Chapter 1: Introduction to Human Resource Development 1. Defne human resource development (HRD)
Human resource development (HRD) can be defned as a set o systematic and planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and uture job demands HRD HRD seek seeks s satisaction%
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&mergence o Human Resource Development During the '*s and '+*s# proessional trainers realized that their role e$tended beyond the training classroom ,he move toward employee involvement in many organizations re-uired trainers to also coach and counsel employees ,raining and development (,.D) competencies thereore e$panded to include interpersonal skills such as coaching# group process acilitation# and problem solving
2. Distinguish beteen HRD and human resource management (HR!)
,H& R&/0,1234H15 R&/0,1234H15 6&,7&&3 H8903 R&428R:&9030;&9&3, R&428R:&9030;&9&3, 03D 03D HRD<,R01313; HRD<,R01313; Human resource management (HR9) can be defned as the e=ective selection and utilization o employees to best achieve the goals and strategies o an organization# as well as the goals and needs o employees HR9 can be divided into primary and secondary unctions 5rimary unctions are directly involved with obtaining# maintaining# and developing employees 4econdary unctions either provide support or general management activities or are involved in determining or changing the structure o the organization 5rimary •
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•
Human resource planning activities are used to predict how changes in management strategy will a=ect uture human resource needs "ta#ng "ta#ng (recruitm (recruitment ent and selectio selection) n) activitie activities s are are desi design gned ed or or the the timely identifcation o potential applicants or current and uture openings and or assessing and evaluating applicants in order to make selection and placement decisions Comp Compen ensa sati tion on and and bene beneft fts s admi admini nist stra rati tion on is resp esponsi onsib ble or esta establ blis ishi hing ng and and main mainta taini ining ng an e-ui e-uita tabl ble e inte intern rnal al wage wage struc structur ture# e# a competitive benefts package# as well as incentives tied to individual# team# or organizational perormance
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•
Health$ Health$ sa%et& sa%et&$$ and securit& securit& activiti activities es seek seek to prom promot ote e a sae sae and and healthy work environment ,his can include actions such as saety training# employee assistance programs# and health and wellness programs Human Human resource resource develop developmen mentt activitie activities s are are intend intended ed to ensure ensure that organizational members have the skills or competencies to meet current and uture job demands '. Identi%& and describe each o% the maor HRD %unctions
5at 9c/agan identifed the HRD roles and competencies needed or an e=ective HRD unction ,he study depicted the relationship between HR9 and HRD unctions as a "human resource wheel% ,he original HR wheel identifed three primary HRD unctions> unctions> (') training training and developme development# nt# (?) organization organization development# development# and (@) career development ,raining ,raining and Development (,.D) (,.D) ,raining ,raining and development ocuses on changing or improving the knowledge# skills# and attitudes o individuals Training typically involves providing employees the knowledge and skills needed to do a particular task or job Developmental activities# in contrast# have a longerAterm ocus on preparing or uture work responsibilities while also increasing the capacities o employees to perorm their current jobs
1ncludes> • • •
•
Employee orientation Skills and technical training indivi vidu dual als s are are enco encoura urage ged d to acce accept pt resp respon onsi sibi bili lity ty or or thei theirr Coaching > indi actions# to address any workArelated problems# and to achieve and sustain superi superior or levels levels o peror perorman mance ce :oachi :oaching ng involv involves es treati treating ng employ employees ees as partners in achieving both personal and organizational goals techni ni-u -ues es are are used used to help help empl employ oyee ees s deal deal with with pers person onal al Counseling > tech problems that may interere with the achievement o these goals
HRD proessio proessionals nals are also responsible responsible or coordinat coordinating ing management training and progra rams ms to ensu ensurre that that mana manage gers rs and and supe superv rvis isor ors s have have the the development prog knowledge and skills necessary to be e=ective in their positions 2rganization Development 2rga 2rgani niza zati tion on deve develo lopm pmen entt (2D) (2D) is defn defned ed as the the proc proces ess s o enha enhanc ncin ing g the the e=ectiveness o an organization and the wellAbeing o its members through planned interventions that apply behavioral science concepts 2D emphasizes both macro and micro micro organ organiza izatio tional nal change changes> s> macro macro change changes s are are intend intended ed to ultima ultimatel tely y improve the e=ectiveness o the organization as a whole# whereas micro changes are directed at individuals# small groups# and teams
:areer Development :areer development is "an ongoing process by which individuals! progress through a series o stages# each o which is characterized by a relatively uni-ue set o issues# themes# and tasks% :areer development involves two distinct processes> career planning and career management (see :hapter '?)
