HRD - Research Report - hrd PDF

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The field of Human Resources Development (HRD) aims to provide employees with opportunities to gain skill and competencies in the modern business world. Strategic organisations target their efforts to develop the most effective and efficient training practices run a competitive business with the use of a powerful workforce. This report will identify the opportunities provided by the NSW Roads and Maritime Services (RMS) organisation. The extent to which knowledge about formal and informal learning has influenced the organisations HRD practice will also be assessed.

The RMS provides a variety of training programs that aim to develop the employees overall skills. These programs include apprenticeship which is a system of developing a new generation of employees with the use of in-class study and onsite experience. Traineeships are also offered, these opportunities are generally offered for a shorter period of time and usually 12 months according to the Department of Education. The range of training programs offered by the RMS for various roles includes Entry-level Talent program, Road Designer, Traffic engineering officer or Laboratory Officer training program. These unique opportunities allow participants to gain an abundance of knowledge and experience in their distinct field of interest. Incentives such as paid Unversity or Tafe courses, leave and/or flexible hours allow the participants to comfortably learn with reduced external stressors. Exposure to hands-on skill training, on-the-job development training allows participants to gain further insight into the field they are choosing to study. Study plans include internal and external mentors and assisted academic learning to both current and potential workers. Formal learning is structured and is typically provided by an education or training institution such as lectures, workshops, seminars and coaching. Informal learning is not structured and results from daily life activities related to work, family or leisure (H  alliday-Wynes, S & Beddie, F, 2009). Examples of informal learning may include communities of practice, on-the-job training, simulations, behaviour modelling and action learning. The method of learning where a teacher stands in front of a classroom of students and speaks information to listeners is outdated. In response to a competitive and exceedingly complicated workforce, the development of individual employee skills and performance may be crucial for an organisation to thrive. Todays HRD practices are constantly advancing to meet the needs of the organisation in an increasingly modern and technologically advanced world. Informal learning enables employees to develop with a require intention to learn. Many participants are not aware that they are

learning. Businesses that have employees that are elderly demotivated or disengaged still reap the benefits of informal learning. The RMS and other institutions recognise this, hence proceed to implement informal learning into training processes.

Knowledge of informal learning is always developing. 70:20:10 method is an observation of learning patterns among people. This framework is a three-part ratio that consists of experiential, social, and formal learning dimensions (Johnson, S.J, Blackman, D.A. & Buick, F 2018). Experiential learning holds a 70% importance in this model. It includes hands-on experience, task and problem-solving. Social holds 20% and it consists of learning and observing from role models. Formal training hold 10% importance and is a considerably large drop compared to traditional practices. Each organisation is different when basing their training applications as each industry is different. The reason why this model emphasises the experiential dimension is that the human brain is not good at retaining information. 50% of what you learn could potentially be forgotten within an hour (M  urre, J.M & Dros, J 2015). This model also reduces the cost as many organisation expect their employees to cultivate an abundance of knowledge and skill as soon as it taught. Employees are able to practice problem-solving skills in real-life scenarios or experience work first hand they are more likely to build skill and retain information from the experience. This ensures employees at learning and building skill they will use in the future. Contemporary businesses such as the RMS offer such a wide range of training programs that incorporate the elements of the 70:20:10 model.

In conclusion, the non-traditional approach to workplace training is becoming increasingly popular in twenty-first-century HRD. It is evident that new studies about informal learning have paved the way and completely changed the processes that strategic businesses execute their training processes. A well-developed organisation like the RMS are well aware of this innovative training processes implement more informal training throughout.

References

Department of education/apprenticeships and traineeships, 2019, viewed 22 August 2019 .

Halliday-Wynes, S & Beddie, F, 2009, ‘Informal Learning. At a Glance.’ National Centre for Vocational Education Research Ltd , Adelaide, SA, Australia.

Johnson, S.J, Blackman, D.A. & Buick, F 2018, ‘The 70:20:10 framework and the transfer of learning’, Human Resource Development Quarterly , vol. 29 no. 4, pp.383-402, viewed on 22 August 2019, Wiley Online Library, https://doi.org/10.1002/hrdq.21330.

Murre, J.M & Dros, J 2015, ‘Replication and analysis of Ebbinghaus’ forgetting curve’, vol.10 no. 7 viewed 24 August 2019, PloS one , https://doi.org/10.1371/journal.pone.0120644.

Roads and maritime services, n.d., viewed 16 August 2019,

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