MGMT 471: Human Resource Development I. HRD/Training Process II. Paradigm Shift III. Needs Assessment/Outcomes IV. Transfer of Learning V. Training Methods.

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Presentation transcript:

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

HRD Process InputsProcessOutcomes

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

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

V. Training Methods and Learning 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

Criteria for Selecting Learning Methods Subject (Content) Objectives Size of group Cost/equipment available Timeline Characteristics of learners Level of participation desired/needed

V. Training Methods and Learning B. Adult Learning Theory 1. Principles 2. Implications C. Facilitation

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.

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.

Cross (“Adults as Learners”) Suggests: Presenting new information only if it’s 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.

Who should be a Learning Facilitator? Someone who wants to facilitate learning (career motivation) ?

VI. Evaluation A. Why evaluate? B. Kirkpatrick’s Model 1. Reaction 2. Learning 3. Job Behaviors 4. Org. Results C. Phillips’ ROI

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