3DES Designing Learning and Development Activities
Learning activities with 3DES build skills and knowledge that are crucial for understanding learner differences and their potential. In addition to determining the employees’ learning needs, it is essential to identify the means of planning and achieving those learning goals.
Aim of the unit
The purpose of this unit is to help learners:
- Learn the legislative factors essential to creating L&D activities, which are;
Code of conduct for employees. In this way, ethical behaviour can be promoted throughout the organisation, which is essential for promoting development. Another essential legislative factor in designing L&D activities is employment law. Often, the relationship between employers and employees is improved. Therefore, the law protects workers’ rights while ensuring that they are given the training they need to keep up to date.
- Learning to design L&D activities that take into account the following factors;
Having certainty about the past makes it easier to predict the outcome of L&D activities in an organisation than when there is no certainty. Conversely, false predictions of an organisation’s future are caused by uncertainty in an organisation.
The complexity of an organisation can sometimes make operation difficult, affecting the design of L&D activities. The cause of this can be technological changes, economic changes, ecological changes, or political changes.
In order to design L&D activities, you need to understand adult learning principles.
Bloom’s taxonomy, which is a theory that explains Bloom’s taxonomy, has six levels. Among these levels are
1) Knowledge, in which learners can recall prior knowledge acquired.
2) Understanding or interpreting the meaning of information or concepts recalled by a learner.
3) Making decisions based on logic, rules, and theories previously learned.
4) Analysis in which learners determine what to do based on what they have learned.
5) Develop a synthesis where learners examine all the information and come up with an idea for resolving the problem;
6) Assess the extent to which learners develop judgments and authenticity in making fair decisions.
A second theory is the Kolb learning theory, which was devised by David Kolb and consists of four levels of development:
1) Observation where learners are subjected to actively thinking of experience and outcome,
2) Reflective observation, in which learners think about experience and outcome over time.
3) Conceptualising abstract concepts where learners gain ideas and modify existing concepts, and
4) Engaging in active experimentation where learners apply their ideas to see how they work.
- Learn what factors must be considered when designing relevant learning and development activities for learners.
The factor that identifies whether learners have self-drive to participate in L&D activities is self-concept. Another factor to consider is motivating learners to embrace the learning culture. Finally, the readiness to learn factor determines learners’ willingness to participate in the learning process.
- Learn how to convert information into objectives.
In order for professionals to convert information into an objective, they must first determine the purpose of learning, evaluate performance, and determine the outcome of the learning. It is helpful to know the results of designing L&D objectives, which are aimed at making learners understand and relate to self-concept issues before the training has begun.
In this way, learners can see how important it is to have L&D throughout the learning process for them to achieve goals and objectives successfully. During the first training session, learners can develop personal expectations and state their requirements in the new learning environment. Additionally, learners evaluate the results of their learning, their learning progress, and the impact it has had on their behaviour after the training.
- Discover the different training methods and when each is most appropriate based on the learning objectives.
One of the learning methods is on-the-job training, which is done to employees at work to enhance their skills for enhancing growth in an organisation and learn how to perform on specific projects.
External classes are another method of learning and staff consultations outside of an organisation. Typically, staff members undergo training or consultations to grow more objective on an issue they are trained on.
In distance learning, trainers and learners do not meet physically, and the training is done online, outside an organisation.
The video conference learning method involves learners and trainers communicating and sharing information via video or audio conferences.
Learning objectives
L&D activities aim to:
- Enhance the learners’ work performance by providing them with knowledge and information
- To enhance the learner’s positive attitude so that they can perform better at the workplace
- Enhance a group’s or individual’s behaviour
- Improve the skills of learners
- To build and support talent at work
- For career advancement and professional development
Unit suitability
It is most suitable for:-
- For employees to improve their skills and perform their jobs smoothly for better performance, they need to improve their skills.
- Learning what types of training there are and how they can be applied by HR
- It will allow the management team to learn the best ways to run an organisation.
- Learning the significance of L&D activities by the bosses
