HRD : HUMANRESOURCEDEVELOPMENTDr. TERMSAKSUWANSAK 6November PHITSNULOK UNIVERSITY A picture of todays management ? From Western perspectives! Getting the Work Out/ Result-oriented
Getting the Work Done with and through Others Managing Vision and Purpose Managing People Personal Development/Continuous Improvement ( KAIZEN ) 1. HR as THE Initiator and Designer of Development Experiences
HRD Peoples Roles! 1.HR as THE Initiator and Designer of Development Experiences Initiator(n) 2. HR as The Partner of Top Management for Development 4. Managing the Talent Supply
3. Selling Top Management on Their Mission Critical Role in Talent Development 4. Managing the Talent Supply 5. HRs Unique Role is Closing the Gaps Unique( adj.) Example Definitions of HRD
Nadler ( 1970 ) Swanson ( 1987 ) Marsick & Watkins ( 1994 ) Nadler : HRD Nadler ( 1970 ) HRD is a series of organized activities conducted within a specified time and designed to produce behavioral change Within( adv.) Swanson ( 1987 ) HRD is a process of improving an organizations performance through the capabilities of its personnel. HRD includes activities dealing with work design , aptitude , expertise , and motivation. Aptitude( n ) expertise(n ) Marsick & Watkins( 1994 ) HRD as a combination of training , career development , and organization development offers the theoretical integration need to envision a learning organization , but it a must also be positioned to act strategically throughout the organization. Envision( vt. ) integration( n ) HRD: Swanson& Holton(2002)
is a process for developing and unleashing human expertise through organization development and personnel training and development for purpose improving performance Unleashing( vt. ) Concept, activity areas, and types or labels for activities of HRD: NADLER
Training Education Development Job Org Label( n ) Individual The concept of HRD Principles of HRD Model: Gilley & Eggland& Maycunich, 2002: 14
Individual Development Performance Management Short-term HRD Roles & Practices RESULTS Career Development Organization development Long-term Individual organization Focus New Theoretical Concepts:
Delahaye(2000) The knowledge creation The New Management Theories HRD HRM HRM Diversity (n ) The management of Diversity 26/04/2017 Delahaye(2005) note :Workplace learning Important definitions:
Learning: the process of acquiring new knowledge and expertise in people acquiring (vt.) L = P + Q L = Learning P = Programmed learning that comes from books, lectures, or secondary sources Q = learning that comes from asking questions, looking at the evidence, and discussing or drawing conclusions based on experience It is what we think we know already that often prevents us from learning.
Claude Bernard Social Learning Theory Information Processing Theory
Learning Theories Reinforcement Theory Social Learning Theory Goal Theories Need Theories Reinforcement( n ) : Expectancy( n ) Expectancy Theory Information Processing Theory Adult Learning Theory : Adult Learning
: MalcolmKnowles August, November, The Learning Process: Mental and Physical Processes
Expectancy Gratifying Perception Working Storage LEARNING Generalizing Storage ( n ); Semantic (adj.) ; Encoding :Retrieval (n) ;Generalizing Gratifying(v) Semantic Encoding Retrieval Long Term Storage The Iceberg Model Skill Visible Knowledge Self-concept Trait Hidden
Motive Hidden Trait( n ) Motive(n) Approaches to Employee Development
Assessment Formal Education Job Experiences Interpersonal Relationships Formal Education Formal education programs include:
off-site and on-site programs designed specifically for the companys employees short courses offered by consultants or universities executive MBA programs university programs in which participants actually live at the university while taking classes Assessment Assessment involves collecting information and providing feedback to employees about their behavior, communication style, or skills. Used most frequently to: identify employees with managerial potential measure current managers strengths and weaknesses identify managers with potential to move into higher-level executive positions Work with teams to identify members strengths and weaknesses, and factors that inhibit productivity Providing(v) ;Inhibit ( v ) Popular Assessment Tools
Myers-Briggs Type Indicator (MBTI) Assessment Center Benchmarks Performance Appraisals & 360-Degree Feedback Myers Briggs Type Indicator : MBTI
Isabel Briggs Myers and Katharine Cook Briggs , her mother. C.G. Jung( ) PsychologicalTypes: Self understandinganddevelopment Careerdevelopmentandexploration O.D :OrganizationDevelopment TeamBuilding > Management & LeadershipTraining Problem Solving > RelationshipCounseling EducationandcurriculumDevelopment AcademicCounseling Diversityandmulticultural Training Curriculum (n) 360- Degree Feedback System
Peers Manager Rating Form Rating Form Self Peer n ) Subordinate(adj.) Rating Form Rating Form Customers Subordinates Job Experiences Job experiences refer to relationships, problems, demands, tasks, or other features that employees face in their jobs. Most employee development occurs through job experiences. A major assumption is that development is most likely to occur when there is a mismatch between the employees skills and past experiences and the skills required for the job. Feature ( n) Occurs( vt .) Mismatch How Job Experiences are Used for Employee Development
