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Human Resource development (hrd) is a set of systematic and planned activities designed by an organi0ation to provide its members with the opportunities to learn necessary s+ills to meet current and future 3ob demands4. Hrd is a process of identifying, assessing, designing, implementing, evaluating, and evaluating the effectiveness of a company's Human Resource development programs.
Human Resource development (hrd) is a set of systematic and planned activities designed by an organi0ation to provide its members with the opportunities to learn necessary s+ills to meet current and future 3ob demands4. Hrd is a process of identifying, assessing, designing, implementing, evaluating, and evaluating the effectiveness of a company's Human Resource development programs.
Human Resource development (hrd) is a set of systematic and planned activities designed by an organi0ation to provide its members with the opportunities to learn necessary s+ills to meet current and future 3ob demands4. Hrd is a process of identifying, assessing, designing, implementing, evaluating, and evaluating the effectiveness of a company's Human Resource development programs.
DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials
Human Resource Development, Third Edition
DeSimone, Werner, & Harris Chapter Outlines Chapter Title Page 1 Introduction to human resource development 2 2 Influences on employee behavior ! "earning and H#D $ %ssessment of H#D needs 11 & Designing effective H#D programs 1 ' Implementing H#D programs 1$ $ (valuating H#D programs 1) * (mployee orientation 2! ) S+ills and technical training 2' 1, -erformance management and coaching 2* 11 (mployee counseling services !1 12 .areer management and development ! 1! Management development !' 1 /rgani0ation development and change !* 1& H#D in a culturally diverse environment 1 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 1 ntroduction to Human Resource Development ! De"inition o" Human Resource Development #HRD$ % set of systematic and planned activities designed by an organi0ation to provide its members 2ith the opportunities to learn necessary s+ills to meet current and future 3ob demands4 ! The Evolution O" Human Resource Development %4 (arly apprenticeship training programs 54 (arly vocational education programs .4 (arly factory schools D4 (arly training programs for semis+illed and uns+illed 2or+ers (4 6he human relations movement 74 6he establishment of the training profession 84 (mergence of human resource development ! The Relationship %et&een Human Resource 'anagement and HRD(Training %4 -rimary H#M functions 14 Human resource planning 24 (9ual employment opportunity !4 Staffing :recruitment and selection; 4 .ompensation and benefits &4 (mployee :labor; relations '4 Health, safety, and security $4 Human resource development 54 Secondary H#M functions .4 "ine versus staff authority )! Human Resource Development *unctions 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 6raining and development :6&D; 54 /rgani0ation development .4 .areer development D4 Strategic management and H#D (4 6he supervisor<s role in H#D 74 /rgani0ational structure of the H#D function )! Roles o" an HRD Pro"essional %4 6he H#D e=ecutive>manager 54 /ther H#D roles and outputs for H#D professionals .4 .ertification and education for H#D professionals )! Challenges to organi+ations and to HRD pro"essionals %4 .hanging 2or+force demographics 54 .ompeting in a global economy .4 (liminating the s+ills gap D4 6he need for lifelong learning (4 7acilitating organi0ational learning )! , *rame&or- "or the HRD Process %4 ?eeds assessment phase 54 Design phase .4 Implementation phase D4 (valuation phase 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers ! DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter . n"luences on Emplo/ee %ehavior ! , 'odel o" Emplo/ee %ehavior (mployee behavior is a function of@ %4 (=ternal influences :both in the e=ternal environment, as 2ell as in the 2or+ environment;, 54 Internal factors, such as motivation, attitudes, and +no2ledge, s+ills, and ability4 ! E0ternal n"luences on Emplo/ee %ehavior %4 7actors in the e=ternal environment@ 14 (conomic conditions, technological changes, labor mar+et conditions, la2s and regulations, labors4 24 (=amples@ do2nsi0ing, mergers and ac9uisitions4 %4 7actors in the 2or+ environment@ 14 /utcomes of behavior 24 Supervision and leadership +ey concepts include@ a4 selfAfulfilling prophecy b4 leadership and leaderAmember e=change :"MB; !4 6he organi0ation a4 #e2ard structure b4 /rgani0ational culture c4 Cob design 4 .o2or+ers and teams a4 norms>group dynamics b4 team2or+ 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials c4 trust d4 cohesiveness ! 'otivation %4 Definition of motivation@ 6he psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal directed4 54 ?eedAbased theories of motivation assume human needs drive behavior4 14 (=amples are Maslo2<s need hierarchy and %lderfer<s e=istence, relatedness, gro2th theories4 24 6he need activation A need satisfaction process e=plains ho2 needs drive behavior4 .4 .ognitive theories of motivation assume conscious thoughts and thought processes drive behavior4 14 Expectancy theory suggests individuals consider the li+elihood of performing a tas+, the desirability of potential outcomes, and the perceived connection bet2een performing the tas+ and the appearance of the outcome4 main concepts D e=pectancy, instrumentality, valence 14 Goal-setting theory proposes that performance goals mobili0e employee efforts, direct attention, and increase persistence to2ards achieving a goal4 main concepts D goal specificity, goal difficulty, goal acceptance !4 Social learning theory proposes that selfAefficacy perceptions affect individual performance4 a4 selfAefficacy D the perceived li+elihood of successfully