WELCOME HRD 644 HRD Theory

1
WELCOMEHRD 644HRD Theory PracticeDavid
M. Kopp, PhD, CPLP, SPHRSpring, 2007Thursdays
545 1000
2
Consensus and Conflict
Big Foot? UFOs? Refrigerator Light?
HRD, too?!
3
Rice, 2000
4
What is HRD?
5

• Training
• -------------------------------
• Management Development
• Leadership Development
• Human Performance
• Org Development
• Org Learning

6
HRD JOB TITLES

• System Designer/Developer
• Organization Change Agent
• Organization Design Consultant
• Learning Program Specialist

• Instructor/Facilitator
• Individual Development and Career Counselor
• Performance Consultant
• Researcher
• Strategic Planner

7

20th Century
21st Century

• Organizational Development
• Organizational Learning
• Human Resource Development
• Learning Organization
• Organizational Learning

• Scientific Management
• Theory X
• Taylor
• Training

8
What is HRD?
9
What is HRD?Is it about Learning or
Performance?
10
What is HRD?Performance through Learning
11

HRD is about Process Structure
Organizational Learning (Process) Learning
Organization (Structure)

12

HRD Points of Agreement

• Problem Orientation

13

HRD Points of Agreement

• Problem Orientation
• Improvement Focused

14

HRD Points of Agreement

• Problem Orientation
• Improvement Focused
• Systems Theory Perspective

15

HRD Points of Agreement

• Problem Orientation
• Improvement Focused
• Systems Theory Perspective
• Expertise seeking

16

1) Problem Orientation

• Present State
• Future State

HRD Opportunity (problem)
17

2) Improvement Focused

• Present State
• Future State

HRD Opportunity (problem)
This future state must be an improved state
18

3) Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD PROCESSES
Feedback
Environment

19

4) Expertise Seeking
Expertise f (Problem-solving
Experiences
KSAs) Purposeful Development
20

HRD in Context

• Human-made-Host organizations
• Many times support function, sometimes in lead
• Multi-level view (I,G,O)

21

Human Resources Development HRD is an old realm
of practice and a relatively young academic field
of study (Swanson Holton, 2001)
and
HRD makes use of many different theories
22

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
23

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
Andragogy
24

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
Sociology
Andragogy
25

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
Sociology
Andragogy
Psychology
26

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
Sociology
Andragogy
Psychology
Business
27

INTERDISCIPLINARY

• Theory Philosophy underlying
• HRD
• Systems Theory
• Learning Theory
• Motivation Theory
• Change Theory
• Human Capital

Anthropology
Sociology
Andragogy
Psychology
Business
28

Theory integration of HRD
29
Overview Human Resource Development
Organization
Individual
Short-term
Training
Performance Mgmt
Long-term
Org Development
Career Development
30

Your Turn Group Discussion 1) Develop your own
definition to HRD. 2) What about HRD interests
you the most? 3) Is there an ethical dimension
to HRD? 4) Who should facilitate HRD?
31
WELCOMEHRD 644HRD Theory Practice
Meeting II
32

How do we thrive in this house ?
Organization
Learning
Organizational Learning

33

Human Resource Development Performance
through Learning



34

HRD has much to do with Competence Vs. Expertise
Competence - minimal performance
Expertise optimal performance
35

Competence Vs. Expertise
Competence - outcome
Expertise process
36
Human Resource Development
Organization
Individual
Short-term
Training
Long-term
37
Human Resource Development
Organization
Individual
Short-term
Training
(Ind Development)
Long-term
38

Individual Development

• Present KSAs
• Future Director KSAs (improved)

Growth
39

HRD affects Self-Esteem?
Self Esteem Goals Achieved
______________ Goals
Attempted


40

HRD affects Self-Esteem?
Self Esteem Goals Achieved
____________ Goals Attempted
New KSAs numerator increases!


41

Successful Training, many times, means
understanding how Employees Learn
42
Andragogy art science of adult
learning versus Pedagogy art science of
teaching children
43

Andragogy

• Adult has a need to know
• Self-directed independent
• Prior experiences
• Life relevance
• Problem-centered
• Motivation internal

44

Pedagogy

• Need to know only what teacher teaches
• Self-concept as a dependent learner
• Experiences not a factor
• Other-directed
• Motivation is external

45

Streams of Inquiry
Learning Theory Paradigms
Scientific
Elemental Theory Holistic Theory
Reflective
46


Paradigms Elemental, Holistic Meta-Theories
Cognitivism, Behaviorist Mid-range theory
Andragogy Typologies Taxonomies
Levels of Abstraction
47

On Learning Theory
Two major meta-theories are Behaviorism Cognit
ivism
48

On Learning Theory
Behaviorism emphasis on observed and
measurable behaviors
49

On Learning Theory
Behaviorism emphasis on observed and
measurable behaviors OUTCOME-based
50

On Learning Theory
Cognitivism emphasis on a change in knowledge
state mental growth activity, not
always observable
51

