Course Syllabus
ED 7322 Human Resource and Professional Development
Texas State University – San Marcos
EAPS Dept.
Spring 2009
Thursday 6:30 – 9:15 p.m.
Instructor: Dr. Stephenson
E-Mail: ss68@txstate.edu
Office: ASB-S 327
Telephone: 245-3107
Office Hrs: Thursdays: 5:00-6:15 p.m.
Mondays: 4:00 - 6:15 p .m.
Catalog Description: Examines the methods, practices and issues of facilitating learning related
to occupational, professional and volunteer roles.
Course Rationale:
To evaluate, analyze, and apply techniques to effectively promote the training and
development of human resources within workplace and community organizations; to increase
awareness, knowledge and understanding of trends and issues related to the development of
healthy organizations equipped to deal with rapid change.
Course Goals and Objectives:
The student will:
•
demonstrate knowledge, analysis and application of professional development theories
and strategies for effective use of human resources
•
articulate ethical and legal issues related to human resources and professional
development within the work place, organization, and community, e.g., confidentiality,
autonomy, equitable access and service
•
engage in a critical analysis of organizational, job or individual needs as it relates to the
development and training of human resources within the work place, organization, and
community
•
develop a training plan to address identified needs as they relate to job performance,
“reskilling” of workforce or professional development, etc.
•
demonstrate understanding of concepts, current trends, and strategies relevant to
recruiting, selecting, supervising, evaluating and retaining organizational or community
volunteers
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Course Outline:
I.
Overview of Human Resources and Professional Development
 Planning and Organizing Human Resources
 Trends and Issues
 Other
II.
Legal and Ethical Issues and Practices Related to Human Resources
 Historical Perspectives
 Ethical Issues
 Personal and Organizational Ethical Practices
III.
Training and Professional Development: Contemporary Trends and Issues
 Use of Technology for Increased Productivity
 Professional Development for the 21st Century
 Preparing for an Aging Work Force
 Distance Training/Learning
IV.
Training and Professional Development: Organizational Growth and Development
 Balancing Individual, Group and Organizational Needs
 Organizational Development
 Creating the Learning Organization
 Learning Communities
V.
Training and Professional Development: Individual and Group Growth and Development
 Planning, delivering, and evaluating training and staff development programs
 Models of instructional design and staff development
 Self-managing work teams
Textbooks and/or Learning Resources:
Required Texts:
Garrick, G. (1998). Informal learning in the workplace: Unmasking human resource development. New
York: Routledge.
Swanson, R. A. & Holton, E. F. (2001). Foundations of human resource development. San Francisco:
Berrett-Koehler.
Recommended Texts:
Young, W. H. (1998). Continuing professional education in transition: Visions for the profession and new
strategies for lifelong learning, pp. 129-139.
Rowden, R. (2007). Workplace learning: Principles and practice. Malabar: FL: Krieger.
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Supplementary Assigned & Suggested Readings
The following readings are supplementary and those drawn from the edited volumes of Advances
in Developing Human Resources (ADHR) and New Directions for Adult and Continuing
Education (NDACE) can be downloaded electronically using the “Periodical List” function at the
Texas State Library website. See list of assigned articles/chapters below as well as tentative
agenda to identify when readings are assigned.
Daley, B. J., & Jeris, L. (2004). Boundary spanning: Expanding frames of reference for human
resource development and continuing professional education. Advances in Developing Human
Resources, 6 (1), Thousand Oaks, CA: Sage
King, K. & Lawler, P. A. (2003). New perspectives on designing and implementing professional
development of teachers of adults. New Directions for Adult and Continuing Education, no. 98.
San Francisco: Jossey-Bass.
Yang, B. (Ed.) (2004). Contributions of adult learning theory to human resources development.
Advances in Developing Human Resources, 6 (2) Thousand Oaks, CA: Sage.
Assigned Articles/Chapters
Alvarez, K., Salas, E., & Garofano, C. M. (2004). An integrated model of training evaluation and
effectiveness. Human Resource Development Review, 3 (4), 385-416.
Cervero, R. M. (2001). Continuing professional education in transition, 1981-2000. International
Journal of Lifelong Education, 20 (1-2), 16-30.
Cunningham, P. (2004) Critical pedagogy and implications for human resource development.
Advances in Developing Human Resources, 6 (2), 226 - 240.
Dirkx, J. M., Gilley, J. W., & Maycunich Gilley, A. (2004). Change theory in CPE and HRD:
Toward a holistic view of learning and change in work. Advances in Developing Human
Resources, 6 (1), 35--51
Ellinger, A. D. (2004). The concept of self-directed learning and its implications for human
resource development. Advances in developing human resources, 6 (2), 158-177.
Fenwick, T. (2004). Toward a critical HRD in theory and practice. Adult Education Quarterly, 54
(3), 193-209.
Kessels, J. W. & Poell, R. F. (2004) Andragogy and social capital theory: The implications for
human resource development. Advances in Developing Human Resources, 6 (2), 146-157.
Mabey, C. (2003). Reframing human resource development. Human Resource Development
Review, 2 (4), 430-452.
