Learning objectives used in organizational learning interventions
2�Create or find three learning objectives used in organisational learning interventions.
�Propose learning interventions that would meet these objectives and show how they are underpinned
by a sound knowledge of learning theory.
�In formulating your Key Concept Exercise, consider the following issues/questions:
oWhat is the purpose of the intervention?
oWhat learning needs have been identified?
Learning interventions are important as it provides a base for learning events such as self-
managed learning, external courses, on-the-job training and planned organization experience
among others. The primary goal of a learning event is to achieve specified learning objectives. In
many organizations, people learn naturally and in some instances incidentally each and every day
(Conole, 2012). However, these events can be formalized by asking the learners to internalize
what they have experienced, done and learned by linking them to a set of objectives. Learning
objectives refers to a statement that outlines the expected goal of a lesson, course, curriculum, or
it defines the knowledge and demonstrable skills that will be acquired by students as a result of
When employees working in the human resource department of an organization who
undergoes On-the-job training, for instance, the learning objectives will be
- Identify business issues considering legal, economic, political, quantitative and
- Apply knowledge and management skills in work environment
- Create and implement human resource system for training and development,
compensation, labor relation and employment.
Some of the learning interventions that would help meet these objectives include;
Action Learning: Action learning encompasses working on a real project (Boud &
Molloy, 2013). The Human resource developer can be put in a small group to work on a real
project. The students will learn about the methodology as they work. For instance, to learn about
competency-based interviewing, the learners can be grouped to form an action learning team.
The mentors can then give them an opportunity to decide on a common approach then start
working using competency-based interviewing. The learning objectives are attained when they
meet to discuss their duties and the method that worked best.
Coaching and Mentoring: The primary goal of coaching and mentoring will be to teach
about team performance and help the employees working in the Human Resource department
build strong team relations. And finally align performance with the organization goals. The
coaching can be done by line managers and use of external coaches to help the employees
identify business issues relating to the organization.
Education partnerships: This refers to varying collaborative relationship for diverse
partnership (Beetham & Sharpe, 2013). The organization can form a college company
partnership to educate their human resource employees on some of the core issues relating to
human resource management. The core output of the program would be to improve learner’s
management and leadership skills through education programs. Therefore enabling the human
resource stakeholders to create and implement human resource system for training and
development, compensation, labor relation and employment.
In conclusion, learning and talent development is a continuing process. Many
organization help in nurturing talents by developing learning interventions designed to improve
talents within the organization (Bonk & Graham, 2012). Training programs are designed to aid in
improving employee skills and abilities and develop an all rounded workforce that will be able to
work towards achieving organization goals and objectives.
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives,
local designs. John Wiley & Sons.
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st
century learning. routledge.
Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science &
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of
design. Assessment & Evaluation in Higher Education, 38(6), 698-712.