accomplishing a specific tas+4 b4 selfAefficacy 3udgments lead to behavior patterns that result in success or failure4 4 Equity theory suggests individuals see+ fair treatment in 2or+place e=changes, and 2ill use a social comparison process 2hen 3udging 2hether they have received fair treatment4 main concepts D inputs, outcomes, e9uity, ine9uity4 D4 Reinforcement theory is a noncognitive theory of motivation that see+s to e=plain behavior and learning using only directly observable behaviors and environmental events, not internal states li+e needs and cognitions4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers & DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 14 5ased on the la2 of effect 24 +ey concepts D positive reinforcement, negative reinforcement, e=tinction, punishment (4 % summary of motivation D the WagnerAHollenbec+ model )! Other nternal *actors that n"luence Emplo/ee %ehavior %4 %ttitudes 54 Eno2ledge, s+ills, and ability :ES%s; 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers ' DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 12 3earning and HRD Our ,ns&ers to the ntroductor/ 45ui+26 14 7or learning to ta+e place, the most important variable to consider is 2hether the individual learner has sufficient ability to learn 2hat is being taught4 False Remem!er" traina!ility is a function of motivation" a!ility" an# perceptions of the $or% environment &!ility is certainly important" !ut $ithout a sufficient level of motivation an# support from the $or% environment" a!ility !y itself is not enough (p '() 24 In general, people learn best and remember the most 2hen they can spread out the time spent learning ne2 material4 True! )his is the i#ea !ehin# space# practice sessions (p '*) +or most types of learning" space# practice results in superior retention of the material to !e learne# than #oes masse# practice )hought question, if this is true" $hy #o organi-ations so often violate this in their actual training practices. /the same coul# !e as%e# of many of these questions0 !4 "earning something to the point of FoverlearningG is generally a 2aste of time, and should be avoided4 (Mostly) False 1f it is really important that something !e learne# $ell an# retaine#" then overlearning is not a $aste of time 2verlearning may seem !oring" !ut if it is important to learn" then it is usually necessary to learn !eyon# the point of !asic mastery (p '3) 4 If training has been effective, then it really doesn<t matter 2hether there is support in the 2or+ environment or not4 (Very) False. Even the !est training $ill not !ring a!out lasting change if there is not support for the s%ills or %no$le#ge learne# in training in the $or% environment (p 4() & supportive climate is critical for positive transfer of training (inclu#ing support from management an# co-$or%ers) &4 6rainers should al2ays see+ to match the type of training delivery methods to the characteristics of the individuals being trained4 True! )he $hole section of the chapter on 5in#ivi#ual #ifferences6 $oul# suggest that this type of matching shoul# ta%e place (pp 47-(8*) )rainees learn at #ifferent rates (p 47)" have #ifferent learning styles (p (87)" use #ifferent learning strategies (p (83)" an# have various perceptual preferences (p (89) +or all of these reasons" there are li%ely to !e #ifferent levels of effectiveness for #ifferent training metho#s $ith #ifferent types of trainees )his is the $hole i#ea !ehin# an attri!ute-treatment interaction (p 49) '4 %dult learners typically respond best to a lectureAstyle approach to training4 False )he !ul% of the research on a#ult learning (an# an#ragogy in particular) $oul# suggest that a#ults prefer a more experiential form of training than is provi#e# !y the typical lecture :ectures ten# to !e more one-$ay communication" an# a#ult learners are more li%ely to $ant t$o-$ay communication that is flexi!le an# interactive &#ults also are more li%ely than younger learner to #eman# to see the imme#iate relevance of the training materials to their $or% or lives 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers $ DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 1 3earning and HRD ! 3earning and nstruction %4 "earning is a relatively permanent change in behavior, cognition, or affect that occurs as a result of one<s interaction 2ith the environment4 54 6he search for basic learning principles focused on understanding learning principles that e=plain learning regardless of the content being learned4 +ey principles include contiguity, the la2 of effect, and practice4 .4 5asic learning principles have been found to be fairly limited in their ability to improve training design and efficacy4 D4 Instructional psychology and cognitive psychology focus on discovering ho2 human competence is ac9uired and ho2 people function, respectively4 #esearch in these fields has yielded many insights that have proved useful in improving training design and efficacy4 ! 'a0imi+ing 3earning %4 Ideas for ma=imi0ing learning can be categori0ed into three groups@ trainee characteristics, training design, and transfer of training4 54 6rainee characteristics 14 6rainability D an individual<s readiness to learn is a function of motivation, ability, and perceptions of the 2or+ environment 24 -ersonality !4 %ttitudes .4 6raining design 14 .onditions of practice a4 %ctive practice b4 Massed versus spaced practice sessions c4 Whole versus part learning 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers * DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials d4 /verlearning e4 Eno2ledge of results :feedbac+; f4 6as+ se9uencing 24 (nhancing retention of 2hat is learned a4 Meaningfulness of material b4 Degree of original learning c4 Interference D4 6ransfer of training 14 6he e=tent to 2hich 2hat is learned is subse9uently used on the 3ob4 24 6ypes of transfer@ a4 -ositive, 0ero, negative transfer