. Describe ho HRD can be lin*ed to the goals and strategies o% an organi+ation
4trategic 9anagement and HRD 4trategic management involves a set o managerial decisions and actions that are intended to provide a competitively superior ft with the e$ternal environment and enhance the longArun perormance o an organization 1t involves several distinct processes# including strategy ormulation# strategy implementation# and control 0 current challenge (or opportunity) or HRD proessionals is to play a more strategic role in the unctioning o their organization 5rogress has been made in moving toward a more "strategically integrated HRD% 1n particular# HRD e$ecutives and proessionals should demonstrate the strategic capability o HRD in three primary ways> (') Directly participating in their organization!s strategic management processB (?) 5roviding education and training to line managers in the concepts and methods o strategic management and planningB and (@) 5roviding training to all employees that is aligned with the goals and strategies o their organization
,. Recogni+e the various roles and competencies o% an HRD pro%essional
,he top o the pyramid shows our key roles or HRD proessionals> The learning strategist is involved in the highAlevel decision making concerning how HRD initiatives will support the goals and strategies o an organization The business partner works together with managers and others in determining how the HRD initiative will be implemented and evaluated The project manager is involved with the dayAtoAday planning# unding# and monitoring o HRD initiatives#
The professional specialist adds his or her e$pertise to particular areas# or e$ample# designing# developing# delivering# and evaluating an HRD initiative
2ther HRD Roles and 2utputs or HRD 5roessionals 0s organizations have adjusted to environmental challenges# the roles played by HRD proessionals have changed as well HRD proessionals perorm many distinct roles# nine o which are described below ,hese roles are more likely than not to correspond to the job titles or job descriptions or proessional positions in HRD • • • •
HR strategic advisor 2rganisation change agent 2rganisation design consultant 1nstructor<acilitator
-. Cite some o% the contemporar& challenges %acing HRD pro%essionals
(') :ompeting in a global economy (?) &liminating the skills gap (@) 1ncreasing workorce diversity# (C) 9eeting the need or lielong individual learning () Eacilitating organizational learning# and () 0ddressing ethical issues and dilemmas in a proactive and e=ective manner
. Identi%& the maor phases o% the training and HRD process
Eollowing rom system theory# we argue that HRD interventions should be designed using a ourAstep process or se-uence> needs assessment# design# implementation# and evaluation Eor ease o memory# this can be reerred to as the "0 D1m&% ramework (assess# design# implement# and evaluate) /eeds 0ssessment hase
HRD interventions are used to address some need or gap within an organization 0 need can be either a current defciency# such as poor employee perormance# or a new challenge that demands a change in the way the organization operates (eg# new legislation or increased competition) 1dentiying needs involves e$amining an organization# its environment# job tasks# and employee perormance Design hase • • •
4electing the specifc objectives o the program Developing an appropriate lesson plan or the program Developing or ac-uiring the appropriate materials or the trainees to use
• • •
Determining who will deliver the program 4electing the most appropriate method or methods to conduct the program 4cheduling the program
Implementation hase
,he goal o the assessment and design phases is to implement e=ective HRD programs or interventions ,his means that the program or intervention must be delivered or implemented using the most appropriate means or methods (as determined in the design phase) Delivering any HRD program generally presents numerous challenges# such as e$ecuting the program as planned# creating an environment that enhances learning# and resolving problems that may arise (missing e-uipment# conFicts between participants# etc) valuation hase
:hapter ?> 1nFuences on &mployee 6ehavior 1. Identi%& the maor e3ternal and internal %actors that in4uence emplo&ee behavior
(') &$ternal orcesGthat is# those ound in the e$ternal environment (outside the organization)# as well as in the work environment (inside the organization)# including leadership# aspects o the organization itsel# coworkers# and the outcomes o perormance (such as praise)B and ?) 1nternal orcesGthat is# those within the employee# including motivation# attitudes# and 40s (knowledge# skills# and abilities) 2. Describe to primar& t&pes o% outcomes that ma& result %rom behavior and tell ho the& ma& in4uence %uture behavior
2utcomes ' Expectancy theory states that people will perorm behaviors that they perceive will bring valued outcomes ? Equity theory states that outcomes are evaluated by comparing them to the outcomes received by others '. "tate ho a supervisor5s leadership and e3pectations can a6ect emplo&ee behavior
