisms in the development of occupational curricula and qualifications
6. Managing quality in workplace learning and development
Review and discussion questions
Summary
Chapter 2: The psychology of learning, employee motivation and performance
1. Introduction
2. Employee competence and performance
2.1 Competencies
2.2 Attitudes and beliefs
2.3 Knowledge
2.4 Skills
2.5 Learning and performance
3. The nature of learning
3.1 Implicit learning
3.2 Explicit learning
3.3 Memorising
3.4 Problem-solving
3.5 Understanding
4. Adult learner characteristics
5. Theories of learning
5.1 Classical theories of learning
5.1.1 Behaviouristic perspective on the learning process
5.1.2 Cognitive approach to learning
5.1.3 Social learning
5.1.4 Humanist perspectives on learning
6. Modern theories of learning
6.1 Experiential learning
6.2 Action learning
6.3 Preferred learning styles
6.3.1 The Kolb and Fry learning style inventory
6.3.2 Gregorc’s learning styles
6.3.3 McCarthy’s 4MAT model
6.3.4 Are learning style preferences valid?
6.4 Mentoring and coaching
6.5 Connectivist learning theory
7. Principles of learning
7.1 Practice and overlearning
7.2 Identical elements (physical and psychological fidelity)
7.3 Whole versus part learning
7.4 Massed versus distributed practice
8. The brain and learning
8.1 Accelerated learning
8.2 Split-brain theory
8.3 Regenerative brain theory
8.4 Triune brain theory
9. Human intelligence
9.1 Gardner’s multiple intelligences
9.2 Sternberg’s three intelligences
9.3 Emotional intelligence
Review and discussion questions
Summary
Part 2: The systematic learning cycle
Chapter 3: Conducting a learning and development needs analysis
1. Introduction
2. The dynamic learning cycle and needs analysis
3. Purposes of needs analysis
3.1 Proactive and reactive needs analysis
3.2 Identify existing or future performance gap(s)
3.3 Identifying causes of performance discrepancies
3.4 A lack of competence that indicates the implementation of an L&D intervention
3.5 Providing information for L&D interventions
3.6 Providing feedback on the effectiveness and impact of L&D interventions
4. Focus areas of L&D needs analysis
4.1 Focus area 1: Sectoral analysis
4.2 Focus area 2: Organisational analysis
4.3 Focus area 3: Occupational/job task/role analysis
4.3.1 Applied competence
4.3.2 Applied occupational competence
4.4 Focus area 4: Person analysis
5. Gathering data for L&D needs analysis
5.1 Questionnaires
5.2 Observation
5.3 Individual interviews
5.4 Skill and knowledge tests
5.5 Personal development plans
5.6 Performance appraisal data
5.7 Critical incidents
5.8 The organisation’s human resource and workplace skills plans
5.9 Which data collection method to use
6. L&D needs analysis and the annual skills planning process
7. Human resource information systems in the L&D needs analysis
7.1 Ethics and processing of employee information in an LDNA
Review and discussion questions
Summary
Chapter 4: Outcomes-based workplace learning design
1. Introduction
2. Outcomes-based, work-based learning design
2.1 Stage 1: Identifying job/occupational requirements and stakeholder expectations
2.2 Stage 2: Reviewing the l&d needs analysis versus the job/ occupational tasks
2.3 Stage 3: Analysing the job/occupational purpose and tasks in terms of knowledge, practical skills and work experience
2.3.1 Unpacking occupational/job tasks
2.3.2 Developing additional occupational/job tasks
2.3.3 Defining required knowledge, skills and work experience
2.4 stage 4: Analysing the learners’ profile
2.5 stage 5: Defining the learning programme objective and outcomes
2.5.1 Determining the learning programme objective
2.5.2 Formulating the learning outcomes
2.5.3 Developing learning outcomes
2.5.4 Classifying learning outcomes
2.5.5 Critical cross-field outcomes
2.6 Stage 6: Determining, sourcing and sequencing the learning content
2.6.1 The type of subject presented in the learning programme
2.6.2 Learner differences
2.6.3 The ability of the learning facilitator
2.6.4 Sources of content
2.6.5 Sequencing the content of a learning programme
2.7 Stage 7: Designing learning activities
2.8 Stage 8: Developing a learning delivery and assessment strategy
2.9 Stage 9: Choosing training and learning methods
2.10 Stage 10: Designing learning support materials