On Learning Theory
Cognitivism emphasis on a change in knowledge
state mental growth activity, not
always observable PROCESS-BASED
52

On Learning Theory Paradigms

• Elemental
• Machine
• Quantitative
• Prescribed
• Reactive
• Outcome
• Behaviorism

53

On Learning Theory Paradigms

• Holistic
• Organism
• Qualitative
• Constructed
• Proactive
• Process
• Humanistic/Cognitive

54

Organizational Learning (Process) Learning
Organization (Structure)

55

• Learning Organization
• (Structure)
• Personal mastery
• Mental models
• Shared vision
• Team learning
• Systems thinking
• (Senge, 1990)

56

Career Development within Org
Mentoring vs. Coaching ?
57

Career Development within Org
Mentoring vs. Coaching
Learning Training
58

• Expositive

100
Assisted Learning
ZPD

• Discovery

0
Te
To
(Vygotsky)
59

• On Individual Development
• Pre-Learning Readiness, SDL
• During Learning
• Post-Learning Application, Reinforcement

60


61
Self-directed Learning

• learning process whereby individuals are taking
  the initiative in identifying resources, choosing
  implementing strategies, and evaluating
  outcomes.
• (Candy, 1991)

62

During the Learning

• Success adults want to be successful learners
• Volition a sense of choice regarding learning
• Value learn something of value
• Enjoyment learning as pleasurable

_at_sum(SVVE)
Wlodowski (1985)
63

On Motivating during learning

• Expertise
• Empathy
• Enthusiasm
• Clarity

Wlodowski (1985)
64


Effective Trainings Journey

65

CAREER DEVELOPMENT

66
Human Resource Development
Organization
Individual
Short-term
Long-term
Career Development
67

Barriers to Career Development

• Cant Promote everyone
• Theyll jump ship
• Change

68

Components of Career Development (p. 60)

• CAREER
• Organizational Career Development
• Career Planning
• Career Management

69

Components of Career Development

• CAREER
• Organizational Career Development
• Career Planning
• Career Management

Process
Process
70

Components of Career Development

• CAREER
• Organizational Career Development
• Career Planning
• Career Management

Outcome
Process
Process
71

Components of Career Development

• CAREER
• Organizational Career Development
• Career Planning
• Career Management

Outcome
Process
Process
72

Career Anchors
motivating forces that constrain and influence
an employees career development (Schein,
1978) pgs. 61-62
73

HRD in Context

• Multi-level view
• Individual
• Group
• Organization

74

Stages of Career Development

• Individual
  Organizational
• Gilleys Five-Stage Approach

75

Your Turn Discussion Action Learning Pgs.
42-44
76

• Organizational Learning
• Process as Action Learning
• Questioning
• Dialogue
• Reflecting
• Collaborating
• Creating new knowledge
• (Marquardt, 1996)

77

ON HRD CAREER DEVELOPMENT SPHR PHR HPI CPLP

78
WELCOMEHRD 644HRD Theory Practice
Meeting III
79
Overview Human Resource Development
Organization
Individual
Short-term
Performance Mgmt
Long-term
Org Development
80
Remember,Performance through Learning?
81
Performance through Learning?
82
Overview Human Resource Development
Organization
Individual
Short-term
Performance Mgmt
Performance
Long-term
Org Development
83
Performance

• Outcomes
• Accomplishments (worthy performance)
• Behavior changing/interacted w/environment

84

Performance Management
85

Performance Management aligning performance
with business expectations, results, and work
environment
86

Performance Management aligning performance
with business expectations, results, and work
environment HUMAN PERFORMANCE
TECHNOLOGY (HPT)
87

"AntiFreeze"
88

• Future State includes
• - Planning
• - Goal setting
• - Feedback
• - Talent Review

PERFORMANCE MANAGEMENTSYSTEM
89

• Practical Issues
• Performance Evaluation Process
• - Review Period
• - Performance Objectives
• - Link to Strategic Goals
• - Merit Increase
• - Career Development

90

Best Practices of Performance Evaluation

• Dialogue
• Shared Vision
• Adaptability
• Continual Growth

91

Poor Practices of Performance Evaluation

• Central Tendency
• Halo Effect
• Recency
• Leniency
• Harshness

92

Absenteeism

 
 
Unauthorized leaveExcessive use of sick
leaveFrequent absences or tardy on Monday,
Friday, or the day after paydayLeaving work
early on a regular basisHigher absenteeism than
other employeesFrequent and unscheduled
short-term absences with or without medical
explanations



 
 
On-the-job absenteeism
 
Pattern of unnecessary absences from
postFrequent trips to water fountain or rest
roomLong coffee or smoke breaksIncreased
personal phone callsPattern of physical illness
on the job


  High Accident Rate  
Increase on the jobOff the job accidents that
affect work



 

What does poor performance look like?




