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Обычная версия сайта
2023/2024

Организация неформального самонаправленного обучения сотрудников

Статус: Маго-лего
Когда читается: 4 модуль
Охват аудитории: для всех кампусов НИУ ВШЭ
Язык: английский
Кредиты: 3
Контактные часы: 30

Course Syllabus

Abstract

Those who already work might have attended different personnel development trainings organized by their employer. Try to remember whether those trainings truly helped to develop the skills needed to perform more effectively. It's not a secret that in the rapidly changing world, employers have to think a lot about adapting their organizations to new markets, that means upskilling and reskilling employees. During the course we are going to talk about the so called informal and self-directed learning of employees. It is a way to upskill and reskill, get new knowledge and develop skills which is defined by an employee at the workplace. After taking the the course you will have learned: what is the difference between formal, informal, and non formal education, how an employees' learnability influences business success, how workers tend to learn new stuff today, what is learning from one's experience and how it differs from social learning. After the course you are expected to be able to: test employees for their learnability, organize knowledge sharing in your team, contribute to developing a learning culture within your organization/department/team, give feedback and help employees to learn from their experiences through reflection upon it. The course is designed for those, who are ready to broaden their understanding of learning at a workplace, take learning for a purpose under control and learn how to create the a self-directed learning environment for others: colleagues, co-workers, members of a team.
Learning Objectives

Learning Objectives

  • The goal of the course is to provide learners with the strategies of informal self-directed workplace learning organization.
Expected Learning Outcomes

Expected Learning Outcomes

  • A learner defines a learning organization, a learning team, a knowledge worker.
  • A learner formulates the distinctive features of an employee's self-directed and self-regulated learning
  • A learner compares different ways of learning from one's experience, develops a plan to organize on the job self-directed learning
  • A learner develops the detailed plan to organize the sharing of knowledge among employees
  • A learner is able to search and select open educational resources in accordance with her/his or an employee's educational goal
Course Contents

Course Contents

  • Learning organizations and knowledge workers: why and how do they learn
  • Learnability and self-directed learning at work
  • Self-directed learning by means of open educational resources
  • Learning from and with others
  • Self-directed learning from one's experience
Assessment Elements

Assessment Elements

  • non-blocking Test assignment
  • non-blocking Program for the self-directed learning skills and learning culture development
  • non-blocking Participation in asynchronous discussion threads
Interim Assessment

Interim Assessment

  • 2023/2024 4th module
    0.25 * Participation in asynchronous discussion threads + 0.4 * Program for the self-directed learning skills and learning culture development + 0.35 * Test assignment
Bibliography

Bibliography

Recommended Core Bibliography

  • Linkous, H. M. (2021). Self-Directed Learning and Self-Regulated Learning: What’s the Difference? A Literature Analysis. American Association for Adult and Continuing Education, 2020.
  • Nigel Paine. (2021). Workplace Learning : How to Build a Culture of Continuous Employee Development: Vol. Second edition. Kogan Page.
  • Rutherford, S. (2017). Informal Learning : Perspectives, Challenges, and Opportunities. Nova Science Publishers, Inc.

Recommended Additional Bibliography

  • Beard, C., & Wilson, J. P. (2013). Experiential Learning : A Handbook for Education, Training and Coaching: Vol. 3rd ed. Kogan Page.
  • Bingham, T., Pink, D. H., & Conner, M. L. (2015). The New Social Learning : Connect, Collaborate, Work. Association For Talent Development.
  • Büchel, B., Klößner, S., Lochmüller, M., & Rauhut, H. (2018). The Strength of Weak Leaders - An Experiment on Social Influence and Social Learning in Teams. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.EBEE6228
  • Caruso, S. J. (2017). A Foundation for Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, and Knowledge Management. Contemporary Issues in Education Research, 10(1), 45–52. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1126832
  • Krausert, A. (2014). HRM Systems for Knowledge Workers: Differences Among Top Managers, Middle Managers, and Professional Employees. Human Resource Management, 53(1), 67–87. https://doi.org/10.1002/hrm.21554
  • Kruger, J. S., & Abramovich, S. (2019). Open Educational Resources: The New Frontier. Pedagogy in Health Promotion, 5(2), 155–158. https://doi.org/10.1177/2373379918799767
  • Lloyd Davies. (2016). Informal Learning : A New Model for Making Sense of Experience. Routledge.
  • Open Educational Resources: The What, How, Why, and Who. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.256552B3
  • Senge, P. M. (2014). The Fifth Discipline Fieldbook : Strategies and Tools for Building a Learning Organization. [S.I.]: Crown Business. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=782259
  • Tomkins, L., & Ulus, E. (2016). ‘Oh, was that “experiential learning”?!’ Spaces, synergies and surprises with Kolb’s learning cycle. Management Learning, 47(2), 158–178. https://doi.org/10.1177/1350507615587451
  • Westman, P. J. (2012). “Playing with the Team”: The Development of Communities of Practice in a Digital Storytelling Project. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrac&AN=edsrac.260206