Promotion Enlargement of Current Job Rotation (Lateral Move) Transfer (Lateral Move) Externship ; Job Experiences Temporary Assignment with Another Organization Externship Downward Move The Critical Events Model: CEM used in Training
Leonard Nadler Identify the Needs of the Organization Specify Job Performance Conduct
Training Evaluation and Feedback Identify Learner Needs Obtain Instructional Resources Determine ( vt .) Determine Objectives Select Instructional Strategies Build Curriculum FORMULA FOR Needs: P-KD= Nwhere P = Job performance KD =What learner already knows or Does N= Needs Four Stages of HRD: Investigation: HRDNI Design
Implementation - Evaluation - HRDNI: HRD NeedsInvestigation - Investigation(V) Creating A Learning Setting Managing Group Dynamics
How Trainers Can Make the Training Site and Instruction Conducive to Learning: Creating A Learning Setting Preparation Classroom Management Engaging Trainees Managing Group Dynamics Training and Development Phase
Assessment instructional need Derive Objectives Development criteria Pretest trainees Monitor training Evaluate training Evaluate transfer Select training media and learning principles Conduct training Assessment Phase Development Phase Training and Development Phase Derive(V) Instructional ( n ) Glodsteins instructional system Recognize the Need for Change
ExternalEnvironment Recognize the Need for Change Internal environment Determine T&D Need Establish Specific Objectives external environment internal environment Select T&D Method(s) Select T&D Media Implement T&D Programs Evaluate T&D Programs Transfer of Training Transfer of training refers to trainees effectively and continually applying what they learned in training on their jobs. The work environment plays an important role in ensuring that transfer of training occurs. Transfer of training is also influenced by trainee characteristics and training design. Occurs(vt.) A Model Of The Transfer Process
Trainee Characteristics Motivation Ability Training Design Learning Retention Generalization and Maintenance Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies Work Environment Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support Transfer of Training Theories
Near and far All types of training and environments Meaningful material and coding schemes enhance storage and recall of training Cognitive theory Far Work environment is unpredictable and highly variable General principles are applicable to many different work situations Stimulus generalization Near Work environment features are predictable and stable Training environment is identical to work environment Identical elements Type of Transfer Appropriate Conditions Emphasis Theory Emphasis ( n ) : Appropriate (adj. ) : Enhance( vt. ) Stimulus ( n ) :Cognitive(n ) 1.Trainee Characteristics
Motivation Ability 2.Training Design Training design refers to factors built into the training program to increase the chances that transfer of training will occur. For transfer of training to occur we need to apply: Transfer of training theories Principles of self management Self-Management Strategies
Self-management refers to a persons attempt to control certain aspects of decision making and behavior. Training programs should prepare employees to self-manage their use of new skills and behaviors on the job. Aspects(n ) Self-Management Involves:
Determining the degree of support and negative consequences in the work setting for using newly acquired skills. Setting goals for using learned capabilities. Applying learned capabilities to the job. Monitoring use of learned capabilities on the job. Self reinforcement. Determining (v) :Consequences (n) :Acquired (v.) : Reinforcement (n) 3. Work Environment Climate for Transfer Management and Peer Support
Opportunity to Perform Technological Support Peer Obstacles in the work environment that inhibit transfer of training:
Work Conditions (Trainee has difficulty using new knowledge, skills, or behavior) Time pressures Inadequate equipment Few opportunities to use skills Inadequate budget Obstacles(n) ;Inhibit( vt.) ; Inadequate ( adj.) ; Transfer (n) Obstacles in the work environment that inhibit transfer of training: (continued)
Lack of Peer Support (Peers do not support use of new knowledge, skills, or behavior) Discourage use of new knowledge and skills on the job Unwilling to provide feedback See training as a waste of time Provide Obstacles in the work environment that inhibit transfer of training: (continued)
Lack of Management Support (Managers do not reinforce training or provide opportunities to use new knowledge, skills, or behavior) Do not accept ideas or suggestions that are learned in training Do not discuss training opportunities Oppose use of skills learned in training Communicate that training is a waste of time Unwilling to provide feedback and reinforcement for trainees to use training content Inhibit (vt.); Oppose( vt. ) Work Environment Characteristics Influencing Transfer of Training:
Climate for Transfer Manager Support Peer Support Perform ( v ) Opportunity to Perform Technological Support Characteristics of a Positive Climate for Transfer of Training:
Supervisors and co-workers encourage and set goals for trainees to use new skills and behaviors acquired in training. Task cues: Characteristics of a trainees job prompt or remind him to use new skills and behaviors acquired in training. Feedback consequences: Supervisors support the application of new skills and behaviors acquired in training. Acquired ( v ) ;Prompt (adj.) ; (n)(vt. ) ;Cues( v ) ;consequence (n) Characteristics of a Positive Climate for Transfer of Training: (continued)