b4 ?ear versus far transfer !4 6ransfer is influenced by@ a4 Identical elements :physical vs4 psychological fidelity; b4 8eneral principles c4 Stimulus variability d4 Support in the 2or+ environment :transfer of training climate; ! ndividual Di""erences in the 3earning Process %4 #ate of progress :learning curves; 54 %ttributeA6reatment Interactions :%6Is; are interactions bet2een trainee characteristics and particular training methods4 ;ognitive resource allocation theory suggests cognitive ability mediates the impact motivational efforts have on learning during different phases of the learning process4 .4 6raining adult and older 2or+ers 14 %dult learning theory D %ndragogy 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers ) DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Suggests that adults differ from children in meaningful 2ays that affect ho2 adults learn and the approaches that should be used to teach them4 24 8erontology a4 #esearch on older adults has demonstrated that older 2or+ers can and do learn, but may ta+e more time and ma+e more mista+es 2hile doing so4 b4 -erceptions of older adults< ability to learn should be addressed4 )! 3earning Strategies and St/les %4 Eolb<s "earning Styles 6heory 14 % learning style represents ho2 individual choices made during the learning process affect 2hat information is selected and ho2 it is processed4 24 Eolb identified four learning styles and suggests that learning can be ma=imi0ed by matching training methods to an individual<s learning style, e4g4, a4 .onvergent :thin+ing and doing; b4 Divergent :feeling and 2atching; c4 %ssimilation :thin+ing and 2atching; d4 %ccommodative :feeling and doing; 54 "earning strategies are the behaviors and thoughts a learner engages in during learning4 .4 -erceptual preferences are preferred means of ac9uiring information, e4g4, via reading>2riting, visual, aural, or +inesthetic4 )! Recent Developments in nstructional and Cognitive Ps/cholog/ %4 6he %.6H>%.6A# approach to learning procedural s+ills 54 "earning to regulate one<s o2n behavior .4 #esearch on the ac9uisition of e=pert and e=ceptional performance D4 6he 8agnI :or 8agnIA5riggs; 6heory of Instruction 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1, DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 7 ,ssessment o" HRD 8eeds ! ntroduction to 8eeds ,ssessment %4 ?eeds assessment is the process by 2hich an organi0ation<s H#D needs are identified and articulated4 14 ?eeds assessment is the first step of the H#D>training process 24 Multiple purposes of needs assessment 54 %n H#D or training need is either a discrepancy bet2een current and desired performance or conditions, or an opportunity to improve effective performance4 14 6ypes of needs include@ a4 -erformance deficiency b4 Democratic c4 Diagnostic d4 %nalytic e4 .ompliance .4 ?eeds can be assessed at the strategic>organi0ational, tas+, and>or person levels ! Strategic(Organi+ational ,nal/sis %4 Done to ans2er the 9uestion, FWhere in the organi0ation is H#D needed, and 2hat are the conditions in 2hich H#D 2ill be conductedJG 54 .omponents of strategic>organi0ational needs analysis@ 14 /rgani0ational goals 24 /rgani0ational resources !4 /rgani0ational climate 4 (nvironmental constraints .4 %dvantages of conducting a strategic>organi0ational analysis D4 Methods of strategic>organi0ational analysis 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 11 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials (4 6he connection to strategic planning>strategic management processes is critical to any effective H#D interventions4 ! Tas- ,nal/sis %4 6as+ analysis is a systematic collection of data about a specific 3ob or group of 3obs to determine 2hat an employee should be taught to achieve optimum performance4 54 6he tas+ analysis process 14 Develop an overall 3ob description 24 Identify the ma3or tas+:s; a4 Describe 2hat should be done in each tas+ b4 Describe 2hat is actually done in each tas+ !4 Describe the ES%/s needed to perform the 3ob 4 Identify areas that can benefit from training or H#D &4 -rioriti0e areas that can benefit from training or H#D )! Person ,nal/sis %4 -erson analysis is directed at determining the training>H#D needs of the individual employee4 54 .omponents of person analysis include summary analysis and diagnostic analysis4 .4 -erformance appraisal in the person analysis process 14 "imitations of performance appraisal for person analysis purposes4 24 Kse of various sources to obtain person analysis information :!', degree appraisal;4 D4 Developmental needs (4 6he employee as a source of needs assessment information4 )! Prioriti+ing HRD 8eeds %4 -articipation in the prioriti0ation process 54 6he H#D advisory committee 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 12 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials )! The HRD Process 'odel De9ate 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1! DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter : Designing E""ective HRD Programs ! ntroduction 6he design process includes at least si= activities@ setting ob3ectives, selecting the trainer or vendor, developing a lesson plan, selecting program methods and techni9ues, preparing materials, and scheduling the program4 %fter these activities are completed, the program or intervention must be implemented :implementation is covered in .hapter ';4 ! De"ining the O9;ectives o" the HRD Program or ntervention %4 %n ob3ective is a description of a performance you 2ant learners to be able to e=hibit before you consider them competent4 54 (ffective ob3ectives state@ 14 (=pected performance 24 .onditions under 2hich performance 2ill be e=hibited !4 .riteria for determining effective performance .4 %dvantages of effective H#D>training ob3ectives ! Creating or Purchasing HRD Programs %4 Many or all elements of H#D programs can be purchased from