A framework for the hrd process

A Framework for the HRD Process

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A Framework for the HRD Process

HRD efforts should use the following four phases (or stages):

Needs assessment

Design

Implementation

Evaluation

3

Training & HRD Process Model

4

Needs Assessment Phase

Establishing HRD priorities

Defining specific training and objectives

Establishing evaluation criteria

5

Design Phase

Selecting who delivers program

Selecting and developing program content

Scheduling the training program

6

Implementation Phase

Implementing or delivering the program

7

Evaluation Phase

Determining program effectiveness – e.g.,

• Keep or change providers?

• Offer it again?

• What are the true costs?

• Can we do it another way?

Participant

Effective Training Design

Objectives

Evaluation

Bloom’s

Taxonomy

Course-specific

goals & objectives

Cooperative

learning

Lectures

Labs

Other

experiencesKPIs

Instructions

Other measures

Technology

(Felder & Brent, 1999)

Kirkpatrick

Background

In 1956, Benjamin Bloom, a professor at the University of

Chicago, shared his famous "Taxonomy of Educational

Objectives".

Bloom identified six levels of cognitive complexity that have

been used over the past four decades to make sure that

instruction stimulates and develops students' higher-order

thinking skills.

The Domains of Learning

• Three Learning Domains

– Cognitive (i.e. informational/intellectual)

– Psychomotor (i.e. the field of conscious performance of physical actions)

– Affective Domain (i.e. the field of emotions, values and attitudes)

Cognitive

Higher-Level Thinking Skills

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

KNOWLEDGE

– Things memorizedwithout necessarily having a full understanding.

– Identifying names, places, dates, definitions

Knowledge

Useful VerbsSample Question

StemsPotential activities

and products

telllist

describerelatelocatewritefindstatename

What happened after...?

How many...?

Who was it that...?

Can you name the...?

Describe what happened at...?

Who spoke to...?

Can you tell why...?

Find the meaning of...?

What is...?

Which is true or false...?

Make a list of the main events..

Make a timeline of events.

Make a facts chart.

Write a list of any pieces of information you can remember.

List all the .... in the story.

Make a chart showing...

Recite a poem

COMPREHENSION

– You understandinformation enough to explain it in your own words.

– Explaining, summarizing, describing,

Comprehension

Useful Verbs Sample Question Stems Potential activities

explaininterpretoutlinediscuss

distinguishpredictrestate

translatecomparedescribe

Can you write in your own words...?

Can you write a brief outline...?

What do you think could of happened next...?

Who do you think...?

What was the main idea...?

Who was the key character...?

Cut out or draw pictures to show a particular event.

Illustrate what you think the main idea was.

Make a cartoon strip showing the sequence of events.

Write and perform a play based on the story.

Retell the story in your words.

APPLICATION

– You find some practical use for the information and use it to solve other problems.

– Using the information, solving problems, examining, modifying, relating, changing

Application

Useful Verbs

Sample Question Stems

Potential activities and products

solveshowuse

illustrateconstructcompleteexamineclassify

Do you know another instance where...?

Could this have happened in...?

Can you group by characteristics such as...?

What factors would you change if...?

Can you apply the method used to some experience of your own...?

What questions would you ask of...?

Construct a model to demonstrate how it will work.

Make a scrapbook about the areas of study.

Take a collection of photographs to demonstrate a particular point.

Make up a puzzle game suing the ideas from the study area.

Make a clay model of an item in the material.

ANALYSIS

– You break complex ideas into parts and see how the parts work together

– Seeing patterns, organizing parts, connecting, comparing, inferring

Analysis

Useful Verbs

Sample Question StemsPotential activities and

products

analyzedistinguish

examinecomparecontrast

investigatecategorize

identifyexplain

separateadvertise

Which events could have happened...?

How was this similar to...?

What do you see as other possible outcomes?

Why did ... changes occur?

Can you compare your ... with that presented in...?

Can you explain what must have happened when...?

How is ... similar to ...?

Design a questionnaire to gather information.

Write a commercial to sell a new product.

Conduct an investigation to produce information to support a view.

Make a flow chart to show the critical stages.

Construct a graph to illustrate selected information.

Prepare a report about the area of study.

SYNTHESIS

– You make connections with things you already know.

– drawing conclusions, making predictions, designing, inventing, generalizing

Synthesis

Useful VerbsSample Question

StemsPotential activities and

products

createinvent

composepredict

planconstruct

designimagineproposedevise

formulate

Can you design a ... to ...?

Why not compose a song about...?

Can you see a possible solution to...?

If you had access to all resources how would you deal with...?

Why don't you devise your own way to deal with...?

What would happen if...?

How many ways can you...?

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name and plan a marketing campaign.

Write about your feelings in relation to...

Write a TV show, play, puppet show, role play, song or pantomime about...?

Design a record, book, or magazine cover for...?

EVALUATION

– You judge something's worth

– assessing, ranking, grading, testing recommending, explaining, supporting, convincing

Evaluation

Useful Verbs

Sample Question Stems

Potential activities

judgeselectchoosedecidejustifydebateverifyargue

recommendassessdiscuss

rateprioritizedetermine

Is there a better solution to...

Judge the value of...

Can you defend your position about...?

Do you think ... is a good or a bad thing?

How would you have handled...?

What changes to ... would you recommend?

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.

Conduct a debate about an issue of special interest.

Make a booklet about 5 rules you see as important.

Convince others.

Form a panel to discuss views, e.g. "Learning at School."

Affective Domain

Affective Domain

Bloom's Taxonomy second domain.

Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964.

This Domain advocates the structure and sequence for developing attitude.