 



 
Inconsistent Work Patterns
Alternate periods of high and low
productivityStarts, but does not finish projects

 
Appearance
Deterioration in personal appearanceComing to or
returning to work in an obviously abnormal
condition



 
 
Confusion

Difficulty recalling detailed instructionsIncreas
e in difficulty handling complex
assignmentsDifficulty recalling ones own
mistakes



 
 
93

Absenteeism

 
 
Unauthorized leaveExcessive use of sick
leaveFrequent absences or tardy on Monday,
Friday, or the day after paydayLeaving work
early on a regular basisHigher absenteeism than
other employeesFrequent and unscheduled
short-term absences with or without medical
explanations



 
 
On-the-job absenteeism
 
Pattern of unnecessary absences from
postFrequent trips to water fountain or rest
roomLong coffee or smoke breaksIncreased
personal phone callsPattern of physical illness
on the job


  High Accident Rate  
Increase on the jobOff the job accidents that
affect work



 

What does poor performance look like?


Decreased Job Efficiency, Poor Relationships on
the Job, Unprofessional conductOverreaction to
real or imagined criticism, Wide mood swings,
Excessive borrowing from others, Complaints from
co-workers, Unreasonable resentments,
Inappropriate emotional outbursts, Missed
deadlines, Mistakes in tasks usually done
well,Waste of materials, poor decision making,
Improbable excuses for poor work performance,
Pattern of unnecessary absences from post,
Frequent trips to water fountain or rest room,
long coffee or smoke breaks,Increased personal
phone callsPattern of physical illness on the
job, Unauthorized leave, Excessive use of sick
leaveFrequent absences or tardy on Monday,
Friday, or the day after paydayLeaving work
early on a regular basis, Higher absenteeism than
other employeesFrequent and unscheduled
short-term absences with or without medical
explanations  


 




 
Inconsistent Work Patterns
Alternate periods of high and low
productivityStarts, but does not finish projects

 
Appearance
Deterioration in personal appearanceComing to or
returning to work in an obviously abnormal
condition



 
 
Confusion

Difficulty recalling detailed instructionsIncreas
e in difficulty handling complex
assignmentsDifficulty recalling ones own
mistakes



 
 
94

Absenteeism

 
 
Unauthorized leaveExcessive use of sick
leaveFrequent absences or tardy on Monday,
Friday, or the day after paydayLeaving work
early on a regular basisHigher absenteeism than
other employeesFrequent and unscheduled
short-term absences with or without medical
explanations



 
 
On-the-job absenteeism
 
Pattern of unnecessary absences from
postFrequent trips to water fountain or rest
roomLong coffee or smoke breaksIncreased
personal phone callsPattern of physical illness
on the job


  High Accident Rate  
Increase on the jobOff the job accidents that
affect work



 

And good performance is just not competence




 



 
Inconsistent Work Patterns
Alternate periods of high and low
productivityStarts, but does not finish projects

 
Appearance
Deterioration in personal appearanceComing to or
returning to work in an obviously abnormal
condition



 
 
Confusion

Difficulty recalling detailed instructionsIncreas
e in difficulty handling complex
assignmentsDifficulty recalling ones own
mistakes



 
 
95

21st century acknowledgement
Being competent is no longer enough
96

Views of Performance

• Performance as an outcome of human activity

97

Views of Performance

• Performance as an outcome of human activity
• Performance as necessary for economic activity

98

Views of Performance

• Performance as an outcome of human activity
• Performance as necessary for economic activity
• Performance as an tool for org oppression

99

Views of Performance
Outcome of human activity
Purposeful activity I want to do a bad job
today NOT! Enhancing human existence
100

• Self-Actualization

(Maslow)
101

Views of Performance
Necessary for economic activity
Practical Supports economic gains Work-based view
102

Views of Performance
Tool for Organizational Oppression
Behavior in return for compensation Theory X
assumption Most criticized view
103


Understanding Performance


104


Understanding Performance
Performance f(KSAs M E)

105


Understanding Performance
Performance f(KSAs M E)
Knowledge, Skills, Attitudes

106


Understanding Performance
Performance f(KSAs M E)
Knowledge, Skills, Attitudes

Motivation
107


Understanding Performance
Performance f(KSAs M E)
Knowledge, Skills, Attitudes

Motivation
Environment
108
Understanding Performance

Environment
Performance f(KSAs M E)
Ability
Willingness

109
Poor Performance Analysis Intervention
H
Ability
L
H
L
Willingness
110
Poor Performance Analysis Intervention
H
Motivation
Ability
L
H
L
Willingness
111

Expectancy Theory
112

Importance of Goals in Motivating

• Goals are guides for action
• Goals motivate
• Goals provide the basis for
• resolving conflict
• Goals prerequisite to evaluation

113

Goals should be SMART

• S pecific
• M easurable
• A ttainable
• R elevant
• T ime Bound

114
Poor Performance Analysis Intervention
H
Motivation
Ability
Selection
L
H
L
Willingness
115

Selection Issues

• Individual might be at wrong job
• EAP program
• Termination

116
Poor Performance Analysis Intervention
H
Motivation
Environment
Ability
Selection
L
H
L
Willingness
117

• Environmental issues
• Supervisor
• Feedback
• Culture
• Poor Management
• Process Redesign