outside vendors 54 7actors to consider in this Fma+e vs4 buyG decision include@ 14 (=pertise 24 6imeliness !4 ?umber of trainees 4 Sub3ect matter &4 .ost '4 Si0e of your organi0ation<s H#D staff>function $4 FBG factor :e=traneous conditions and intangibles; )! Selecting the Trainer #Provided One Will %e <sed$ 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 7actors to consider@ 14 6raining competency 24 Sub3ect matter e=pertise 54 /ptions 2hen sub3ect matter e=perts lac+ training competency@ 14 6eaming sub3ect matter e=perts 2ith s+illed trainers4 24 Kse a techni9ue that does not re9uire a trainer4 !4 Kse a train-the-trainer program to provide the sub3ect matter e=pert 2ith the needed training competence4 )! Preparing a 3esson Plan %4 % lesson plan is a guide for the actual delivery of the program4 54 % lesson plan should specify@ 14 .ontent to be covered 24 Se9uencing of activities !4 Selection or design of training media 4 Selection or development of e=periential e=ercises, or both &4 6iming and planning of each activity '4 Selection of the method of instruction to be used $4 ?umber and type of evaluation items to be used )! Selecting Training 'ethods %4 6raining methods can be grouped into t2o categories@ onAtheA3ob and classroom methods :specific techni9ues 2ill be discussed in more detail in .hapter ';4 54 7actors to consider 2hen selecting the most appropriate training method :or methods;@ 14 -rogram ob3ectives 24 6ime and money available !4 %vailability of other resources 4 6rainee characteristics and preferences 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1& DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials )! Preparing Training 'aterials %4 -rogram announcements 54 -rogram outlines .4 6raining manuals and te=tboo+s )! Scheduling the Training(HRD Program %4 Scheduling during 2or+ hours 54 Scheduling after 2or+ hours =! Registration and Enrollment ssues 6raining registration and trac+ing modules are available in many current Human #esource Information Systems :H#IS;4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1' DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter > mplementing HRD Programs ! ntroduction %fter all of the design issues have been addressed :.hapter &;, the training program or H#D intervention must be implemented4 6his chapter emphasi0es particular methods that can be used to implement an H#D program, as 2ell as issues connected to program implementation4 ! Training Deliver/ 'ethods %4 6raining can be conducted onAtheA3ob or a2ay from the 3ob setting4 54 /nAtheACob 6raining :/C6; Methods 14 6a+e place at the trainee<s 2or+station4 24 6he most common method of training, especially 2hen done informally4 !4 %dvantages and disadvantages of /C64 4 %pproaches to /C6@ a4 Cob Instruction 6raining :CI6; b4 Cob rotation c4 .oaching and mentoring .4 .lassroom 6raining Methods 14 /ccur a2ay from the trainee<s 2or+station4 24 7ive primary categories or types of classroom training@ a4 "ecture b4 Discussion method c4 %udiovisual media 14 Static media 24 Dynamic media :e4g4, audiotape, .Ds, film, videotape, videodisc; !4 6elecommunication d4 (=periential methods 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1$ DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 14 .ase studies 24 5usiness games and simulations !4 #ole plays 4 5ehavior modeling &4 /utdoor education e4 SelfApaced or computerAbased training media and methods 14 .omputerAaided instruction 24 InternetA and IntranetAbased training !4 Intelligent computerAaided instruction ! mplementing the Training(HRD Program %4 %rranging the physical environment 54 8etting started 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1* DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter ? Evaluating HRD Programs ! The Purpose o" HRD Evaluation %4 HRD evaluation is the systematic collection of descriptive and 3udgmental information necessary to ma+e effective H#D decisions related to the selection, adoption, value, and modification of various instructional activities4 54 Ho2 often are H#D programs evaluatedJ .4 -repurchase evaluation of training and H#D programs is not li+ely to be sufficient4 D4 (volution of evaluation efforts ! 'odels and *rame&or-s o" HRD Evaluation %4 Eir+patric+<s frame2or+ argues H#D programs can be evaluated at four levels@ 14 #eaction 24 "earning !4 Cob behavior 4 #esults 54 /ther frame2or+s and models of evaluation typically add to the levels suggested by Eir+patric+ and>or emphasi0e that evaluation should occur throughout the H#D process, not 3ust after H#D activities have been conducted4 .4 ?e2 models of evaluation build on research and theory on learning outcomes and the variables that influence them4 D4 .omparing evaluation frame2or+s ! Data Collection "or HRD Evaluation %4 Data collection methods 54 7actors to consider 2hen choosing data collection methods include@ 14 #eliability 24 Lalidity !4 -racticality 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1) DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials .4 6ypes of data include individual performance, system2ide performance, and economic4 D4 6he use of selfAreport data )! Research Design ssues #see also ,ppendi0$ )! Ethical ssues Concerning Evaluation Research %4 .onfidentiality 54 Informed consent .4 Withholding training D4 Kse of deception (4 -ressure to produce positive results )! ,ssessing the mpact o" HRD Programs in Dollar Terms %4 Lie2ing H#D programs as investments 54 (valuation of H#D costs .4 .omputing and using return on investment :#/I; estimates D4 Ktility analysis (4 8aining credibility for dollar estimates of H#D effectiveness 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2, DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials ,ppendi0 to Chapter ? 