4upervision and /eadership Self-fullling prophecy states that e$pectations o perormance can become reality because people strive to behave consistently with their perceptions o reality !eadership is the use o no coercive inFuence to direct and coordinate the activities o a group toward accomplishing a goal 4ubordinates look to their managers or cues about appropriate and inappropriate behavior
. Recogni+e the impact that coor*ers and organi+ations themselves have on emplo&ee behavior
,he 2rganization A A
the types o rewards an organization uses (material# social) how rewards are distributed (eg# e-ually to all# relative to each individual!s contribution# or on the basis o need)B and
:oworkers and ,eams A A A A A A
;roup dynamics ;roupthink 4ocial loafng ,eamwork ,rust :ohesiveness
,. Defne motivation and describe the main approaches to understanding motivation at or*
,erry 9itchell synthesizes many defnitions o work motivation as "the psychological processes that cause the arousal# persistence o voluntary actions that are goal directed %
direction#
and
-. Discuss ho *noledge$ s*ill$ abilit&$ and attitude in4uences emplo&ee behavior
0ttitudes 0n attitude "represents a person!s general unavorableness toward some stimulus object%
eeling
o
avorableness
or
7hen attitudes and subjective norms conFict# the stronger o the two plays the dominant role in determining what the individual!s intentions will be nowledge# 4kills# and 0bilities (40s)
1t is clear that 40s have a signifcant impact on employee perormance 0ll things being e-ual# i employees lack the 40s to perorm a task or behavior# they will likely ail 0lmost all HRD programs ocus on improving or renewing the 40s o employees
Chapter ': 7earning and HRD 1. Defne learning and list at least three learning principles !earning is defned as a relatively permanent change in behavior# cognition# or a=ect that occurs as a result o one!s interaction with the environment
,he 4earch or 6asic /earning 5rinciples ,he cornerstone o learning theory is the concept o association 0ssociation is the process by which two cognitions become paired (eg "dozen% and "twelve items%)# so that thinking about one evokes thoughts about the other ,hree principles that inFuence the learning o associations include> ' Contiguity G 2bjects that are e$perienced together tend to become associated with each other ? The Law of Eect G the law o e=ect states that a behavior ollowed by a pleasurable conse-uence is likely to be repeated @ "racticeGrepeating the events in an association will increase the strength o the association ,he e=ect o practice is strengthened with reinorcement# such as receiving a pleasurable conse-uence /imits o /earning 5rinciples in 1mproving ,raining Design Rather than relying on the prevailing learning principles# ;agnI argued that training could be improved by using three principles> ' ,ask 0nalysisGany task can be analyzed into a set o distinct component tasks ? :omponent ,ask 0chievementGeach component task must be ully achieved beore the entire task may be perormed correctly
@ ,ask 4e-uencingGthe learning situation should be arranged so that each o the component tasks is learned in the appropriate order beore the total task is attempted
2. Describe the three broad categories o% issues that should be considered to ma3imi+e learning '. Identi%& and discuss several personal characteristics (such as abilit&$ personalit&) that a6ect trainee learning
,rainability ,rainability ocuses on the trainee!s readiness to learn and combines the trainee!s level o ability and motivation with his or her perceptions o the work environment (, J 905) 5ersonality and 0ttitudes 0lthough not e$plicitly mentioned in the defnition o trainability# a trainee!s personality and attitudes can also have an e=ect on learning (see :hapter ?) Ray 3oe suggested that an employee!s attitudes toward career e$ploration and job involvement impact learning and its applications to the job . Identi%& and discuss the training design issues that can be used to ma3imi+e learning
,raining Design ,raining design involves adapting the learning environment to ma$imize learning ,raining design issues include (') the conditions o practice that inFuence learning and (?) the actors that impact retention o what is learned Conditions of Practice
0t least si$ issues have been studied that relate to practice and learning ,hey include> ' 0ctive practice> opportunity to repeatedly perorm the task or use the knowledge being learned ? 9assed versus spaced practice sessions involve whether to conduct training in one session or divide it into segments separated by a period o time @ 7hole versus part learning concerns the size o the unit to be learned# that is# should trainees practice an entire task (or study certain material as a whole)# or should the task or material be learned in separate parts or chunksK C 2verlearning is defned as practice beyond the point at which the material or task is mastered nowledge o results# or eedback# provides objective inormation regarding the ade-uacy o one!s perormance# and it can come rom observers# the perormer# or the task itsel 0 sizable body o research suggests that eedback enhances learning and retention
,ask se-uencing suggests that tasks and knowledge can be learned more e=ectively i what is to be learned is divided into subtasks that are arranged and taught in an appropriate se-uence Retention of What Is Learned