118
Poor Performance Analysis Intervention
H
Motivation
Environment
Ability
Selection
Training
L
H
L
Willingness
119

Training Question Can there be Performance
or Performance Improvement without a training
intervention?
120

Training Question Can there be Performance
or Performance Improvement without a training
intervention?
YES
121

• Non-Learning Interventions
• Job Aids
• Ergonomics
• Incentives/consequences

122

• Performance Management
• Job Analysis Design
• Performance Appraisals

123

• Performance Management
• Job Analysis Design
• - examination of
• what employees do
• how they do it
• results achieved
• the way in which tasks
• are combined to form
• complete jobs

124

• Performance Management
• Job Analysis Design
• - examination of
• what employees do
• how they do it
• results achieved
• the way in which tasks
• are combined to form
• complete jobs

Job Description
Necessary/ Desirable
125

• Performance Management
• Performance Appraisals -
• formal, structured system that
• compares employee performance
• to established standards.
• Assessment of job performance in
• Any of several types of instruments

126

Performance Appraisal Instruments Critical
Incidents. The supervisor's attention is focused
on specific or critical behaviors that separate
effective from ineffective performance.
Graphic Rating Scale. This method lists a set of
performance factors such as job knowledge, work
quality, cooperation that the supervisor uses to
rate employee performance using an incremental
scale. Behaviorally Anchored Rating Scales
(BARS). Combines elements from critical incident
and graphic rating scale approaches. The
supervisor rates employees according to items on
a numerical scale. 360 Degree Feedback. This
multi-source feedback method provides a
comprehensive perspective of employee performance
by utilizing feedback from the full circle of
people with whom the employee interacts
supervisors, subordinates and co-workers.
Blackboard.com has a
sample
127
Overview Human Resource Development
Organization
Individual
Short-term
Long-term
Org Development
128

Organizational Development
The process of unleashing expertise to
implement organizational change for the purpose
of improving performance (Swanson Holton, p.
260)
129

Organizational Development
The process of unleashing expertise to
implement organizational change for the purpose
of improving performance (Swanson Holton, p.
260)
130

Organizational Development Process

• Analyze
• Diagnose
• Plan
• Implement
• Evaluate

ADPIE
131

OD Cube

132
Overview Human Resource Development
Organization
Individual
Short-term
Long-term
Org Development
Change
133

OD outcomes (dependent variables)

• Improved problem-solving
• Increased effectiveness
• Successfully manage change
• Advance Organization

134

Core Dimensions to CHANGE

• DEPTH
• TEMPO

135

Core Dimensions to CHANGE

• DEPTH
• Incremental or Transformational

136

Core Dimensions to CHANGE

• DEPTH
• Incremental - smaller change
• Supports human potential, participation,
  development
• Planned
• More adaptive

137

Core Dimensions to CHANGE

• DEPTH
• Transformational major change in direction
• External or internal disruption
• System-wide
• Driven by senior execs
• Unlearning/innovation
• Demands a new paradigm

138

Core Dimensions to CHANGE

• TEMPO
• Continuous versus Episodic

139

Core Dimensions to CHANGE

• TEMPO
• Continuous - on-going
• Linked to incremental change
• Fine-tuning
• Regularity long-term

140

Core Dimensions to CHANGE

• TEMPO
• Episodic - divergence from equilibrium
• Linked to transformational change
• Short-term
• Irregularity

141
WELCOMEHRD 644HRD Theory Practice
Meeting IV
142

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD PROCESSES
Feedback
Environment

143

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD PROCESSES
Feedback
Environment

144

HRD is a process
145

• HRD is a process
• Analyze
• Propose
• Create
• Implement
• Assess

146

• HRD Process
• Analyze
• Propose
• Create
• Implement
• Assess

Organization OD Sub-process
Individual TD Sub-process
147

• HRD Process
• Analyze
• Propose
• Create
• Implement
• Assess

Organization OD Sub-process
Individual TD Sub-process
148

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD SUB-PROCESSES (TD)
Feedback
Environment

p.19
149

Training Development
Individual TD Sub-process
150

Training Development
The process of developingexpertise for the
purpose of improving performance (Swanson
Holton, p. 204)
151

Instructional Designer
152

Training Development Process

• Analyze
• Design
• Develop
• Implement
• Evaluate

153

Training Development Process

• Analyze
• Design
• Develop
• Implement
• Evaluate

ADDIE
154

Training Development Process

• Analyze
• Diagnose the performance requirements the can be
  improved through TD document expertise
  required

155

HRD POINT OF AGREEMENT Expertise Seeking
Expertise Purposeful Development f
(Problem-solving Experiences KSAs)

156

What is Expertise?

