HRD Notes - Prof. Russell Smith PDF

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Prof. Russell Smith...

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Chapter 1 Monday, August 26, 2019

4:00 PM

Human Resource Development: a set of systematic and planned activities designed by an organization to provide members with the opportunities to learn necessary skills to meet current and future job demands History ASTD: American society for training development?

HRD: remedial, getting employees to be better HRD Functions • Training (here and now) & Development (future) • Organization Development: about the whole organization • Career development: focus on the future

1. The Lonely Organization 2. The Organization at Work ○ HRD (people better equipped for today and tomorrow ○ HRM (goals, success) 3. Driving High Performance 4. Essence of HRD ○ Foundation: ▪ Employee behavior ▪ Adult learning ○ Applications ▪ Socialization ▪ Skills/tech training ▪ Coaching/performance management ▪ Counseling/wellness ▪ Career management/development ▪ Org. development/change ▪ Management development ▪ HRD & Diversity ○ Framework ("ADIME") ▪ Assess ▪ Design ▪ Implement ▪ Evaluate

Chapter 2 Monday, September 9, 2019

4:00 PM

Premise of HRD: change employee behavior -- improve organizational effectiveness

Herzberg's theory - needs based theory Intrinsic factors is more important for employees to be successful, however, intrinsic can't be met before the extrinsic factors are acceptable • Extrinsic hygiene factors: pay, working conditions, supervision, co-workers • Intrinsic motivation factors: personal growth, recognition, achievement Extrinsic + intrinsic = motivation

Don’t report on topic-- find organization STAR-- company has this situation, task at hand (goal is they want to do better), action (implementing health/wellness program), results ADIME-- assess, develop, implement, evaluate

Chapter 3 "learning" Monday, September 16, 2019

4:00 PM

Employees acquires and retains learning -------- employee uses on the job to improve performance 1. Learning: relatively permanent change in behavior, cognition, or affect that occurs as a result of one's interaction with the environment Association: the process by which two cognitions become paired, so that thinking about one evokes thought about the other ("dozen" & "twelve items") Learning as Association Principles Thought to Govern Learning Limits of Principles in Training Design - Contiguity: objects that are experienced - Task analysis: any task can be analyzed into a together tend to become associated with set of distinct component tasks each other - Component task achievement: each - Law of Effect: a behavior followed by a component task must be fully achieved before pleasurable consequence is likely to be the entire task may be performed correctly repeated - Task sequencing: the learning situation should - Practice: repeating the event in an be arranged so that each of the component association with increase the strength of the tasks is learned in the appropriate order before association the total task is attempted 2. Model of Transfer of Training

Issues Involved in Maximizing Learning Trainee Characteristics • Trainability = f(motivation x ability x perceptions of the work environment) ○ Motivation ○ Ability ○ Perception of the work environment • Personality & attitudes

Training Design • Conditions of practice ○ Active practice ○ Massed vs. spaced practice sessions ○ Whole vs. part learning ○ Overlearning ○ Knowledge of results (feedback) ○ Task sequencing • Retention of what is learned ○ Meaningfulness of material ○ Degree of original learning ○ Interference Transfer of Learning • Identical elements • General principles • Stimulus variability • Support in the work environment ○ Opportunity to perform ○ Transfer-of-training climate 3. Individual Learning Differences • Rate of learning progress: learning curves indicate rate of learning may vary at different points in training program • Attribute-Treatment Interaction (ATI): effectiveness of training methods may be influenced by various trainee characteristics • Andragogy: adult-oriented approach to learning ○ Adults are self-directed ○ Adults have acquired a large amount of knowledge and experience that can be tapped as a resource for learning ○ Adults show a greater readiness to learn tasks that are relevant to the roles they have assumed in life ○ Adults are motivated to learn in order to solve problems or address needs, and they expect to immediately apply what they learn to these problems and needs Assessing the Adult Trainee -- a contingency approach • Instrumentality - dominant needs • Skepticism - absorption level - topical interest • Resistance to change • Attention span - self-confidence - locus of control • Expectation level Note: Kolb Learning Styles (not on test)

Chapter 4 "assess" Monday, September 23, 2019

4:00 PM

HRD Needs Assessment • An analytical process that identifies/articulates organization's HRD needs • A starting point of the HRD and training process • Critical to establish basis for HRD evaluation • Subject to lack of management support: ○ Time consuming, limited resources ○ Incorrect assumption; reliance of intuitions, fads IMPORTANT: Context of Assessment Gap (discrepancy between what is expected and what actually occurs) • Diagnostic: we're here and we need to be here • Analytical: we're not all we can be • Compliance: yes or no, external environment (laws, fines, bad publicity)

Levels of Assessment Suggests where, what and who will be involved • Strategic or organizational • Task • Person: "not the whole organization, just some people"

Chapter 5 "design" Monday, September 23, 2019

5:45 PM

HRD Program Objectives Quality

Example

Performance- what the learner Write a product profile for a proposed new product is expected to do Conditions- circumstances under which the performance is to occur

Given all available data regarding a proposed product, write a product profile

Criteria- identifies the characteristics of acceptable performance

Given all available data regarding a proposed product, write a product profile that describes all of its commercial characteristics and describes its major product uses

Chapter 6 "implementation" Monday, September 30, 2019

4:21 PM

Implementation: the effective delivery of HRD programs • Consider the current level of expertise that trainees possess (novice? expert?) • Consider trainees' knowledge gap (declarative-- what to do? procedural-- how to do?) • Determine how to best combine guided and experiential activities based on trainee characteristics Trainee Gap

Activities

Novice

Declarative Guide

Expert

Procedural Experiential

Training Delivery Methods Work environment On the job training • Informal OJT • Job instruction training • Job rotation • Coaching & mentoring

Chapter 7 "evaluation" Monday, September 30, 2019

4:22 PM

HRD Evaluation: the systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value, and modification of various instructional activities 1. 2. 3. 4.

Select evaluation criteria Determine evaluation design Conduct evaluation of program or intervention Interpret results

Stages since the 1960s: 1. Anecdotal reactions from trainers and program participants 2. Borrowing experimental methodology from academic laboratories to use for program evaluation a. Constraints make application of these designs difficult-- discouraging evaluation efforts 3. Match appropriate research methodology to existing organizational constraints-- makes evaluation more practical and feasible 4. Shifts focus of evaluation from post program results to the entire HRD process Kirkpatrick's Evaluation Framework Level 1: Reaction (trainee perceptions) - Did the trainees like the program and feel it was valuable? Level 2: Learning (trainee learning) - Did the trainees learn what the HRD objectives said they should learn? Level 3: Behavior (trainee use on the job) - Does the trainee use what was learned in training back on the job? Level 4: Results (operational data on trainees) - Has the training or HRD effort improved the organization's effectiveness? Note: 1 and 2 post survey Orgs that focus on 3 and 4 directly tie the training to employee behavior and results Reliability- consistent results, free from bias Validity- you're measuring what you are meant to be measuring Practicality- realistic given organizational constraints...