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HRD 3e Outlines
HRD 3e Outlines
I. Introduction:
2. Organization Development
3. Career Development
1. Outcomes
3. Organization
a. Reward structure
b. Culture
c. Job design
A. Motivation:
1. Need-based theories
2. Cognitive theories:
a. Expectancy theory
b. Goal-setting theory
c. Equity theory
B. Attitudes
1. For learning to take place, the most important variable to consider is whether the individual learner
has sufficient ability to learn what is being taught.
False. Remember, trainability is a function of motivation, ability, and perceptions of the work
environment. Ability is certainly important, but without a sufficient level of motivation and support
from the work environment, ability by itself is not enough (p. 81).
2. In general, people learn best and remember the most when they can spread out the time spent learning
new material.
True! This is the idea behind spaced practice sessions (p. 85). For most types of learning, spaced
practice results in superior retention of the material to be learned than does massed practice.
Thought question: if this is true, why do organizations so often violate this in their actual training
practices? [the same could be asked of many of these questions].
3. Learning something to the point of overlearning is generally a waste of time, and should be
avoided.
(Mostly) False. If it is really important that something be learned well and retained, then
overlearning is not a waste of time. Overlearning may seem boring, but if it is important to learn,
then it is usually necessary to learn beyond the point of basic mastery (p. 86).
4. If training has been effective, then it really doesnt matter whether there is support in the work
environment or not.
(Very) False. Even the best training will not bring about lasting change if there is not support for the
skills or knowledge learned in training in the work environment (p. 91). A supportive climate is
critical for positive transfer of training (including support from management and co-workers).
5. Trainers should always seek to match the type of training delivery methods to the characteristics of
the individuals being trained.
True! The whole section of the chapter on individual differences would suggest that this type of
matching should take place (pp. 92-105). Trainees learn at different rates (p. 92), have different
learning styles (p. 102), use different learning strategies (p. 103), and have various perceptual
preferences (p. 104). For all of these reasons, there are likely to be different levels of effectiveness for
different training methods with different types of trainees. This is the whole idea behind an attribute-
treatment interaction (p. 94).
False. The bulk of the research on adult learning (and andragogy in particular) would suggest that
adults prefer a more experiential form of training than is provided by the typical lecture. Lectures
tend to be more one-way communication, and adult learners are more likely to want two-way
communication that is flexible and interactive. Adults also are more likely than younger learner to
demand to see the immediate relevance of the training materials to their work or lives.
DeSimone, Werner & Harris, Human Resource Development (3e)
A. Trainee characteristics
1. trainability
2. personality/attitudes
B. Training design
1. Conditions of practice
a. active
d. overlearning
e. knowledge of results
f. task sequencing
2. Retention
a. meaningfulness
c. interference
3. Transfer of training
a. fidelity
b. support/training climate
F. Learning strategies
I. Introduction
A. What is it?
B. Why is it important?
G. Components
H. Methods
A. Five-step process:
I. Introduction
The design process includes at least six activities: setting objectives, selecting the trainer or vendor,
developing a lesson plan, selecting program methods and techniques, preparing materials, and
scheduling the program.
A. An objective is a description of the performance you want learners to be able to exhibit before
you consider them competent.
1. Expected performance
A. Factors to consider
B. A lesson plan should specify training content, sequencing of events, media, exercises, and
evaluation.
A. Training methods can be grouped into two categories: on-the-job and classroom methods
(specific techniques will be discussed in more detail in Chapter 6).
B. Factors to consider when selecting the most appropriate training method (or methods).
Training registration and tracking modules are available in many current Human Resource
Information Systems (HRIS).
DeSimone, Werner & Harris, Human Resource Development (3e)
I. Introduction
2. Job rotation
1. Lecture
2. Discussion method
3. Audiovisual media
a. Static media
c. Telecommunication
4. Experiential methods
a. Case studies
c. Role plays
d. Behavior modeling
e. Outdoor education
a. Computer-aided instruction
B. Getting started
DeSimone, Werner & Harris, Human Resource Development (3e)
A. HRD evaluation is the systematic collection of descriptive and judgmental information necessary
to make effective HRD decisions related to the selection, adoption, value, and modification of
various instructional activities.
B. Other frameworks and models of evaluation typically add to the levels suggested by Kirkpatrick
and/or emphasize that evaluation should occur throughout the HRD process, not just after HRD
activities have been conducted.
C. New models of evaluation build on research and theory on learning outcomes and the variables
that influence them.
1. Reliability
2. Validity
3. Practicality
D. Utility analysis [Hint: for the exercise on p. 257, the estimated change in utility is $150,000]
A. The extent to which one can be confident that the conclusions drawn from the evaluation are true.
1. Internal validity
2. External validity
3. Construct validity
A. Nonexperimental research designs are generally seen as leaving considerable doubt as to whether
the HRD program has in fact caused a change in participants KSAOs.