157

What is Expertise?
The optimal level at which a person is able
and/or expected to perform within a specialized
realm of human activity (Swanson, 1994, p. 94)
158

Training Development Process

• Analyze (front-end)

Need for Expertise
159

Training Development Process

• Analyze (back-end)

Documenting Expertise
160

Training Development Process

• Design
• Design strategies for employees to develop
  workplace expertise (general specific)

161

Training Development Process

• Design
• Design strategies for employees to develop
  workplace expertise (general specific)

• Delivery Method
• Content
• Number of Trainees

162

Training Development Process

• Develop
• Develop training materials needed to execute the
  training design

163

Training Development Process

• Develop
• Develop training materials needed to execute the
  training design

Levels of training material used From none to
overheads to video
164

Training Development Process

• Implement
• Manage individual training programs and their
  delivery to participants

165

Training Development Process

• Implement
• Manage individual training programs and their
  delivery to participants

Much thought given to potential delivery problems
from fear, participation, to credibility
166

Training Development Process

• Evaluate
• Determine effectiveness of TD

167

Training Development Process

• Evaluate
• Determine effectiveness of TD

Perhaps Kirkpatrick
168

Training Development Process

• Evaluate Perhaps Kirkpatrick

169

Remember Competence Vs. Expertise?
Competence - outcome
Expertise process
170

Competence Vs. Expertise
Competence - maintains the system
Expertise changes the system
171

Competence Vs. Expertise
Competence - maintains the system
Expertise changes the system
Development
172

HRD POINT OF AGREEMENT Expertise Seeking
Expertise Purposeful Development f
(Problem-solving Experiences KSAs)

173

HRD POINT OF AGREEMENT Expertise Seeking

• Expertise Purposeful Development
• f (Problem-solving Experiences KSAs)

• Domain-specific
• Dynamic

174

Learning Acquisition
Performance f(KSAs M E)
175

Learning Acquisition
Performance f(KSAs M E)
Cognitive Domain
176

Learning Acquisition
Performance f(KSAs M E)
Psychomotor Domain
177

Learning Acquisition
Performance f(KSAs M E)
Affective Domain
178

Learning Acquisition

• Disseminator of information
• vs
• Facilitator of Learning
• Nourishing Application

179

Learning Acquisition

• Learning Agent
• Facilitator
• Philosophical Instructor
• Disseminator
• P.324

180

On Learning Acquisition

• Expositive

100

• Learning Agent
• Facilitator
• Philosophical Instructor
• Disseminator

Assisted Learning
ZPD

• Discovery

0
Te
To
(Vygotsky)
181

Learning Transfer
182

Learning Acquisition
Performance f(KSAs M E)

Incompetence
Confidence
183

Organizational Performance Improvement Model
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
184

Organizational Performance Improvement Model
Performance
No or Low
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
High
185

Organizational Performance Improvement Model
Performance - construct
No or Low
E ZPD P(f)
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
High
186
Evaluation
Systematic process for determining the merit of
activities that have been or are being
implemented.
187
However, Evaluation often neglected WHY?

• Fear
• Lack of Know-how
• Think they already know
• No one asked for it! (1)

188
Program Evaluation

• Process-Based Evaluation
• -understanding how your program really works,
• and its strengths and weaknesses
• Outcomes-Based Evaluation
• -identifying benefits
• (e.g., non-profits to community)

189

On Evaluation

• www.eval.org

190
On HRD Consulting
191
HRD Consulting
Organization
Individual
Short-term
Training
Performance Mgmt
Long-term
Org Development
Career Development
192
Understanding Organizational Life Cycle
Streamlining, small-company thinking
Large
Development of teamwork
Continued maturity
S I Z E
Addition of internal systems
Decline
Crisis Need for revitalization
Provision of clear direction
Crisis Need to deal with too much red tape
Creativity
Crisis Need for delegation with control
Crisis Need for leadership
1. Entrepreneurial Stage
2. Collectivity Stage
3. Formalization Stage
4. Elaboration Stage
Small
ORGANIZATION STAGES OF DEVELOPMENT
193
On HRD Consulting

• Providing info and solving problems
• Conducting effective diagnosis/recommendations
• Building consensus commitment
• Implementing change
• Facilitating client learning
• Improving org effectiveness

194
On HRD Consulting

• Providing info and solving problems
• Conducting effective diagnosis/recommendations
• Building consensus commitment
• Implementing change
• Facilitating client learning
• Improving org effectiveness

Understanding business
Relationship Building skills
OD skills
195
On HRD Consulting
Most HRD intervention and services are too
complex to be explained effectively through
brochures, etc. HRD requires personalized
promotion
196
On HRD Consulting

• Promotion
• To Inform
• To Persuade
• To Remind

197
On HRD Consulting

• Promotion
• To Inform this is what we do
• To Persuade this is how we can help
• To Remind these services exist

198
Challenges due to the IcebergMetaphor
Prentice Hall, 2002
199
Effective Leadership and Management Styles

• Icebreaker Leadership and Management
• What is management?
• What is leadership?

200
Effective Leadership and Management Styles

• Definitions
• Management- all actions focused on accomplishing
  the tasks in an organization.
• Leadership- the ability to create an environment
  where individuals willingly apply their unique
  abilities to a common mission. Leadership is
  about the relationship between leaders and their
  team.