'ore on Research Design ! Research Design )alidit/ %4 Defined as the e=tent to 2hich one can be confident that the conclusions dra2n from the evaluation study are true4 54 %spects of research design validity include@ 14 Internal validity 24 (=ternal validity !4 .onstruct validity 4 Statistical conclusion validity ! 8one0perimental Designs %4 <onexperimental research #esigns are generally seen as leaving considerable doubt as to 2hether the H#D program has in fact caused a change in participants< ES%/s4 54 6hese designs include case study, relational research, and the one group pretest>posttest design4 .4 Ho2ever, recent thin+ing suggests that these designs can be appropriate for ans2ering some 9uestions, such as FHave trainees achieved a particular target level of +no2ledge, s+ill or performanceJG ! E0perimental Designs %4 Experimental #esigns are constructed to sho2 that any effects observed in the study have resulted from the training>H#D program and not from other factors4 54 6hese designs typically use@ 14 %n untrained control group 24 #andom assignment to training and control groups .4 (=perimental designs include the pretest>posttest, 2ith control design, the posttest only, 2ith control design, and the Solomon fourAgroup design4 )! 5uasi@E0perimental Designs 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 21 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 =uasi-experimental #esigns are constructed to permit the researcher to control for as many threats to internal validity as possible, but usually do not include random assignment to groups4 54 6hese designs include the none9uivalent control group and time series designs4 )! Statistical Po&er %4 Statistical po2er@ ensuring that a change 2ill be detected if one e=ists4 54 .ritical issue@ sample si0e4 )! Things to Consider When Selecting a Research Design2 %4 Lalidity 54 6he 9uestions you are trying to ans2er .4 .ost>ris+ of ma+ing an incorrect decision based on fla2ed results D4 #esources available (4 %ttitudes>values of those involved in the evaluation effort 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 22 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter A Emplo/ee Orientation ! ntroduction %4 Integrating ne2comers into an organi0ation has significant conse9uences D both for employees, and for the organi0ation4 54 /rgani0ational sociali0ation is the process by 2hich this happens4 .4 62o H#D programs that can be used to facilitate sociali0ation are the realistic 3ob previe2 and employee orientation4 ! Organi+ational Sociali+ation %4 Definition@ 6he process by 2hich an individual ac9uires the social +no2ledge and s+ills necessary to assume an organi0ational role4 54 Sociali0ation occurs 2henever an individual crosses an organi0ational boundary, either from the outside, or across internal boundaries :e4g4, locations, levels;4 .4 7undamental concepts of sociali0ation@ 14 /rgani0ational roles a4 role communication and its conse9uences :overload, conflict, ambiguity; b4 role orientation :custodial vs4 innovative; 24 8roup norms !4 (=pectations D4 .ontent of sociali0ation D five primary categories@ 14 -reliminary learning 24 "earning about the organi0ation !4 "earning to function in the 2or+ group 4 "earning ho2 to perform the 3ob &4 -ersonal learning (4 /utcomes of sociali0ation 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2! DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 74 Stage models of sociali0ation (4g4, 7eldman<s model depicts three stages of sociali0ation@ anticipatory sociali0ation, encounter, and change and ac9uisition4 84 -eople processing tactics and strategies D ho2 organi0ations influence the ad3ustment of ne2 members4 H4 ?e2comers as proactive information see+ers I4 What do ne2comers needJ ! The Realistic Bo9 Previe& %4 6he realistic 3ob previe2 :#C-; is a practice that provides potential ne2comers 2ith complete information about the 3ob and the organi0ation4 54 #C-s influence the anticipatory sociali0ation stage of organi0ational sociali0ation4 .4 #C- mechanisms@ 14 Laccination against unrealistic e=pectations 24 SelfAselection !4 .oping effect 4 -ersonal commitment to the choice to 3oin the organi0ation D4 #C-s are intended increase 3ob satisfaction, organi0ational commitment, and decrease voluntary turnover4 (4 Developing an #C->Ho2 #C-s are used 74 (valuating #C-s )! Emplo/ee Orientation Programs %4 -rograms designed to introduce ne2 employees to the 3ob, supervisor, co2or+ers, and the organi0ation4 54 Determining orientation program content .4 /rientation roles@ 14 Supervisor 24 .o2or+ers 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials !4 H#D staff 4 ?e2comer D4 -roblems 2ith orientation programs (4 Designing and implementing an orientation program 74 /rientation program effectiveness 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2& DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter C S-ills and Technical Training ! ntroduction %4 S+ills and technical training programs are designed to ensure employees have the competencies :ES%/s; to effectively perform their 3obs4 54 S+ills and technical training programs can be categori0ed into three groups@ 14 5asic s+ills>literacy education 24 6echnical training !4 Interpersonal s+ills training ! %asic Wor-place Competencies(%asic S-ills and 3iterac/ Programs %4 .hanges in 2or+ content, technology, organi0ation, and society are creating a greater need for organi0ations to ensure employees are literate and have basic 2or+place s+ills4 54 6ypes of literacy can include prose literacy, document literacy, and 9uantitative literacy4 .4 Designing 2or+place basic s+ills>literacy programs4 D4 7ederal support for basic s+ills training4 ! Technical Training Programs %4 %pprenticeship training 14 %re often a partnership bet2een employers, labor unions, government, and educational institutions4 24 8ro2th of FschoolAtoA2or+G programs4 54 .omputer training .4 6echnical s+ills>+no2ledge training D4 Safety training (4 Muality training IS/ ),,, )! nterpersonal