,he goal o training goes beyond ensuring that the trainee learns the task or material being presented 1t is e-ually important that newly learned material is retained ,he meaningulness o material is the e$tent to which it is rich in associations or the individual learner ,he degree o original learning also inFuences learning retention ,he more e=ectively inormation is initially learned# the more likely it will be retained 1ntererence can also a=ect the e$tent to which learning is retained 1ntererence can be o two types Eirst# material or skills learned beore the training session can inhibit recall o the newly learned material 4econd# inormation learned ater a training session may also interere with retention ,. Identi%& and discuss the %actors that a6ect the trans%er o% training$ and ho these can be used to ma3imi+e learning
,ranser o ,raining ,ranser can take di=erent orms "ositive transfer occurs when job perormance improves as a result o training #ero transfer occurs when there is no change in job perormance as a result o training $egative transfer occurs when job perormance worsens as a result o training $ear transfer involves the ability to directly apply on the job what has been learned in training# with little adjustment or modifcationB far transfer has to do with e$panding upon or using what was learned in training in new or creative ways %dentical Elements&
,he principle o identical elements# frst proposed by ,horndike and 7oodworth in '*'# suggests that the more similar the training and the perormance situations are in terms o the stimuli present and responses re-uired# the more likely it is that training transer will occur 'eneral "rinciples
Rather than ocusing on identical elements# the general principles theory suggests that learning undamental elements o a task will ensure transer rom training Stimulus (ariability
,ranser can be enhanced when training contains a variety o stimuli# such as using multiple e$amples o a concept or involving the trainee in several di=erent practice situations
Support in the )ork Environment
,he e$tent to which trainees perceive support or using newly learned behavior or knowledge on the job a=ects transer o training
-. Discuss ho various individual di6erences a6ect the learning process
,rainee characteristics play a role in the learning# retention# and transer o skills and actual material ,here are three additional actors that account or di=erences in individual learning processesB 1. Rate o% rogress
5eople learn at di=erent rates 4ome people progress more -uickly than others# and individual learners may even progress at di=erent rates during the same training program 2. 0ttribute89reatment Interaction (09I)
1nterest in the e=ect o trainee intelligence on learning has led some researchers to hypothesize that the e=ectiveness o training methods may be inFuenced by various trainee characteristics 4tated simply# some methods o training may be better suited to certain types o people '. 9raining 0dult and lder ;or*ers
;iven the graying o the workorce and the rate at which jobs have been changing# some theorists -uestion whether training older workers re-uires a di=erent approach than training younger people
. Discuss the value o% adult learning theor& to HRD interventions
0dult /earning ,heory Researchers such as 9alcolm nowles note that many instructional methods and principles o learning have been developed with and or children# and they argue that teaching adults re-uires a di=erent set o techni-ues 5edagogy (5&D a go gee) is the term traditionally used or instructional methodology# and it has most oten emphasized educating children and teenagers through high school nowles proposes an adultAoriented approach to learning that he calls andragogy (03 dra go gee) 0ndragogy is based on our hypotheses concerning di=erences between adults and children>
' 0dults are self-directed ? 0dults have ac-uired a large amount o kno*ledge and experience that can be tapped as a resource or learning @ 0dults show a greater readiness to learn tasks that are relevant to the roles they have assumed in lie C 0dults are motivated to learn in order to solve problems or address needs# and they e$pect to immediately apply what they learn to these problems and needs 0ndragogical instructional techni-ues are designed with these actors in mind ,hese techni-ues include joint planning# selAdiagnosis# ormulation o learning objectives# a collaborative teaching process# and involvement o students in the evaluation o success <. Describe the role that learning st&les$ learning strategies$ and perceptual pre%erences pla& in learning
0nother perspective on the learning process and how to ma$imize learning e$amines what people do when they learn /earning styles and strategies can be important in determining learning outcomes =olb5s 7earning "t&les