201

MANAGER vs. LEADER

• Manager
• Maintaining managing the status quo
• Directs/oversee people or processes
• Handles day-to-day functions
• Most concerned with efficiency
• The how structure (e.g., policies, procedures,
  systems)

• Leader
• Has commanding authority or influences future
  happenings
• Concerned with effectiveness
• Visionary
• Emotional intelligence is typically high
• Handles self relationships in a positive manner

202
Management to Leadership
203
Situational Leadership

• Many times comes down to focus

204
Situational Leadership

• Many times comes down to focus
• Task Versus Relationship

205
Effective Leadership and Management Styles

• Traits of the Excellent Leader???

206
Effective Leadership and Management Styles

• Traits of the Excellent Leader
• A vision and purpose.
• Clear goals.
• Strong commitment.
• Flexibility.
• An understanding of change.
• Active listening skills.
• Confidence to take risks.

207
Effective Leadership and Management Styles

• Traits of the Excellent Leader
• Additionally, excellent leaders are
• Knowledgeable about the total organization.
• Able to learn from mistakes.
• Excellent communicators/listeners.
• Able to speak clearly and effectively.
• Resourceful.
• Realistic.

208
Effective Leadership and Management Styles

• More Definitions regarding your employees
  traits
• Competence- the knowledge and skills (KSAs) to
  do the job (Ability)(Task)
• Commitment- the motivation and confidence to do
  the job. (Willingness)(Relationship)

209



Your Employees
Competent?

P f(KSAs M E)
Commitment?
210
Effective Leadership and Management Styles

• Employee Check List
• Bring to mind an employee you want to think about
  during this module. Think about a specific task
  or job you need this employee to do.
• How competent is she? How much does she know
  about the job? How skilled is she at doing the
  job?
• How committed is she? Is she motivated to do it?
  Is she confident that she can do it?

211
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Your employees
• or Competence?
• or Commitment?

212
Effective Leadership and Management Styles

• In other words
• Regarding your employees
• Competence?
• Commitment?
• This should determine your Leadership
  Style

213
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Rita is a new employee on your team. She has been
  anxious to join you for a while but this
  position just opened up.
• __________ Competence
• __________ Commitment

214
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Delilah, the senior member of your staff, works
  well on her own. She knows just what to do at
  the right time. She helps others learn and adds
  to the success of the team.
• __________ Competence
• __________ Commitment

215
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Connie has worked with you for six months. She
  is able to do some of the work well but seems to
  be down on herself about not learning everything
  quickly enough.
• __________ Competence
• __________ Commitment

216
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Sabrina knows the ropes of her work. She can
  manage all of the tasks, but sometimes she
  doesn't think she can really make things happen.
• _________ Competence
• _________ Commitment

217
Cattells 16 Personality Factors
Source Adapted from Gregory Northcraft and
Margaret Neale, Organizational Behavior (Fort
Worth, TX Dryden Press, 1994), p. 87.
218

• Leadership Styles
• The Directing Leader (Telling)
• Sets goals.
• Identifies the problems.
• Comes up with solutions.
• Decides who does what work.
• Gives specific directions.
• Announces decisions.
• Closely supervises and evaluates employees' work.

219

• Leadership Styles
• The Coaching Leader (Selling)
• Sets the goals.
• Identifies the problems.
• Develops a plan to solve problems and consults
  with employees.
• Makes the final decision about procedures or
  solutions after hearing employees' ideas,
  opinions, and feelings.
• Explains decisions to employees and asks for
  their ideas.
• Praises employees' work efforts.
• Continues to direct employees' work.
• Evaluates employees' work.

220

• Leadership Styles
• The Supporting Leader (Participating)
• Involves employees in problem-solving and
  goal-setting.
• Takes the lead in defining how to do a job or
  solve a problem.
• Provides support, resources, and ideas if
  requested.
• Shares responsibility for problem-solving with
  employees.
• Listens to employees and guides them as they make
  decisions.
• Evaluates an employees work with that person.

221

• Leadership Styles
• The Delegating Leader
• Identifies problems with employees.
• Sets goals with employees.
• Develops plans and makes decisions with
  employees.
• Lets employees decide who does the tasks.
• Accepts employees' decisions and monitors their
  performance.
• Lets employees evaluate their own work.
• Lets employees take responsibility and credit for
  their work.

222
(No Transcript)
223
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Rita is a new employee on your team. She has been
  anxious to join you for a while but this position
  just opened up.
• __________ Competence
• __________ Commitment
• Leadership Style __________

224
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Delilah, the senior member of your staff, works
  well on her own. She knows just what to do at
  the right time. She helps others learn and adds
  to the success of the team.
• __________ Competence
• __________ Commitment
• Leadership Style __________

225
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Connie has worked with you for six months. She
  is able to do some of the work well but seems to
  be down on herself about not learning everything
  quickly enough.
• __________ Competence
• __________ Commitment
• Leadership Style __________

226
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Sabrina knows the ropes of her work. She can
  manage all of the tasks, but sometimes she
  doesn't think she can really make things happen.
• __________ Competence
• __________ Commitment
• Leadership Style ___________

227
Effective Leadership and Management Styles

• Reality Practice Leadership Styles
• Your employee
• __________ Competence
• __________ Commitment
• Leadership Styles __________

228
Effective Leadership and Management Styles

• Checking Out Next Steps
• Consider the employee you have been thinking
  about during this module.
• 1. What leadership style does this employee need
  from you?
• 2. What style have you been using?
• 3. What will you do differently?
• 4. What actions on your part will help this
  employee move toward the high competence/high
  commitment characteristics of an employee who
  needs your delegation style?

