This module offers an introduction to the theory and practice of professional learning in organisations. The module consists of three integrated components: a project, theory, and professional development. The learning goals are organized in line with what the respective components offer in the module. Please note that this module is a full-time module with mandatory presence on four days and a workload of five days. As you will work for a real client during this module, also additional appointment will be scheduled outside the planned activities as mentioned in the roster. The planning of these activities will depend on your client’s agenda.|
After successful completion of the project of this module, entitled ‘Improving professional learning at the workplace’ the student is able to:
- analyze and reformulate a concrete problem of a client related to professional learning at the workplace
- Identify the key learning concepts in relation to the problem, including the influencing factors on different levels
- map the interests of the different stakeholders in relation to the problem using both a systematic and relational approach.
- develop together with the stakeholders a direction for a solution that is grounded in literature
- develop an implementation and evaluation plan that fits both to the specific context of the client and gives insights into the effects of the suggested solution
- write an evidence-based report for the client in which grounded recommendations for improving professional learning at the workplace are presented.
After completing the theory component, the student:
- understands how individuals and teams learn in organizations
- can discuss the personal, psychological and organizational factors that enhance professional learning in organiszations and can explain how these factors can be supported within organizations
- understands how organizations can create a learning climate and how this influences performance
- can identify, analyze and apply different theoretical concepts in relation to a real-life case
- can reason about the tension between personal development and organsational performance.
After completing the professional development lab the student is able to:
- Select with their team a consultancy approach to reframe the initial request of a client company into a problem statement
- Apply different strategies to create a good understanding with the client system and gain support and commitment at managerial, operational and individual levels
- Select and apply different data collection methods and analysis techniques to get better insight in the nature of the client’s problem, possible underlying factors and pros and cons of different solutions
- Translate outcomes of the problem analysis to possible (directions for) learning solutions that adhere to the core of the problem and fit within the boundary conditions of the specific context of the client.
- Communicate professionally with the client system, consultancy team and other colleagues from the consultancy company
- Set personal learnings goal relevant to his/her development as an HRD professional, select and apply strategies to achieve these goals and critically reflect on their performance as a HRD professional and the attainment the personal goals.
In the current knowledge economy, the radical increase of information technology has transformed modes of doing business, the nature of services and products, and also the way learning in organizations has to be facilitated. These forces have contributed to a belief that professional learning and continuous innovation of work processes, products and services are crucial for sustainable operation of organizations. This situation stresses the importance of a competent workforce. Therefore, new ways of working and learning have to be designed that fit the demands of the new generation of knowledge workers and our rapidly moving society.|
Human Resource Development focuses on the learning and development of adults in the context of their professional work. It is often described as an organizational process that comprises the skillful planning and facilitation of formal and informal learning, knowledge development and innovation. HRD specialists may take on a host of different roles, such as coaches, trainers, internal advisors on educational programmes, developers of learning content and technology, but also as consultants or change managers. Increasingly, HRD professionals are becoming partners at the strategic level of organizations.
This module offers an introduction to the theory and practice of professional learning in organizations. The module consists of three integrated components: 1) project, 2) theory, and 3) professional development.
In the project, entitled ‘Improving professional learning at the workplace?’ students will focus on improving professional learning of employees in organizations. New technological developments and societal changes require employees to continuously adapt their work behaviour. Questions that arise are:
- How can we give employees’ more autonomy in what and how they learn at work?
- How do we support learning in (multidisciplinary) teams?
- How can we make the knowledge of employees accessible for their colleagues?
- How do we motivate employees to share their expertise (and mistakes) with their colleagues?
In the project component of the module, students will work in a consultancy team to give advice on a learning challenge of a real-life organization (e.g. healthcare organizations, high tech firms). During the project, the consultancy teams analyse and frame the challenges the client has with fostering on-going professional learning at the workplace. Together with the client organization the consultancy team will develop (directions for) solutions for enhancing professional learning in these organizations. Consultancy teams will present their findings and recommendations in a final advice report and present the outcomes to their client.
During the project, students, teachers and experts, work together in a consultancy company to share knowledge about the challenges of the client organisations, possible influencing factors, solutions and approaches.
The theory component provides an overview of the most important theoretical perspectives and research on professional learning in organizations from a mixture of disciplines, including psychology, educational science, human resource management and sociology. In this component, students start to get a deeper understanding of how people learn and develop during their work and how this learning takes place at both individual, team and organization level. In addition, the theory will increase students’ insights in how to facilitate learning at the workplace, how to design powerful interventions for attractive learning environments and the role technology and new media can play in designing learning interventions for workplace learning.
The professional development lab offers guided practice to support the consultancy teams with the needed practical knowledge and consultancy skills to complete an HRD consultancy project. More specific, students will practice their interpersonal and consultancy skills that are needed for framing a problem, negotiating and dealing with facilitating and inhibiting factors and gaining support for implementation. Moreover, students will practice professional skills for performing fieldwork, i.e. consulting employees, staff members and managers, analysing complex information from the client organization and developing directions for advice. In addition, activities are organized to support your personal professional development as an HRD consultant.
|Syllabus Professional Development Lab|
|Zelfstudie geen begeleiding|
|Theories of Professional Learning|
|HRD Professional Development - portfolio|
OpmerkingReports, presentation (group assignments)
|Project Improving Professional Learning|