0 learning style represents how individual choices made during the learning process a=ect what inormation is selected and how it is processed olb theorizes that an individual!s learning style is based on that person!s preerred modes of learning 0 mode of learning is the individual!s orientation toward gathering and processing inormation during learning olb proposed our basic modes o e$periential learning> ' :oncrete &$perience (:&)Gan intuitive preerence or learning through direct e$perience# emphasizing interpersonal relations and eeling as opposed to thinking Eor e$ample# someone using this mode to learn about job politics would personally use various political tactics in di=erent group situations to get a sense o how each one eels# while also gauging others! responses during each interaction ? 0bstract :onceptualization (0:)Ga preerence or learning by thinking about an issue in theoretical terms Eor e$ample# a person using this mode to learn about job politics analyzes political tactics and their implications# perhaps consulting or constructing a model that includes abstract representations o the components o political activities @ ReFective 2bservation (R2)Ga preerence to learn by watching and e$amining di=erent points o view to achieve an understanding Eor e$ample# people using the R2 mode to learn about job politics observe others involved in political activities and reFect on what they!ve seen rom a variety o perspectives
C 0ctive &$perimentation (0&)Ga preerence or learning something by actually doing it and judging its practical value olb argues that an individual!s learning style oten combines two modes o learning# such as abstract conceptualization and active e$perimentation (thinking and doing) 6ased on his own work and the work o earlier theorists (including /ewin# Dewey# and 5iaget)# olb identifes our learning styles> ' DivergentGa combination o concrete e$perience and reFective observation ( eeling and watching)# emphasizing imagination# an awareness o values# and the ability to generate alternative courses o action ? 0ssimilationGa combination o abstract conceptualization and reFective observation (thinking and watching) that stresses inductive reasoning# the integration o disparate observations into an e$planation# and the creation o theoretical models @ :onvergentGa combination o abstract conceptualization and active e$perimentation (thinking and doing)# with a ocus on problem solving# decision making# and the practical application o ideas C 0ccommodativeGa combination o concrete e$perience and active e$perimentation ( eeling and doing)# this style is usually demonstrated by accomplishment# e$ecuting plans# and involvement in new e$periences olb theorizes that learning styles are developed as a result o lie e$periences# as well as hereditary inFuences He notes that although individuals may have a dominant learning style# they may use other styles in particular situations 7earning "trategies
/earning strategies are the techni-ues learners use to rehearse# elaborate# organize# and
' Rehearsal strategies (eg# repeating items in a listB underlining te$t in an articleB copying notes) ? &laboration strategies (eg# orming a mental imageB taking notes# paraphrasing# or summarizing new material) @ 2rganizational strategies (eg# grouping or ordering inormation to be learnedB outlining an articleB creating a hierarchy o material) C :omprehension monitoring strategies (eg# selA-uestioning) 0=ective strategies (eg# increasing alertnessB rela$ationB fnding ways to reduce test an$iety) erceptual re%erences
Lust as individuals have preerences about the types o inormation they seek out in learning situations and how they process it# they also have preerences or the sensory channels they use to ac-uire inormation 7ayne Lames preerences>
and
9ichael
;albraith
propose
seven
primary
' 5rint (reading and writing) ? Misual (such as graphs and charts) @ 0ural (auditory# ie# listening) C 1nteractive (discussing# asking -uestions) ,actile
perceptual
;ee* ': >ournals: "trategic Human Resource Development 9he groing importance o% "HRD
,he competitive and volatile environment within which businesses operate is prompting senior management to take a greater interest in the development o the organisation!s human resources Defnition o% "HRD
HRD is best seen as the strategic management o training# development and o management
' 1ntegration with organizational missions and goals a 1ntegration o training and development into wider business planning b 9ove rom activities that are ragmented to a situation where ,.D is more systematically linked to such goals or is so systematically integrated with organisational needs that it is seen as a necessity or organisational survival c &=ective HRD must be aware o mission# goals and needs o the organisation d Nenger ('O) micro (internal actors and short term) and macro view (e$ternal actors and longAterm ocus) ? ,op management support @ &nvironmental scanning (competitors# economic actors# opportunities and threats) a 4HRD unction must have continuous knowledge o its e$ternal environment b 4HRD unction must have the capacity to analyse the e$ternal environment in terms o the opportunities and threats which it presents in the conte$t o both the business and HRD strategy c ,he environment can also be a threat to the HRD unction A competition i not tackled e=ectively can reduce proft margins and thereore HRD budget d :haracteristics o a frm!s environment shapes HRD activities A major triggers or HRD A technological and product market changes C HRD plans and 5olicies /ine management commitment and involvement a /ine managers conducting training sessions b :onsultation with line managers concerning areas o improvement they would like to see in employees