229

Breakout Session
230
WELCOMEHRD 644HRD Theory Practice
Meeting IV
231

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD PROCESSES
Feedback
Environment

232

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD PROCESSES
Feedback
Environment

233

HRD is a process
234

• HRD is a process
• Analyze
• Propose
• Create
• Implement
• Assess

235

• HRD Process
• Analyze
• Propose
• Create
• Implement
• Assess

Organization OD Sub-process
Individual TD Sub-process
236

• HRD Process
• Analyze
• Propose
• Create
• Implement
• Assess

Organization OD Sub-process
Individual TD Sub-process
237

Systems Theory Perspective
Environment
INPUT
OUTPUT
HRD SUB-PROCESSES (TD)
Feedback
Environment

p.19
238

Training Development
Individual TD Sub-process
239

Training Development
The process of developingexpertise for the
purpose of improving performance (Swanson
Holton, p. 204)
240

Leads to Instructional Designing
241

Training Development Process

• Analyze
• Design
• Develop
• Implement
• Evaluate

242

Training Development Process

• Analyze
• Design
• Develop
• Implement
• Evaluate

ADDIE
243

Training Development Process

• Analyze
• Diagnose the performance requirements the can be
  improved through TD document expertise
  required

244

HRD POINT OF AGREEMENT Expertise Seeking
Expertise Purposeful Development f
(Problem-solving Experiences KSAs)

245

What is Expertise?

246

What is Expertise?
The optimal level at which a person is able
and/or expected to perform within a specialized
realm of human activity (Swanson, 1994, p. 94)
247

Training Development Process

• Analyze (front-end)

Need for Expertise
248

Training Development Process

• Analyze (back-end)

Documenting Expertise
249

Training Development Process

• Design
• Design strategies for employees to develop
  workplace expertise (general specific)

250

Training Development Process

• Design
• Design strategies for employees to develop
  workplace expertise (general specific)

• Delivery Method
• Content
• Number of Trainees

251

Training Development Process

• Develop
• Develop training materials needed to execute the
  training design

252

Training Development Process

• Develop
• Develop training materials needed to execute the
  training design

Levels of training material used From none to
overheads to video
253

Training Development Process

• Implement
• Manage individual training programs and their
  delivery to participants

254

Training Development Process

• Implement
• Manage individual training programs and their
  delivery to participants

Much thought given to potential delivery problems
from fear, participation, to credibility
255

Training Development Process

• Evaluate
• Determine effectiveness of TD

256

Training Development Process

• Evaluate
• Determine effectiveness of TD

Perhaps Kirkpatrick
257

Training Development Process

• Evaluate Perhaps Kirkpatrick

258

Remember Competence Vs. Expertise?
Competence - outcome
Expertise process
259

Competence Vs. Expertise
Competence - maintains the system
Expertise changes the system
260

Competence Vs. Expertise
Competence - maintains the system
Expertise changes the system
Development
261

HRD POINT OF AGREEMENT Expertise Seeking
Expertise Purposeful Development f
(Problem-solving Experiences KSAs)

262

HRD POINT OF AGREEMENT Expertise Seeking

• Expertise Purposeful Development
• f (Problem-solving Experiences KSAs)

• Domain-specific
• Dynamic

263

Learning Acquisition
Performance f(KSAs M E)
264

Learning Acquisition

• Disseminator of information
• vs
• Facilitator of Learning
• Nourishing Application

265

Learning Acquisition

• Learning Agent
• Facilitator
• Philosophical Instructor
• Disseminator
• P.324

266

On Learning Acquisition

• Expositive

100

• Learning Agent
• Facilitator
• Philosophical Instructor
• Disseminator

Assisted Learning
ZPD

• Discovery

0
Te
To
(Vygotsky)
267

Learning Transfer
268

Learning Acquisition
Performance f(KSAs M E)

Incompetence
Confidence
269

Organizational Performance Improvement Model
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
270

Organizational Performance Improvement Model
Performance
No or Low
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
High
271

Organizational Performance Improvement Model
Performance - construct
No or Low
E ZPD P(f)
Antecedents Barriers Learning
Acquisition Performance Appraisal (90 days
later)
High
272
Evaluation
Systematic process for determining the merit of
activities that have been or are being
implemented.
273
However, Evaluation often neglected WHY?