Affective Domain provides a framework for assessing and evaluating the effectiveness of training, lesson design and delivery.

It also Evaluates the retention by and affect upon the learner.

Level 1: Receive

BehaviorDemonstration,

Evidence, Experience

Verbs which

describe the

activity to be

trained or

measured

Open to

experience

Willing to hear

• Listen to trainer

• Take interest in session or

learning experience

• Make time for learning

experience

• Participate passively

ask, listen, focus,

attend, take part,

discuss,

acknowledge, hear,

be open to, retain,

follow, concentrate,

read, do, feel

Level 2: Respond

BehaviorDemonstration, Evidence,

Experience

Verbs which describe the activity to be

trained or measured

React and participate actively

• Participate actively in group discussion

• Active participation in activity• Interest in outcomes

Enthusiasm for action question and probe ideas,

• Suggest interpretation

React, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform

Level 3: Value


Experience


trained or measured

Attach values and express personal opinions

• Decide worth and relevance of ideas, and experiences

• Accept or commit to particular stance or action

argue, challenge, debate, refute, confront, justify, persuade, criticize,

Level 4: Organize or Conceptualize values


Experience


trained or measured

Organize or Conceptualize values

• Qualify and quantify personal views,

• State personal position and reasons

• State beliefs

build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare

Level 5: Internalize or Characterize Values


Experience


trained or measured

Adopt belief system and philosophy

• Self-reliant• Behave consistently with

personal value set

act, display, influence, solve, practice,

Psychomotor

• The Psychomotor Domain was ostensibly established to address skills development

• It is related to manual tasks and physical movement.

Level 1: Imitation

Behavior Description

Demonstration,Evidence, Experience

Verbs which describe the activity to be trained or measured

copy action of another; observe and replicate

watch teacher or trainer and repeat action, process or activity

copy, follow, replicate, repeat, adhere

Level 2: Manipulation



Verbs which describe the activity to be trained or

measured

reproduce activity from instruction or memory

carry out task from written or verbal instruction

re-create, build, perform, execute, implement

Level 3: Precision




execute skill reliably, independent of help

perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners

demonstrate, complete, show, perfect, calibrate, control,

Level 4: Articulation




adapt and integrate expertise to satisfy a non-standard objective

relate and combine associated activities to develop methods to meet varying, novel requirements

construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master

Level 5: Naturalization




automated, unconscious mastery of activity and related skills at strategic level

define aim, approach and strategy for use of activities to meet strategic need

design, specify, manage, invent, project-manage

Instruction Methods

Selecting Delivery Systems

• Instructor lead training methods

– The less experience the learner has with a topic, the more need there is for an instructor to guide the learning process

– Traditional class room methods

• Self directed training methods

– The more experience the learner has with a topic, the more likely they are to success at self-directed learning

– E-learning is delivered via a computer (CBT) or internet (WBT)

• Asynchronous learning

– A self-paced learning event. Learners are online at different times and cannot communicate without time delay. Examples: courses taken via Internet, CD-ROM, Web presentation, etc.

• Synchronous learning

– Real-time learning situation that can include immediate, two-way communication between participants.

Training Development

• What to look for– Be sure the instruction has these components

• Clear learning objectives

• Relevance to the target audience

• Effective method of transferring skill, knowledge or attitude

• Effective method of providing feedback to the learner

• Effective method of providing practice for the learner

• Effective method of evaluating the learner performance

• What your learners need– Clear expectations about learning performance

– Opportunities to apply new learning on the job

– Feedback about how well they perform new skills on the job

– On-going support during the process of learning

Lecture• STRENGTHS:

– presents factual material in direct, logical manner

– contains experience which inspires – stimulates thinking to open discussion – useful for large groups

• LIMITATIONS: – experts are not always good teachers – audience is passive – learning is difficult to gauge – communication in one way

• PREPARATION: – needs clear introduction and summary – needs time and content limit to be

effective

– should include examples, anecdotes

Videotapes• STRENGTHS:

– entertaining way of teaching content and raising issues

– keep group's attention – looks professional – stimulates discussion

• LIMITATIONS: – can raise too many issues to have a

focused discussion – discussion may not have full participation – only as effective as following discussion

• PREPARATION: – need to set up equipment – effective only if facilitator prepares

questions to discuss after the show

Class Discussion

• STRENGTHS: – pools ideas and experiences from group – effective after a presentation, film or

experience that needs to be analyzed – allows everyone to participate in an

active process

• LIMITATIONS: – not practical with more that 20 people – few people can dominate – others may not participate – is time consuming – can get off the track

• PREPARATION: – requires careful planning by facilitator to

guide discussion– requires question outline

Small Group Discussion

• STRENGTHS: – allows participation of everyone – people often more comfortable in

small groups – can reach group consensus

• LIMITATIONS: – needs careful thought as to

purpose of group – groups may get side tracked

• PREPARATION: – needs to prepare specific tasks or

questions for group to answer

Case Studies• STRENGTHS:

– develops analytic and problem solving skills

– allows for exploration of solutions for complex issues

– allows student to apply new knowledge and skills

• LIMITATIONS: – people may not see relevance to own

situation

– insufficient information can lead to inappropriate results

• PREPARATION: – case must be clearly defined in some

cases

– case study must be prepared

Role Playing

• STRENGTHS: – introduces problem situation

dramatically – provides opportunity for people to

assume roles of others and thus appreciate another point of view

– allows for exploration of solutions – provides opportunity to practice skills

• LIMITATIONS: – people may be too self-conscious – not appropriate for large groups – people may feel threatened

• PREPARATION: – trainer has to define problem situation

and roles clearly

– trainer must give very clear instructions

A framework for the hrd process

Education

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