Description of this paper


Need Help! must be original work, write a research paper on-(Answered)


Step-by-step Instant Solution


Need Help! must be original work,

write a research paper on change in a human resource development (HRD) organization that you work for, or would like to work for.






Course Learning Outcomes for Unit VIII


Upon completion of this unit, students should be able to:


1. Formulate different developmental approaches to training, including competency models and casebased decision making.


1.1 Plan ways of measuring training approaches.



Reading Assignment


Before completing your required reading assignment, watch the video that will briefly introduce some of the


readings and unit concepts:





Click here to access the Unit VIII Video.


Click here to access the Unit VIII Script.



Use the CSU Online Library to locate and read the following articles within the Academic OneFile database:


Burkett, H. J. (2008). The ROI (return on investment) of career development: A case study. Paradigm,


12(2), 1.


Hedderly, D. J., & Scott, H. (2015). Measuring the effectiveness of video training through technology-based


education. SAM Advanced Management Journal, 80(1), 41-50.


Lippman, H. (2001). Work/life value can be measured. Business & Health, 19(6), 43-44.


Moon, E. (2006). Rev up performance measures by overhauling employee training. Public Management,


88(7), 33.



Unit Lesson


It is important that we understand that in order for training and development to work in organizations, those


organizations must invest in human resource-related activities. If done correctly, training and development


can meet the goal of increased profitability and competitive advantages in their industry. However, achieving


this is sometimes easier said than done, and it can be challenging for organizations because its benefits are


not always immediately visible or easy to quantify. Some organizations do not know where to begin and fear


that investing money in training will not be worth it. It is also challenging to determine the full impact of training


and what employees learned from the training. How can organizations, in cooperation with training and


development professionals, address these problems?


No matter the challenges, organizational training seems like an important investment. However, many


organizations do not take the time and trouble to analyze the benefits of training. It can be difficult to evaluate


the usefulness of training in terms of specific return on investment. Why spend so much on something that


may or may not benefit the organization? Why is training so highly utilized?


The concept of training transfer, or how well what is learned in training is actually used in the job, is


something we should think about a lot more than we do. Transferability should be considered throughout


every stage of training, and it can be done through the following:



MHR 6551, Training and Development






1. Support of new behaviors from organization, supervisors, and peers isUNIT






if you






learned a new procedure in training, and your department indirectly (or


directly) encourages you to




keep doing things the old way? How likely are you to stick to the new method?


2. New behaviors must be rewarding and not punishing. If the new method of doing something takes


twice as long as the old way, which will the average worker choose?


3. Establishing pre- and post-training strategies early helps reinforce new behaviors. Popular strategies


include providing preparatory information before training, advanced goal setting (?what do I want to


get out of training??), and relapse prevention techniques (tips to keep from falling back on old pretraining behaviors).


If training is ineffective, there is little point in doing it. Training evaluation is possibly the most important step in


the training process. You may remember Kirkpatrick?s four-level model from earlier in the course that provides


a path (Kirkpatrick & Kirkpatrick, 2006):
















The following are questions that you should ask yourself at each stage:





Did the trainees feel the training was





Did they enjoy it?



Would they recommend the training to







How much did the trainees learn from


this training?



Did this training provide them with the


skills needed to perform their jobs?





Will this training change how employees


act or behave?



Will the training have a positive impact


on behavior?



Will the training have a negative impact


on behavior?





Are trainees better equipped to meet


organizational goals?


For example, if we just want measure a reaction to the training, we will use checklists or questionnaires.


Possible questions to include on the survey or questionnaire are:






Do you feel this training was relevant to your position in the company?


How will you use this training in your daily job?


How could this training be improved?



If we want a result-oriented outcome, we would measure through the performance appraisal process.


It used to be widely accepted that without the lower level outcomes, the later outcomes could not happen.


However, this may not always be the case. It might appear easier to learn from a fun, enjoyable training, but


liking a training is not always a prerequisite for getting something out of it. Further, the methods of evaluating


these outcomes are quite different and not always done effectively. Training processes must address the


following points:


1. The outcome level that you will evaluate for each of the different topics,


2. how you will measure the different training outcomes, and


3. samples of the questionnaires or surveys that will be used, if applicable.


Choosing and designing a training and development initiative that fits the needs and culture of the


organization can be a challenging task. The first step is to diagnose the environment, such as the readiness


MHR 6551, Training and Development






of the target audience to accept change. Second, develop an action plan to address




UNIT xspecific






such as sexual harassment in the workplace. Third, evaluate the results to determine


Title if the behavior toward


this issue has changed.


Some may assume that training and development does not include data or math of any kind; however, this is


a false statement. Training does involve assisting people, but there is still a need for an understanding of


statistics and how to use data. These concepts are important because the data is used to measure the


effectiveness of the training and what employees learned. The data is the most accurate way to measure the


outcomes of training; we cannot just go by our gut feeling on a training. The most observed statistic to


consider is the relationship between the learning process of the training and the transfer of knowledge. The


data can help determine how much employees learned and how many benefited. When assessing the


training, it is important to note that the trainings need to be constant in regards to the environments and the


way information is presented. This is referred to as reliability of the process.


Training is intended to support the employees and organization in meeting organizational goals. Training and


development professionals are tasked with creating and implementing programs in order to meet these goals.


Additionally, training and development professionals highlight the value in these activities and incorporate a


variety of different training techniques and tools.





Kirkpatrick, D. & Kirkpatrick, J. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco,


CA: Berrett-Koehler.



Suggested Reading


In this unit, we discussed measurement of the training and how to determine the effectiveness. This PDF


explains this in more detail:


Weatherly, L. A. (2003). The value of people: The challenges and opportunities of human capital


measurement and reporting. 2003 SHRM Research Quarterly. Retrieved from



MHR 6551, Training and Development







Paper#9255685 | Written in 27-Jul-2016

Price : $22