• Fear
• Lack of Know-how
• Think they already know
• No one asked for it! (1)

274
Program Evaluation

• Process-Based Evaluation
• -understanding how your program really works,
• and its strengths and weaknesses
• Outcomes-Based Evaluation
• -identifying benefits
• (e.g., non-profits to community)

275

On Evaluation

• www.eval.org

276
On HRD Consulting
277
HRD Consulting
Organization
Individual
Short-term
Training
Performance Mgmt
Long-term
Org Development
Career Development
278
Understanding Organizational Life Cycle
Streamlining, small-company thinking
Large
Development of teamwork
Continued maturity
S I Z E
Addition of internal systems
Decline
Crisis Need for revitalization
Provision of clear direction
Crisis Need to deal with too much red tape
Creativity
Crisis Need for delegation with control
Crisis Need for leadership
1. Entrepreneurial Stage
2. Collectivity Stage
3. Formalization Stage
4. Elaboration Stage
Small
ORGANIZATION STAGES OF DEVELOPMENT
279
On HRD Consulting

• Providing info and solving problems
• Conducting effective diagnosis/recommendations
• Building consensus commitment
• Implementing change
• Facilitating client learning
• Improving org effectiveness

280
On HRD Consulting

• Providing info and solving problems
• Conducting effective diagnosis/recommendations
• Building consensus commitment
• Implementing change
• Facilitating client learning
• Improving org effectiveness

Understanding business
Relationship Building skills
OD skills
281
On HRD Consulting
Most HRD intervention and services are too
complex to be explained effectively through
brochures, etc. HRD requires personalized
promotion
282
On HRD Consulting

• Promotion
• To Inform
• To Persuade
• To Remind

283
On HRD Consulting

• Promotion
• To Inform this is what we do
• To Persuade this is how we can help
• To Remind these services exist

284
On HRD Leadership
285
Challenges due to the IcebergMetaphor
Prentice Hall, 2002
286
Effective Leadership and Management Styles

• Leadership and Management
• What is management?
• What is leadership?

287
Effective Leadership and Management Styles

• Definitions
• Management- all actions focused on accomplishing
  the tasks in an organization.
• Leadership- the ability to create an environment
  where individuals willingly apply their unique
  abilities to a common mission. Leadership is
  about the relationship between leaders and their
  team.

288

MANAGER vs. LEADER

• Manager
• Maintaining managing the status quo
• Directs/oversee people or processes
• Handles day-to-day functions
• Most concerned with efficiency
• The how structure (e.g., policies, procedures,
  systems)

• Leader
• Has commanding authority or influences future
  happenings
• Concerned with effectiveness
• Visionary
• Emotional intelligence is typically high
• Handles self relationships in a positive manner

289
Management to Leadership
290
Situational Leadership

• Many times comes down to focus

291
Situational Leadership

• Many times comes down to focus
• Task Versus Relationship

292
Effective Leadership and Management Styles

• Traits of the Excellent (HRD) Leader???

293
Effective Leadership and Management Styles

• Traits of the Excellent (HRD) Leader
• A vision and purpose.
• Clear goals.
• Strong commitment.
• Flexibility.
• An understanding of change.
• Active listening skills.
• Confidence to take risks.

294
Effective Leadership and Management Styles

• Traits of the Excellent (HRD) Leader
• Additionally, excellent leaders are
• Knowledgeable about the total organization.
• Able to learn from mistakes.
• Excellent communicators/listeners.
• Able to speak clearly and effectively.
• Resourceful.
• Realistic.

295
Effective Leadership and Management Styles

• To Lead, HRD-ers must know about employee traits
• Competence- the knowledge and skills (KSAs) to
  do the job (Ability)(Task)
• Commitment- the motivation and confidence to do
  the job. (Willingness)(Relationship)

296



Human Resources
Competent?

P f(KSAs M E)
Commitment?
297
Effective Leadership and Management Styles

• Human Resources Check List
• Think about a specific task or job an employees
  does
• How competent is she? How much does she know
  about the job? How skilled is she at doing the
  job?
• How committed is she? Is she motivated to do it?
  Is she confident that she can do it?

298
Effective Leadership and Management Styles

• HRD Leadership Style as a function of
• Human Resources
• or Competence?
• or Commitment?

299
Effective Leadership and Management Styles

• In other words
• Regarding your employees
• Competence?
• Commitment?
• This should determine HRD Leadership
  Style

300
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Rita is a new employee on your team. She has been
  anxious to join you for a while but this
  position just opened up.
• __________ Competence
• __________ Commitment

301
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Delilah, the senior member of your staff, works
  well on her own. She knows just what to do at
  the right time. She helps others learn and adds
  to the success of the team.
• __________ Competence
• __________ Commitment

302
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Connie has worked with you for six months. She
  is able to do some of the work well but seems to
  be down on herself about not learning everything
  quickly enough.
• __________ Competence
• __________ Commitment

303
Effective Leadership and Management Styles

• Reality Practice Employee Analysis
• Sabrina knows the ropes of her work. She can
  manage all of the tasks, but sometimes she
  doesn't think she can really make things happen.
• _________ Competence
• _________ Commitment

304
Cattells 16 Personality Factors