Lack of punishment: Trainees are not openly discouraged from using new skills and behaviors acquired in training. Extrinsic reinforcement consequences: Trainees receive extrinsic rewards for using new skills and behaviors acquired in training. Intrinsic reinforcement consequences: Trainees receive intrinsic rewards for using new skills and behaviors acquired in training. Extrinsic(adj.) ; Intrinsic(adj.) , Levels of Management Support for Training:
HIGH SUPPORT Description Participate as Trainer Allow Trainees Opportunity to Practice Discuss Progress with Trainees; Ask How to Support Trainees Use of New Capabilities Attend Session Accommodate Attendance at Training Through Rearranging Work Schedule; Endorse Employees Attending Training Permit Employees to Attend Training; Acknowledge Importance of Training Teaching in Program Practice Skills Reinforcement Participation Encouragement Acceptance Attend (v) ;Session (n) ; Accommodate(vt.) ; Rearranging (n) ; Acknowledge (vt.) LOW SUPPORT Organizational Environments That Encourage Transfer of Training:
The Learning Organization Knowledge and Knowledge Management The Learning Organization
A learning organization is a company that has an enhanced capacity to learn, adapt, and change. Training processes are carefully scrutinized and aligned with company goals. Training is seen as one part of a system designed to create intellectual capital. Enhance(vt.) ;Scrutinized(vt.) ; Aligned (vt.) Key Features of a Learning Organization
Continuous Learning Knowledge Generation and Sharing Critical Systematic Thinking Key Features of a Learning Organization Learning Culture Features (n) ;Generation(n) Encouragement of Flexibility and Experimentation Valuing of Employees Knowledge and Knowledge Management
Knowledge refers to: what individuals or teams of employees know or know how to do (human and social knowledge) a companys rules, processes, tools, and routines (structured knowledge) Knowledge is either: tacit knowledge, or explicit knowledge Tacit( n) ;Explicit ( adj.) The Knowledge Creation Process between two people
PERSON A PERSON B TACIT EXPLICIT Externalisation Internalisation Socialisation Combination The Knowledge Creation Process between two people Knowledge and Knowledge Management (continued)
Knowledge management refers to the process of enhancing company performance by: designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge Enhance Knowledge and Knowledge Management (continued)
Knowledge management can help companies: Get products to market quicker Better serve customers Develop innovative products and services Attract new employees and retain current ones by giving people the opportunity to learn and develop Examples of Knowledge Management
Ernst & Young has information on employees skills and competencies to help assemble project teams. Xerox has created a database of communities of interests: employees throughout the organization who have a common interest in a technology, product, service, or process who may not formally work together, but share and build knowledge for themselves and the company Assemble(vt. ) ;Throughout( adv.) HRD Evaluation The Techniques used in Training Evaluation : Kirkpatrick Model: Reaction Learning Behavior Results Brinkerhoffs six stages (1987)
Evaluation of needs and goals Evaluation of HRD design Evaluation during implementation Evaluation of learning Evaluation of usage and endurance (behavior) Evaluation the payoff (results) Endurance ( n) ; Pay - off( idiom ) Parker Model: Job performance Group performance
Participants satisfaction Participants knowledge gain Bell System Approach: Reaction outcomes Capability outcomes
Application outcomes Worthoutcomes CIRO Model: Content Input Reaction Outcome Introduction Walgreen Company wanted to determine if the time, money, and effort devoted to training technicians actually made a difference. It was interested in assessing the effectiveness of the training program. Devoted(vt. ) actually (adv.) How to evaluate: Training effectiveness refers to the benefits that the company and the trainees receive from training. Training outcomes or criteria refer to measures that the trainer and the company use to evaluate training programs. Training evaluation refers to the process of collecting the outcomes needed to determine if training is effective. Evaluation design refers to from whom, what, when, and how information needed for determining the effectiveness of the training program will be collected. Collected(adj.) Reasons for Evaluating Training
Companies are investing millions of dollars in training programs to help gain a competitive advantage. Training investment is increasing because learning creates knowledge which differentiates between those companies and employees who are successful and those who are not. Reasons for Evaluating Training (continued)
Because companies have made large dollar investments in training and education and view training as a strategy to be successful, they expect the outcomes or benefits related to training to be measurable. Training evaluation involves:
Formative evaluation evaluation conducted to improve the training process. Summative evaluation evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program. Formative (adj.) ;Summative(adj.) ;Extent (n) Why Should A Training Program Be Evaluated?
