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

 


 

Measurement

 


 

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

 


 

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

 

necessary.

 

What

 

if you

 

x STUDY

 

GUIDE

 

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

 

directly) encourages you to

 

Title

 

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):

 


 


 


 


 


 

Reaction

 

Learning

 

Behavior

 

Results

 


 

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

 

Reaction

 


 

Did the trainees feel the training was

 

valuable?

 


 

Did they enjoy it?

 


 

Would they recommend the training to

 

others?

 

Learning

 


 

How much did the trainees learn from

 

this training?

 


 

Did this training provide them with the

 

skills needed to perform their jobs?

 

Behavior

 


 

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?

 

Results

 


 

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

 


 

2

 


 

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

 

issues,

 

UNIT xspecific

 

STUDYtarget

 

GUIDE

 

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.

 


 

Reference

 

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

 

https://www.shrm.org/Research/Articles/Articles/Documents/0303measurement.pdf

 


 

MHR 6551, Training and Development

 


 

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Paper#9255685 | Written in 27-Jul-2016

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