3. The L&D facilitator guide
3.1 The learning facilitation and assessment process guide
3.2 General quality assurance documentation
Review and discussion questions
Summary
Chapter 5: Online learning design
1. Introduction
2. The nature of e-learning
2.1 Self-paced e-learning
2.2 Facilitated e-learning
2.3 Blended learning
2.4 Learning management system
2.4.1 LMS asynchronous e-learning tools
2.4.2 LMS online material
2.5 Evolution of e-learning design models
3. The evolution of e-learning contexts
3.1 Behaviourism
3.2 Cognitivism
3.3 Constructivism
3.4 Humanism
3.5 Andragogy
3.6 Flexible learning
4. When to develop e-learning opportunities
5. Advantages and disadvantages of e-learning
6. Needs analysis for e-learning
7. E-learning design
7.1 Know the participants
7.2 Identify learning goals (outcomes)
7.3 Develop an e-learning strategy
7.4 Determining and sequencing learning content
7.5 Assess learner progress
7.6 Provide meaningful feedback
7.7 Design the e-learning programme
8. Specific requirements for e-learning programme design
9. E-learning trends
10. Barriers to e-learning
11. The process of the adoption of e-learning in a workplace
12. Organisational support for e-learning
13. Virtual human resource development
14. The competencies required from L&D professionals in an e-learning environment
Review and discussion questions
Summary
Chapter 6: Delivering learning and development interventions
1. Introduction
2. Learning and development delivery methods
2.1 Classroom training
2.2 Selecting appropriate classroom training methods
2.3 Learning support materials in classroom training
(a) PowerPoint/Prezi or other electronic presentations
(b) Handouts
(c) Flip charts
(d) Whiteboards/chalkboards
(e) Videos/DVDs
3. Blended learning methods
3.1 Programmed instruction
3.2 Technology-based training
3.3 Internet-based programmed instruction or e-learning
3.4 Workplace training methods
3.5 Team training
4. Modern learning
5. The trainer as learning facilitator
5.1 Learning facilitation skills
5.2 Characteristics of effective learning facilitation
6. Delivering classroom training
6.1 Pre-class intervention
6.2 Learning facilitation
(a) Introduction
(b) Techniques for starting off on a positive note
(c) Facilitating learning
(d) Concluding the classroom training
(e) Post-class intervention
7. The learning facilitation process
7.1 Group dynamics in the learning process
7.2 Increasing learners’ participation by asking questions
7.3 Giving and receiving feedback
7.4 Reading the body language of learners
7.5 Dealing with problem behaviour in the classroom
8. Creating an environment conducive to learning
8.1 Creating an accepting and safe atmosphere
8.2 Arranging the physical learning environment
(a) The theatre or classroom
(b) The herringbone
(c) The boardroom
(d) The open boardroom or U-shape
(e) The V-shape
(f) The circle
(g) Clusters/syndicates
9. Principles of classroom training
(a) Meaningfulness
(b) Assumed learning
(c) Open communication
(d) Essential content
(e) Provision of learning support material
(f) Novelty
(g) Modelling
(h) Active and appropriate practice
(i) Goal setting
(j) Pleasant conditions
(k) Pleasant consequences
(l) Knowledge of results (feedback)
10. Transfer of learning
10.1 Self-management to maintain changes in behaviour
10.2 Adaptive guidance
11. Managing classroom training
Review and discussion questions
Summary
Chapter 7: Assessment and moderation in learning and development
1. Introduction
2. Purpose of assessment
3. Assessment requirements and responsibilities
3.1 Assessor competence
3.2 The rights and special needs of learners
4. Types of assessment
4.1 Formative assessment
4.2 Dynamic assessment
4.3 Summative assessment
4.4 Integrated assessment
4.5 Diagnostic assessment
4.6 Assessment for recognition of prior learning
4.7 Impact assessment
5. Assessment methods and instruments
5.1 Portfolio assessment
5.2 Recognition of prior learning
6. The assessment process
6.1 Planning the assessment
6.2 Preparing the learner for assessment
6.3 Conducting assessment
6.4 Cathering and documenting evidence
6.5 Evaluating evidence and making assessment judgements
6.6 Providing feedback to the relevant parties
6.7 Reviewing the assessment process
7. Moderation of assessment