S-ills Training 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2' DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 Sales training 54 .ustomer relations>service training .4 6eam building>training )! Role o" 3a9or <nions in S-ills and Training Programs Coint training programs )! Pro"essional Development and Education %4 .ontinuing education at colleges and universities 54 .ontinuing education by professional associations .4 .ompanyAsponsored continuing education D4 6he H#D department<s role in continuing education 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2$ DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 1D Per"ormance 'anagement and Coaching ! The 8eed "or Coaching %4 Managers :and others; are increasingly being called upon to function as performance coaches for their employees4 54 Many managers and supervisors are frustrated by their attempts to manage employee performance4 .4 .oaching is a positive approach to managing performance4 D4 6oday, coaching is often part of a broader focus on performance management, 2hich includes goal setting, re2ards, and individual development, in addition to coaching4 ! De"inition o" Coaching %4 .oaching is a process used to encourage employees to accept responsibility for their o2n performance, to enable them to achieve and sustain superior performance, and to treat them as partners in 2or+ing to2ard organi0ational goals and effectiveness4 54 .oaching consists of at least t2o processes@ 14 .oaching analysis 24 .oaching discussion .4 6he role of managers and supervisors in coaching4 D4 6he H#D professional<s role in coaching4 ! Coaching to mprove Poor Per"ormance %4 -oor performance is defined as specific, agreedAupon deviations from e=pected behavior4 Deviant 2or+place behaviors are a particularly disruptive form of poor performance4 54 Issues in responding to poor performance@ 14 -oor performance may have multiple causes4 24 .ausal attributions may affect the manager>supervisor<s response to poor performance4 .4 .onducting the coaching analysis D a nineAstep process@ 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2* DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 14 Identify the unsatisfactory employee performance4 24 Is it 2orth your time and effort to addressJ !4 Do subordinates +no2 that their performance is not satisfactoryJ 4 Do subordinates +no2 2hat is supposed to be doneJ &4 %re there obstacles beyond the employee<s controlJ '4 Does the subordinate +no2 ho2 to do 2hat is supposed to be doneJ $4 Does a negative conse9uence follo2 effective performanceJ *4 Does a positive conse9uence follo2 unsatisfactory performanceJ )4 .ould the subordinate do it if he or she 2anted toJ D4 6he coaching discussion 14 Einla2<s approach@ a4 .onfronting b4 Ksing reactions to develop information c4 #esolution 24 7ournies< approach@ a4 8et the employee<s agreement that a problem e=ists4 b4 Mutually discuss alternative solutions to the problem4 c4 Mutually agree on an action plan4 d4 7ollo2 up to measure results4 e4 #ecogni0e any achievement 2hen it occurs4 !4 %naly0ing and synthesi0ing the approaches 4 What if the coaching discussion failsJ )! 'aintaining E""ective Per"ormance and Encouraging Superior Per"ormance %4 .reate an environment that fosters high performance4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2) DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 54 /bservation, problem solving, and s+ill stretching4 .4 Lalue shaping4 )! S-ills 8ecessar/ "or E""ective Coaching %4 .ommunication 54 Interpersonal s+ills .4 Demonstrating commitment to and respect for the employee )! The E""ectiveness o" Coaching %4 6here is little direct research on the effectiveness of 2or+place coaching4 54 7indings from research into the performance appraisal intervie2 :or discussion; support the effectiveness of the techni9ues that form the foundation of coaching@ 14 (ncouraging employee participation in the discussion4 24 Supervisory support4 !4 -roviding constructive criticism4 4 Setting clear performance goals during the discussion4 &4 6raining supervisors to effectively coach their employees4 '4 Strong organi0ational support for coaching and performance management4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !, DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 11 Emplo/ee Counseling Services ! The 8eed "or Emplo/ee Counseling Programs %4 Helping employees overcome personal problems can be beneficial to both the individual and the organi0ation4 54 -ressure from rising health insurance costs, labor shortages, and the need to protect the organi0ation<s investment in its employees have promoted an increased use of various types of employee counseling programs4 .4 (mployee counseling services typically involve@ 14 % relationship bet2een a trained counselor and the employeeN 24 6houghtful and candid discussion of the employee<s personal problemsN !4 %ppropriate referral that secures the necessary assistanceN 4 -rovision of shortAterm counseling 2hen a referral is not necessary4 D4 (mployee counseling as an H#D activity4 (4 6he relationship of employee counseling and coaching4 ! ,n Overvie& o" Emplo/ee Counseling Programs %4 .omponents of a typical program@ 14 -roblem identification 24 (ducation !4 .ounseling 4 #eferral &4 6reatment '4 7ollo2Aup 54 Who provides the serviceJ .4 .haracteristics of effective employee counseling programs4 ! Emplo/ee ,ssistance Programs 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !1 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 Employee assistance programs (E&>s) are 3obAbased programs operating 2ithin a 2or+ organi0ation for the purposes of identifying troubled employees, motivating them to resolve their troubles, and providing access to counseling or treatment for employees 2ho need these services4 54 (%-s commonly deal 2ith substance abuse and mental health issues4 .4 "egal issues in the K4S4 concerning mental health@ 14 %mericans 2ith Disabilities %ct 24 Mental Health -arity %ct :lapsed in 2,,1; D4 6he (%- approach is based on@ 14 6he assumption that the 2or+place is the best place for employees to see+ help4 24 .onstructive confrontation should be provided by supervisors4 (4 Ho2 effective are (%-sJ 74 .riticisms of (%-s )! Stress 'anagement nterventions %4 Stress is a ma3or issue>problem in the 2or+place today4 54 Stress management interventions (S?1s) are any activity, program, or opportunity initiated by an organi0ation that focuses on reducing the presence of 2or+Arelated stressors or on assisting individuals to minimi0e the negative outcomes of being e=posed to these stressors4 .4 SMIs are 9uite common in organi0ations4 D4 Defining stress (4 % model of SMIs 74 6he effectiveness of SMIs )! Emplo/ee Wellness and Health Promotion Programs %4 Employee $ellness programs (E@>s) or health promotion programs (H>>s) are a set of activities that promote employee behavior and company practices that ensure employee health and fitness4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !2 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 54 H--s are 9uite common in organi0ations4 .4 H--s can focus on one or more of the follo2ing issues@ 14 (=ercise and fitness interventions 24 Smo+ing cessation interventions !4 ?utrition and 2eight control interventions 4 .ontrol of hypertension D4 (ffectiveness of H--s )! ssues in Emplo/ee Counseling %4 (ffectiveness of counseling interventions 54 "egal issues .4 Whose responsibility is employee counselingJ D4 (thical issues in employee counseling (4 -otential for unintended negative outcomes of employee counseling programs 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !! DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 1. Career 'anagement and Development ! ntroduction %4 What is the Fne2 employment relationshipJG 54 Impact of the ne2 employment relationship on career management and development4 ! De"ining Career Concepts %4 % career is the pattern of 2or+Arelated e=periences that span the course of one<s life4 54 #elationship of career to non2or+ activities4 .4 /rgani0ational career development is an ongoing process made up of t2o sets of activities@ 14 .areer planning 24 .areer management ! Stages o" 3i"e and Career Development %4 Stage vie2s of adult development 14 (ri+son<s model 24 "evinson<s eras approach !4 .ontribution of these models to career development 54 Models of .areer Development 14 6raditional models 24 .ontemporary vie2s of career development@ a4 protean career b4 multiple career concepts model !4 #econciling the traditional and contemporary career models )! The Process o" Career 'anagement 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers ! DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials %4 %n individuallyAoriented career management model 54 /rgani0ationallyAoriented career management models 14 6he pluralistic approach 24 Systems vie2 !4 6eamAbased career development )! Roles in Career 'anagement %4 6he individual<s role 54 6he manager<s responsibility .4 6he H#D and career development professional<s responsibility )! Career Development Practices and ,ctivities %4 SelfAassessment tools and activities 54 Individual counseling or career discussions .4 Internal labor mar+et information e=changes and 3obAmatching systems D4 /rgani0ation potential assessment processes (4 Developmental programs :including 3ob rotation and mentoring; )! ssues in Career Development %4 Developing career motivation 54 6he career plateau .4 .areer development for none=empt employees D4 (nrichment@ .areer development 2ithout advancement )! E""ective Career Development S/stems 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !& DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 11 'anagement Development ! ntroduction %4 ?anagement #evelopment is an organi0ation<s conscious effort to provide its managers and potential mangers 2ith opportunities to learn, gro2, and change, in hopes of producing over the long term a cadre of managers 2ith the s+ills necessary to function effectively in that organi0ation4 54 Strategies used to develop managers include management education, management training, and onAtheA3ob e=periences4 .4 Management development activities account for a si0able portion of all funds budgeted for training4 ! Descri9ing the 'anagerEs Bo92 'anagement Roles and Competencies %4 %pproaches to understanding the 3ob of managing@ 14 .haracteristics approach 24 Identifying the roles managers are typically assigned !4 -rocess models a4 integrated competency model b4 fourAdimensional model 54 Managers as persons@ % holistic vie2 of the manager<s 3ob .4 Importance of needs assessment in determining managerial competencies D4 6he globally competent manager (4 What competencies 2ill future managers needJ ! 'a-ing 'anagement Development Strategic )! 'anagement Education %4 Management education is the ac9uisition of a broad range of conceptual +no2ledge and s+ills in formal classroom settings in degreeAgranting institutions4 54 5achelor<s or Master<s degree programs in business administration4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !' DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials .4 (=ecutive education programs@ 14 (=ecutive M454%4 programs 24 /ther approaches to e=ecutive education )! 'anagement Training and E0periences %4 .ompanyAdesigned courses 54 .ompany academies, Fcolleges,G and corporate universities .4 /nAtheA3ob e=periences )! E0amples o" ,pproaches <sed to Develop 'anagers %4 "eadership training 14 "eader match training 24 6ransformational leadership training !4 State of the practice programs :e4g4, leaders developing leaders, :ea#er:a!; 54 5ehavior modeling training )! Designing 'anagement Development Programs %4 6ie to the organi0ation<s strategic plan4 54 .onduct a thorough needs analysis4 .4 .reate specific ob3ectives4 D4 Involve and get commitment from senior management in all phases4 (4 /ffer a variety of developmental opportunities4 74 (nsure those to be developed are motivated to participate4 84 (valuate, modify, and update as needed4 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !$ DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 17 Organi+ation Development and Change ! Organi+ation Development De"ined 2rgani-ation #evelopment (2D) is a process used to enhance both the effectiveness of an organi0ation and the 2ellAbeing of its members through planned interventions4 ! Organi+ation Development Theories and Concepts %4 .hange process theory :unfree0ing, moving>change, refree0ing; 54 Implementation theory 14 Human processual intervention theory 24 6echnostructural intervention theory !4 Sociotechnical systems designs 4 /rgani0ation transformation change .4 "imitation of research supporting /D theories ! The Porras@Silvers 'odel o" Planned Change %4 -roposes that change interventions affect organi0ational target variables, 2hich affect individual organi0ation members, 2hich in turn produce organi0ational outcomes4 54 6ypes of change@ alpha, beta, gamma:%;, gamma:5;4 )! Designing an ntervention Strateg/ %4 Specific roles 14 .hange manager 24 .hange agent !4 #oles of individuals 2ithin a system undergoing change 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !* DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 54 Designing the intervention strategy@ 14 Diagnose the environment 24 Develop an action plan !4 (valuate the results of the intervention .4 #ole of H#D professionals in the design of /D interventions D4 #ole of labor unions in /D interventions )! Human Processual nterventions %4 Human processual interventions are directed at improving interpersonal, intragroup, and intergroup relations4 54 (=amples of human processual interventions 14 Survey feedbac+ 24 6eam building .4 (ffectiveness of human processual interventions )! Technostructural nterventions %4 )echnostructural interventions aim to@ 14 Improve 2or+ content, 2or+ methods, and the relationship among 2or+ers4 24 "o2er costs by replacing inefficient materials, methods, e9uipment, 2or+flo2 designs, and unnecessary labor 2ith more efficient technology4 54 (=amples of technostructural interventions@ 14 Cob enlargement 24 Cob enrichment !4 %lternative 2or+ schedules :compressed 2or+2ee+, fle=time; .4 (ffectiveness of technostructural interventions 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers !) DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials )! Sociotechnical S/stems nterventions %4 Sociotechnical systems interventions, 14 %re directed at the fit bet2een the technological configuration and the social structure of 2or+ units4 24 #esult in rearranging the relationships among roles, tas+s, and>or se9uences of activities to produce selfAmaintaining, semiautonomous groups4 54 (=amples of sociotechnical systems interventions@ 14 Muality circles 24 6otal Muality Management :6MM; !4 SelfAmanaging teams .4 (ffectiveness of sociotechnical systems interventions )! Organi+ational Trans"ormation nterventions %4 2rgani-ational transformation interventions focus on articulating a ne2 vision for the organi0ation 2ith the purpose of redefining the organi0ation<s culture, mission, and strategy4 54 (=amples of organi0ational transformation interventions@ 14 .ultural interventions 24 Strategic change :e4g4, merger, ac9uisition; !4 5ecoming a learning organi0ation 4 High performance 2or+ systems .4 (ffectiveness of organi0ational transformation interventions =! Whither Organi+ation DevelopmentF 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers , DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials Chapter 1: HRD in a Culturall/ Diverse Environment ! Wor-"orce Diversit/ and Organi+ational Culture ! Increased attention to 2or+force diversity 14 8reatest attention paid to racial and gender diversity4 24 /ther forms of diversity increasingly being considered4 54 2rgani-ational culture is a set of shared values, beliefs, norms, artifacts, and patterns of behavior that are used as a frame of reference for the 2ay one loo+s at, attempts to understand, and 2or+s 2ithin any organi0ation4 ! 3a9or 'ar-et Changes and Discrimination %4 Demographic changes have been occurring in the composition of the 2or+force4 54 62o main forms of discrimination@ 14 %ccess discrimination 24 6reatment discrimination a4 %gainst 2omen b4 %gainst minority group members %4 (9ual employment opportunity 54 6he glass ceiling .4 Impact of recent immigration patterns ! ,dapting to Demographic Changes %4 %ffirmative action programs 14 Intended to increase the representation of members of underrepresented groups in the 2or+place4 24 (lements of an affirmative action program4 !4 Issues and effectiveness 54 Laluing differences and diversity training 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 1 DeSimone, Werner & Harris, Human Resource Development (3e) Supporting Materials 14 %imed at ma+ing organi0ation members a2are of their attitudes to2ard others and increasing their understanding and acceptance of others4 24 (ffectiveness of valuing differences diversity training programs4 .4 Managing diversity programs 14 Defined as a comprehensive managerial process for developing an organi0ational culture that enables all organi0ation members to contribute fully to the organi0ation4 24 (ffectiveness of managing diversity programs4 )! Cross@Cultural Education and Training Programs )! Human Resource Development Programs "or Culturall/ Diverse Emplo/ees %4 Sociali0ation and orientation 54 .areer development .4 Mentoring 2omen and minorities D4 Se=ual and racial harassment training )! Other HR' Programs and Processes 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 Harcourt .ollege -ublishers 2