To identify the programs strengths and weaknesses. To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job. To identify which trainees benefited most or least from the program. Contribute( v) Why Should A Training Program Be Evaluated? (continued)
To gather data to assist in marketing training programs. To determine the financial benefits and costs of the programs. To compare the costs and benefits of training versus non-training investments. To compare the costs and benefits of different training programs to choose the best program. The Evaluation Process
Conduct a Needs Analysis Develop Measurable Learning Outcomes Develop Outcome Measures Choose an Evaluation Strategy Execute (vt.) Plan and Execute the Evaluation Training Outcomes: Kirkpatricks Four-Level Framework of Evaluation Criteria
Business results achieved by trainees Results 4 Improvement of behavior on the job Behavior 3 Acquisition of knowledge, skills, attitudes, behavior Learning 2 Trainee satisfaction Reaction 1 Focus Criteria Acquisition(n) Outcomes Used in Evaluating Training Programs:
Cognitive Outcomes Skill-Based Outcomes Affective Outcomes Cognitive( adj.) Results Return on Investment Outcomes Used in Evaluating Training Programs: (continued)
Cognitive Outcomes Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program. Measure what knowledge trainees learned in the program. Skill-Based Outcomes Assess the level of technical or motor skills. Include acquisition or learning of skills and use of skills on the job. Emphasizes ( vt.) ; Acquisition( n ) Outcomes Used in Evaluating Training Programs: (continued)
Affective Outcomes Include attitudes and motivation. Trainees perceptions of the program including the facilities, trainers, and content. Results Determine the training programs payoff for the company. Perceptions( n ) Outcomes Used in Evaluating Training Programs: (continued)
Return on Investment (ROI) Comparing the trainings monetary benefits with the cost of the training. Direct costs Indirect costs Benefits How do you know if your outcomes are good?
Good training outcomes need to be: Relevant Reliable Discriminate Practical Relevant (adj.) ; Discriminate(v) Good Outcomes: Relevance
Criteria relevance the extent to which training programs are related to learned capabilities emphasized in the training program. Criterion contamination extent that training outcomes measure inappropriate capabilities or are affected by extraneous conditions. Criterion deficiency failure to measure training outcomes that were emphasized in the training objectives. Emphasized(adj.) ; Contamination (vt.) ;Inappropriate (adj.) ; Extraneous (adj.) Deficiency ( adj.) Criterion deficiency, relevance, and contamination:
Outcomes Identified by Needs Assessment and Included in Training Objectives Outcomes Measured in Evaluation Contamination Deficiency Relevance Outcomes Related to Training Objectives Good Outcomes (continued)
Reliability degree to which outcomes can be measured consistently over time. Discrimination degree to which trainees performances on the outcome actually reflect true differences in performance. Practicality refers to the case with which the outcomes measures can be collected. Consistently (adv.) Evaluation Designs: Threats to Validity
Threats to validity refer to a factor that will lead one to question either: The believability of the study results (internal validity), or The extent to which the evaluation results are generalizable to other groups of trainees and situations (external validity) Threats to Validity Threats To Internal Validity
Company Persons Outcome Measures Threats To External Validity Reaction to pretest Reaction to evaluation Interaction of selection and training Interaction of methods Methods to Control for Threats to Validity
Pre- and Post - tests Use of Comparison Groups Random Assignment Types of Evaluation Designs
Posttest only Pretest / posttest Posttest only with Comparison group Pretest / posttest with Comparison group Time series Time series with Comparison group and Reversal Solomon Four group Reversal ( n ) Development. 5e. South Western CENGAGE Learning USA.
References : Brain L. Delahaye. 2000; Human Resource DevelopmentAdultLearning and Knowledge Management John Wiley & SonsAustralia ,Ltd.Printedin Singapore. JamesW. VanderZanden,ThomasL. Crandell , andCorinneHaines Crandell HUMANDEVELOPMENT. 8e McGraw HillInternational Edition.USA. Jon M. Werner&RandyL. DeSimone Human Resource Development. 5e.South WesternCENGAGE Learning USA.

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