7.1 Management structure
7.2 Functions of the moderation system
7.3 Components of the moderation system
7.3.1 Timing
7.3.2 Extent
7.3.3 Materials
7.3.4 Personnel
7.4 Methods
7.5 Moderation tools
Review and discussion questions
Summary
Chapter 8: Evaluating learning intervention effectiveness
1. Introduction
2. Learning intervention evaluation
2.1 Diagnostic evaluation
2.2 Formative evaluation
2.3 Summative and longitudinal evaluation
3. Stakeholders in learning and development evaluation
4. Compliance evaluation
5. Value-added evaluation
5.1 Evaluation criteria
5.1.1 Learning design
5.1.2 Learning intervention delivery
5.1.3 Competence
5.1.4 Transfer of learning
5.1.5 Impact on the performance of the organisation
5.2 Measuring value added in L&D
5.2.1 Cost
5.2.2 Input analysis
5.2.3 Change or outcome
5.2.4 Impact
5.3 Measuring return on stakeholder expectations
5.4 Levels of value-added evaluation
6. Evaluation models
6.1 Kirkpatrick’s taxonomy of training evaluation criteria
6.1.1 Level 1: Reaction
6.1.2 Level 2: Learning
6.1.3 Level 3: Behaviour
6.1.4 Level 4: Results
6.2 Phillips’ return on investment model
6.3 Nadler’s model of evaluation
6.4 Guba and Lincoln’s fourth generation evaluation
6.5 Predictive evaluation
7. The training evaluation process
7.1 Step 1: identifying stakeholders
7.2 Step 2: collecting background information
7.3 Step 3: formulating research questions
7.4 Step 4: identifying the evaluation dimensions and criteria
7.5 Step 5: selecting and applying data collection tools
7.5.1 Questionnaires
7.5.2 Interviews
7.5.3 Observations
7.5.4 Organisational records
7.5.5 Assessment instruments
7.6 Step 6: Drawing up an evaluation plan
7.7 Step 7: Analysing and interpreting the data
7.8 Step 8: Making recommendations
7.9 Step 9: Communicating the evaluation results
8. Factors that discourage evaluation
Review and discussion questions
Summary
Part 3: Sustaining learning and development capability
Chapter 9: Managing learning and development in the workplace
1. Introduction
2. Human resource management and human resource development
2.1 Purpose and activities of HRD
2.2 HRD strategy
3. L&D management in the 21st-century workplace
4. The new learning organisation
4.1 Knowledge management
4.2 Improving organisational flexibility and capability
5. The L&D value proposition
5.1. Value is defined by the stakeholders
5.2 Create sustainable competitive advantage
5.3 Alignment with stakeholder requirements
5.4 Continued professional development
5.5 Value the link between investors and stakeholders
6. The L&D management process
6.1 Developing a holistic HRD strategy
6.2 Considering external and internal forces
6.3 Defining the L&D value proposition
6.4 Conducting an L&D strategic skills gap analysis
6.5 Conducting an organisational L&D needs analysis
6.6 Compiling the L&D plan
6.7 Specifying the execution strategy
6.8 Implementing the L&D plan
6.9 Evaluating the effectiveness of the L&D plan
6.10 Evaluating value added by L&D interventions
7. The HRD management functions
7.1 Defining the L&D value proposition
7.2 Strategising
7.3 Organising
7.4 Leading
7.5 Assuring quality
7.6 Evaluating
Principle 1: Vision and mission
Principle 2: Business objectives
Principle 3: Standards of engagement
Principle 4: Intervention and execution strategy
Principle 5: Organisational alignment
Principle 6: Measurement and accountability
Review and discussion questions
Summary
Chapter 10: Profession and practice of learning and development
1. Introduction
2. Roles of the L&D professional
3. Characteristics of the L&D professional
3.1 Results driven
3.2 Investigative
3.3 Able to set and comply with quality standards
3.4 Co-operative and collaborative
3.5 Willing and able to add value for stakeholders
3.6 Flexible while maintaining important principles
3.7 Responsible for continuous professional development
3.8 Ethical and responsible
4. A competency profile of effective L&D professionals
5. Education and training of L&D professionals
6. Continuous professional and personal development
7. Ethical issues in L&D
8. Challenges for the L&D profession
Review and discussion questions
Summary
Conclusion
Appendix A: NQF level descriptors and QCTO LARF guide
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