B. These designs include case study, relational research, and the one group pretest/posttest design.
A. Experimental designs are constructed to show that any effects observed in the study have resulted
from the training/HRD program and not from other factors.
B. These designs typically use an untrained control group, as well as random assignment to training
and control groups.
C. Experimental designs include the pretest/posttest, with control design, the posttest only, with
control design, and the Solomon four-group design.
A. Quasi-experimental designs 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 groups.
B. These designs include the nonequivalent control group and time series designs.
V. Statistical Power
Ensuring that a change will be detected if one exists. Sample size is a critical issue.
A. Validity
D. Resources available
I. Organizational Socialization
A. The process by which an individual acquires the social knowledge and skills necessary to assume
an organizational role.
B. Organizational roles
role overload
role conflict
role ambiguity
J. Group norms
E. Content of socialization
anticipatory socialization
encounter
A practice that provides potential newcomers with complete information about the job and the
organization.
Programs designed to introduce new employees to the job, supervisor, coworkers, and the
organization.
DeSimone, Werner & Harris, Human Resource Development (3e)
I. Introduction
A. Skills and technical training programs are designed to ensure employees have the competencies
(KSAOs) to effectively perform their jobs.
B. Skills and technical training programs can be categorized into three groups:
2. Technical training
A. Changes in work content, technology, organization, and society are creating a greater need for
organizations to ensure that employees are literate and have basic workplace skills.
B. Types of literacy can include prose literacy, document literacy, and quantitative literacy.
A. Apprenticeship training
B. Computer training
D. Safety training
A. Sales training
C. Team building/training
V. Role of Labor Unions in Skills and Training Programs (Joint Training Programs)
A. Coaching is a process used to encourage employees to accept responsibility for their own
performance, to enable them to achieve and sustain superior performance, and to treat them as
partners in working toward organizational goals and effectiveness.
1. Coaching analysis
2. Coaching discussion
1. Kinlaws approach
2. Fournies approach
Communication, interpersonal skills, demonstrating commitment to and respect for the employee.
While there is little direct research on the effectiveness of workplace coaching, research on the
performance appraisal interview supports the effectiveness of the techniques used in coaching, e.g.,
employee participation, supervisory support, providing constructive criticism, setting clear
performance goals, training supervisors to effectively coach their employees, and providing strong
organizational support for coaching and performance management.
DeSimone, Werner & Harris, Human Resource Development (3e)
Helping employees overcome personal problems can be beneficial to both the individual and the
organization.
A. Employee assistance programs (EAPs) are job-based programs operating within a work
organization for the purposes of identifying troubled employees, motivating them to resolve their
troubles, and providing access to counseling or treatment for employees who need these services.
B. EAPs commonly deal with substance abuse and mental health issues.
A. Stress management interventions (SMIs) are any activity, program, or opportunity initiated by an
organization that focuses on reducing the presence of work-related stressors or on assisting
individuals to minimize the negative outcomes of being exposed to these stressors.
B. A model of SMIs
A. Employee wellness programs (EWPs) or health promotion programs (HPPs) are a set of activities
that promote employee behavior and company practices that ensure employee health and fitness.
B. HPPs can focus on one or more of the following issues: exercise and fitness, smoking cessation,
nutrition and weight control, and control of hypertension.
B. Legal issues
I. Introduction
A. A career is the pattern of work-related experiences that span the course of ones life.
C. Career development is an ongoing process made up of career planning and career management.
1. Traditional models
I. Introduction
B. Strategies used to develop managers include management education, management training, and
on-the-job experiences.
1. Characteristics approach
A. Management education is the acquisition of a broad range of conceptual knowledge and skills in
formal classroom settings in degree-granting institutions.
A. Company-designed courses
C. On-the-job experiences
A. Leadership training, e.g., Leader Match, transformational leadership, leaders developing leaders,
LeaderLab.
Organization development (OD) is a process used to enhance both the effectiveness of an organization
and the well-being of its members through planned interventions.
A. Proposes that change interventions affect organizational target variables, which affect individual
organization members, which in turn produce organizational outcomes.
A. Specific roles: change manager, change agent, individuals within the system.
Human processual interventions are directed at improving interpersonal, intragroup, and intergroup
relations. Examples of human processual interventions: survey feedback and team building.
Technostructural interventions aim to improve work content, work methods, and the relationship
among workers. Examples of technostructural interventions: job enlargement, job enrichment, and
alternative work schedules.
Sociotechnical systems interventions are directed at the fit between the technological configuration
and the social structure of work units. Examples of sociotechnical systems interventions: 1) quality
circles, 2) Total Quality Management (TQM), and 3) self-managing teams.
Organizational culture: a set of shared values, beliefs, norms, artifacts, and patterns of behavior that
are used as a frame of reference for attempts to understand and work within an organization.
B. Access and treatment discrimination, especially against women and minority group members.
1. Aimed at making organization members aware of their attitudes toward others and increasing
their understanding and acceptance of others.
B. Career development