MGMT 471: Human Resource Development

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MGMT 471 Human Resource Development

• I. HRD/Training Process
• II. Paradigm Shift
• III. Needs Assessment/Outcomes
• IV. Transfer of Learning
• V. Training Methods and Learning
• VI. Evaluation

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HRD Process

• Inputs Process Outcomes

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III. Needs Assessment

• A. 3 Levels
• B. Methods
• C. Proactive vs. Reactive
• D. Factors that Influence
• E. Learning Outcomes
• 1. Desired behaviors
• 2. Conditions
• 3. Level of Perf. needed

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IV. Transfer

• A. 3 Types/Levels
• B. Approaches/Models
• 1. Identical Elements
• 2. Transfer through Principles
• 3. Automaticity
• 4. Conducive Climate
• C. Pre, During, and Post Strategies

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V. Training Methods andLearning

• A. METHODS
• 1. Lecture
• 2. Videos
• 3. CBT
• 4. E-Learning
• 5. OJT
• 6. Simulations

• 7. Business Games/ Case analysis
• 8. Behavior Modeling and Role Play
• 9. Experiential
• 10. Team Building

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Criteria for Selecting Learning Methods

• Subject (Content)
• Objectives
• Size of group
• Cost/equipment available
• Timeline
• Characteristics of learners
• Level of participation desired/needed

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V. Training Methods andLearning

• B. Adult Learning Theory
• 1. Principles
• 2. Implications
• C. Facilitation

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The Five Tenets of Andragogy

• Adults have a deep psychological need to be
  self-directing.
• Adult learners have an experience base which is a
  rich resource for learning.
• Adults want to learn what they need to know to
  fulfill their roles and responsibilities.
• Adults prefer problem-centered learning vs.
  subject-centered.
• Adults are more motivated to learn by internal
  factors than external.

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Implications of Andragogy for HRD

• Find out what life events employees are coping
  with.
• Developmental activities should be contextual and
  just-in-time.
• Workplace learning should be participative.
• Learning environment, both physical and
  psychological, is critical.

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Cross (Adults as Learners) Suggests

• Presenting new information only if its
  meaningful and practical (contextual)
• Allowing mastery.
• Presenting concepts one at a time to allow
  integration with existing knowledge.
• Giving feedback and frequently summarizing to aid
  transfer.

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Who should be a Learning Facilitator?

• Someone who wants to facilitate learning (career
  motivation)
• ?
• ?
• ?

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VI. Evaluation

• A. Why evaluate?
• B. Kirkpatricks Model
• 1. Reaction
• 2. Learning
• 3. Job Behaviors
• 4. Org. Results
• C. Phillips ROI

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VI. Evaluation

• D. Formative and Summative
• E. Internal Validity / Experimental Design
• 1. Pretest
• 2. Posttest
• 3. Control Group
• 4. Random Assignment