+ O
c /ine managers becoming involved in coaching and counselling o subordinates d /ine managers learning skills being updated e 0ctive involvement in HRD policy and planning process &$istence o complementary HR9 activities (eg# perormance management) a &=ective HRD must be a coherent package o complementary measures aimed at servicing various aspects o the employment relationship &$panded ,rainer role P champions the role o /.D Recognition o :ulture P needs to be supportive &mphasis on evaluation P review or uture improvements a :riteria o suitability P measures how ar HRD activities ft the situation identifed in the strategic analysis b :riteria o easibility P how easible HRD plans and policies are in practiceK c :riteria o acceptability P whether the conse-uences o the proceeding strategy are acceptable and suit the needs o the organization
?enefts o% "HRD
' ? @ C
;reater e$trinsic and intrinsic job satisaction Eewer accidents# lower labour turnover and less absenteeism ;reater (internal) customer satisaction 1mproved job perormance and enhancement o career opportunities 4horter learning times and more e=ective use o resource and less wastage o materials ,he creation o a learning organisation that is Fe$ible 9he role o% the legitimate and shado s&stems
,he legitimate system is responsible or the intended or deliberate strategy o the organisation whilst the shadow system searches and tries to have implemented the emerging strategy 3amples o% "HRD
' ? @ C
&ntrepreneurial strategy Dynamic growth strategy 0nalyser strategy Deender strategy Rationalisation# li-uidation and turnaround strategies
HRD /eeds 0ssessment
Reasons %or conducting a needs assessment
1n this conte$t# the concept o need typically reers to a discrepancy or gap between what an organization e$pects to happen and what actually occurs ' Diagnostic needs P how to better perormance ? 0nalytical needs P 3ew or better way to perorm tasks @ :ompliance needs P those mandated by law 3eeds assessment (or needs analysis) is a process by which an organization!s HRD needs are identifed and articulated 1t is the starting point o the HRD and trainA ing process 0 needs assessment can identiy>
' 0n organization!s goals and its e=ectiveness in reaching these goals ? Discrepancies or gaps between employees! skills and the skills re-uired or e=ective current job perormance @ Discrepancies (gaps) between current skills and the skills needed to perorm the job successully in the uture C ,he conditions under which the HRD activity will occur 7ith this inormation# HRD proessionals learn where and what kinds o programs or interventions are needed# who needs to be included in them# and whether there are currently any roadblocks to their e=ectiveness 7evels o% 0ssessment
3eeds can e$ist on any o at least three levels# considering the organization# the job an organizational analysis# a task analysis# and a person analysis
urpose o% conducting a strategic@organi+ational anal&sis
2rganizational analysis is a process used to better underA stand the characteristics o an organization to determine where training and HRD e=orts are needed and the conditions under which they should be conducted Components o% rganisational /eeds 0nal&sis
,his type o analysis re-uires a broad or wholeAsystem view o an organization and what it is trying to accomplish 0ccording to 1rwin ;oldstein# an organizational analysis should identiy> ' ? @ C
2rganizational goals 2rganizational resources and core competencies 2rganizational climate and culture &nvironmental constraints
"ources o% data %or 0nal&sis
' ? @ C
2rganisational goals and objectives 4kills inventory &$it interviews :ustomer complaints
9he fve steps that can be used to conduct a tas* anal&sis
,ask analysis (sometimes called operations analysis) is a systematic collection o data about a specifc job or group o jobs used to determine what employees should be taught to achieve optimal perormance Results o a task analysis typically include the appropriate standards o perormance# how tasks should be perormed to meet these standards# and the knowledge# skills# abilities# and other characteristics (402s) that employees need to possess in order to meet the standards 9as* 0nal&sis A , "teps
' Develop an overall job description ? 1dentiy the task a ,ask identifcation ocuses on the behaviors perormed within a job 1n task identifcation# the ollowing inormation about a job is determined and clearly described> i ,he major tasks within the job ii How each task should be perormed (ie# perormance standards) iii ,he variability o perormance @ Describe 402s needed to perorm the job a 1mportant# as these are what training will ocus upon b ,horough job analysis C 1dentiy areas that can beneft rom training 5rioritize areas that can beneft rom training a 0t the end o 4tep C# it should be clear which tasks and 402s could beneft rom training ,hese tasks and 402s should be prioritized to determine which ones should be addressed frst
Importance o% identi%&ing individual per%ormance defciencies and developmental needs
5erson analysis is directed at determining the training needs o the individual employee ,he ocus is typically on how well each employee is perorming key job tasks# but this process may identiy a wide range o both common and uni-ue HRD needs Depending on the nature o an individual!s work# that employee!s peers# customers# and subordinates may also be in a position to provide inormation that can be used to identiy personAlevel needs 1n act# an evaluation approach called @*Adegree perormance appraisal uses as many o these sources Summary person analysis involves determining the overall success o individual employee perormance Diagnostic person analysis tries to discover the reasons or an employee!s perormance
,he primary use o developmental data is or maintaining and increasing the knowledge# skills# and abilities o each employee However# the inormation can also be important to career development by preparing the employee or uture job responsibilities
ros and cons o% using multiple sources to collect data %or person anal&sis
,he practice o using multiple sources to gather perormance inormation# called @*Adegree perormance appraisal (or perormance evaluation)# has become more widespread in organizations ,he main advantage o using peer# subordinate# and customer input in perormance appraisal is that these individuals observe the employee rom di=erent perspectives# which allows them to add inormation that other sources cannot 0lso# makes workers eel their input matters# and may create a supportive environment HRD design vervie
,he key activities involved in designing an HRD program are> ' ? @ C
4etting objectives 4electing the trainer or vendor Developing a lesson plan 4electing program methods and techni-ues (including the appropriate use o technology) 5reparing materials 4cheduling the program
;rite training obectives %or a specifc program
Defning the objectives or the training or HRD program is one o the frst things an HRD proessional should doGater completing the needs assessment 2bjective> a "description o a perormance you want learners to be able to e$hibit beore you consider them competent 0s such# HRD or training program objectives describe the intent and the desired result o the HRD program 1n addition to orming the basis or selecting the program content and methods# objectives are used by the organization to evaluate the program!s success# and they also help participants to ocus their own attention and e=orts during the program 9ager states that useul objectives include three critical aspects or -ualities# that is# they should describe> ' ,he per%ormance the learners (trainees) should be able to do# ? ,he conditions under which they must do it# and @ ,he criteria (how well they must do it) used in judging its success
Eor e$ample> ;iven a packing list# the trainee will correctly identiy (by circling) all items on the list that have not been included in the shipment Identi%& several sources here HRD programs could be obtained
,here are many sources o HRD programs# materials# and advice# and their number continues to grow 9any consulting frms# educational institutions# proessional societies# trade unions# publishing houses# governmental agencies# and nonproft communityAbased organizations o=er training programs and inormation to interested organizations Compare the relative merits o% developing in8house versus an outside source
0ter a manager or HRD proessional has identifed the program objectives# a series o decisions must be made regarding the development and delivery o the program 2ne o those decisions is whether to design the program internally# purchase it (or portions o it) rom an outside vendor# or u se some combination o the two
7ist the activities involved in emplo&er designed HRD programs
4electing a method> ' 2n the job training ? :lassroom training @ :omputer based training 6ased on consideration o ' 2bjectives
? ,ome and money available @ 0vailability o other resources C ,rainee characteristics and preerences Compare various t&pes o% training materials
' 5rogram announcements ? 5rogram outlines @ ,e$tbooks and manuals oint out some o% the constraints to scheduling HRD programs
' During working hours ? 2utside o working hours @ Registrations and enrollment
Implementing HRD
Describe three broad approaches to training delivery and the advantages and disadvantages o each approach ' 2n the job training a Lob instruction i 4e-uence o instructional procedures used by a trainer to train employees while they work (5repare workerB 5resent taskB 5ractice taskB Eollow up) b Lob Rotating i &mployee learns by observing then doing# rather than instruction c :oaching d 9entoring ? :lassroom a /ecture b :onerence
:lassroom training approaches are conducted outside o the normal work setting Eive primary categories o classroom training include> ' /ecture a ,he lecture method involves the oral presentation o inormation by a subject matter e$pert to a group o listeners b ,he lecture method has been widely criticized# particularly because it emphasizes oneAway communication 1t has been
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suggested that the lecture method perpetuates the traditional authority structure o organizations# thus promoting negative behavior (such as passivity and boredom)# and it is poorly suited or individualizing training and acilitating its transer c 0 related disadvantage o the lecture method is the lack o idea sharing among trainees Discussion a ,he discussion method involves a trainer in twoAway communication with trainees# and the trainees in communication with each other 6ecause active participation is encouraged# the discussion method o=ers trainees an opportunity or eedback# clarifcation# and sharing points o view 0udiovisual media &$periential methods :omputerAbased training (classroomAbased)
Bnderstand and e3plain the activities involved in implementing an HRD program
0n important implementation decision concerns the arrangement o the physical environment ,he environment is particularly important to onAtheAjob training because a trainee must eel comortable enough to concentrate and learn 1 the 2L, area has a number o distractions (like noise and phone calls) that interere with the training process# or instance# a trainer must fnd ways to remove or minimize them 1nterruptions are another common 2L, distraction# particularly when the supervisor is the trainer 1nterruptions can be avoided by setting aside certain times o the day or a special location or training that is ree rom distractions 0lternatively# the supervisor can arrange or someone who is not receiving training to handle calls and in-uiries during the time established or training 1n a classroom setting# a number o actors should be considered when arrangng the physical environment ,hese include the seating arrangement# comort# and physical distractions
valuation Defne evaluation and e3plain its role in HRD
HRD evaluation is defned as "the systematic collection o descriptive and judgmental inormation necessary to make e=ective training decisions related to the selection# adoption# value# and modifcation o various instructional activities &valuation can serve a number o purposes within the organization 0ccording to 5hillips# evaluation can help to> ' Determine whether a program is accomplishing its objectives ? 1dentiy the strengths and weaknesses o HRD programs# which can lead to changes# as needed @ Determine the costAbeneft ratio o an HRD program C Decide who should participate in uture HRD programs 1dentiy which participants benefted the most or least rom the program ;ather data to assist in marketing uture programs + &stablish a database to assist management in making decision Compare di6erent %rameor*s %or HRD evaluation
Discuss evaluation %rameor*s ith emphasis on =ir*patric*5s valuation rameor*
,he most popular and inFuential ramework or training evaluation is articulated by irkpatrick' irkpatrick argues that training e=orts can be evaluated according to our criteria> reaction# learning# behavior# and results ' Reaction (7evel 1) Did the trainees like the program and eel it was valuableK 0t this level# the ocus is on the trainees! perceptions about a program and its e=ectiveness ? 7earning (7evel 2) Did the trainees learn what the HRD objectives said they should learnK @ ?ehavior (7evel ') Does the trainee use what was learned in training back on the jobK C Results (7evel ) Has the training or HRD e=ort improved the organization!s e=ectivenessK 1s the organization more eQcient# more proftable# or better able to serve its clients or customers as a result o the training programK 3plain the role o% research design in HRD evaluation
0 research design is a plan or conducting an evaluation study Research design is vital to HRD evaluation 1t specifes the e$pected results o an evaluation study# the methods o data collection# and how the data will be analyzed 0wareness o research design issues and possible design alternatives can help managers and HRD proessionals do a better job conducting evaluations and criti-uing results o evaluation studies
Describe the ethical issues involved in conducting HRD evaluation
' :onfdentiality ? 1normed consent (agree to participate) @ 7ithholding training a Research design involving control groups re-uire that some employees receive training while others do not C 8se o deception a 1n some cases# investigators eels it will yield better results i employees don!t realise they are in an evaluation study 5ressure to produce positive results Identi%& and e3plain the choices available %or translating evaluation results into dollar terms
2ne goal o translating the e=ects o HRD programs into monetary terms is making clear that the programs are investments and# as su ch# will lead to payo=s or the organization in the uture valuation o% 9raining Costs
&valuation o training costs compares the costs incurred in conducting an HRD program to the benefts received by the organization# and can involve two categories o activities> costAbeneft evaluation and costAe=ectiveness evaluation Cost8beneft analysis involves comparing the monetary costs o training to the benefts received in nonmonetary terms# such as improvements in attitudes# saety# and health Cost8e6ectiveness analysis ocuses on the fnancial benefts accrued rom training# such as increases in -uality and profts# and reduction in waste and processing time