Marsick, V. J. & Watkins, K. E. (2001). Informal and incidental learning. New Directions for
Adult and Continuing Education, no. 89, 25-34
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Ross-Gordon, J. M., & Brooks, A. K., (2004). Diversity in human resource development and
continuing professional education: What does it means for the workforces, clients, and
professionals. Advances in Developing Human Resources, 6 (1), 69-84.
Sleezer, C. M., (2004) Conti, G. J., & Nolan, R.E. Comparing CPE and HRD programs:
Definitions, theoretical foundations, outcomes, and measures of quality. Advances in
Developing Human Resources, 6 (1), 20-34.
Tobias, R. (2003). Continuing education and professionalization: Traveling without a map or
compass? International Journal of Lifelong Education, 22 (5), 445-456.
Van Woerkom, M. (2004). The concept of critical reflection and its implications for human
resource development. Advances in Developing Human Resources, 6 (2), 178- 192.
Yang, B. (2004). Can adult learning theory provide a foundation for human resource
development? Advances In Developing Human Resources, 6 (2), 129-145.
New Directions for Adult and Continuing Education
King, K. & Lawler, P. A. (2003). New perspectives on designing
and implementing professional development of teachers of adults. New Directions for Adult and
Continuing Education, no. 98. San Francisco: Jossey-Bass. (Chapters 1, 4, 7, 8, and 9)
Articles/Chapters to be read from
King, K. P., & Lawler, P. A., Trends and issues in the professional development of teachers
of adults, pp. 5-14
Cranton, P., & King, K, P., Transformative learning as a professional development goal, pp.
31-37.
Brancato, V. C., Professional development in higher education, pp. 59-65.
Marceau, G., Professional development in adult basic education, pp. 67-74.
Meyer, S. R., & Marsick, V. J., Professional development in corporate training, pp. 75-82.
DESCRIPTION OF INSTRUCTIONAL METHODOLOGIES
The course will employ instructional methodologies that are consistent with the principles of adult
learning examined in the course. This means that various techniques will be strategically and
selectively utilized as appropriate and that promote active learning and critical thinking. These are
likely to include large and small group discussions, student presentations, in-class writing,
cooperative learning, and case studies, and mandatory on-line discussions during any absences by
student or professor from face-to-face or in-class meetings. Currently there are two weeks
excluding spring break where we will have an on-line discussion week. These are indicated on the
tentative schedule.
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ASSESSMENT OF STUDENT LEARNING
It is expected that assignments will be submitted on the due date shown, whether or not you are in
attendance that day. Please plan ahead so as to avoid late submissions. An extension of one week
may be granted without penalty upon prior request and with a legitimate reason for delayed
submission. Assignments submitted more than one week late without extenuating circumstances
will be subject to a reduction in point’s equivalent to up one letter grade.
1.
Participation – “due date:” ongoing 10%,
It is always assumed that students will be actively involved in all course activities whether in class
or on-line. Class attendance is an important part of your participation in the course. Please make
every attempt to be punctual and keep absences to a minimum. As far as possible, notify the
instructor in advance by email if you must be absent and include a reason for your absence. With
exceptions for extenuating circumstances (as judged by instructor), absences in excess of two
during the semester will normally have an impact on your participation grade, which could result
in one-letter grade lowering of your final grade.
2.
Pair Chapter/Article Review, Critique, and Presentations (20-25 minutes) – See
tentative schedule for “due dates:” ongoing – 15%.
Your pair groups will be responsible to lead the discussions/presentations on pre-assigned
chapters from Informal learning in the work place and or various articles. On your (pairpartners) assigned in-class or online date you will produce a brief summary and critique (1-2
pages) to share with the class or uploaded online (for those online dates) and then lead the
discussions. The oral reports should be limited to 30 minutes with 5-10 minutes allocated for
further questions and discussion. A list of potential articles and book chapters is included in the
syllabus, although other articles may be selected in consultation with the instructor. Articles and
chapters listed are available in either hard copy format or full-text downloads through databases
from Alkek library. NB: Your pair groups will select the choice topics/chapters on day one.
3.
Historical and Developmental Reviews project 3 (Written paper and maximum 30
minutes presentations) – See tentative schedule for “due dates:” ongoing – 25%.
You and your pair partner will pre-choose one of the following topics as it relates to the historical
and developmental progression of Human Resources Development as a theoretical and
professional field of practice. You will complete a well written paper/review based on the topic as
well as an oral presentation to the class. The written version of the review should be a well written
doctoral-standard paper (recommended length is 5-6 double-spaced pages). An oral presentation
(25-30 minutes including discussion) will also be shared with the class on the assigned dates. You
may use any available resource for this project including, but not simply your course texts
Foundations of human resource development, which gives a good overview of the concepts and
offers additional resources for your perusal and referral. You MUST use at least six additional
resources. NB: Your pair groups will select the topics of choice on day one.
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Each topic has various parts that you will address in your written and oral presentations as
follows in a-e below:
a. Human Resources Development (HRD) has evolved over time and has two basic
assumptions or platform. Identify three distinct (HRD) related times in history
and report on the human resource aspects and or events of those periods that are
of interest to you. For example, explain how humanity is viewed; what are the two
foundations of HRD and what are the implications HRD? How do those historical
bases and periods, you believe, will serve as a basis for HRD’s impact in the
future? You may use chapters 1, 2, & 3 as a beginning base for this topic.
b. HRD philosophy and theory results in powerful and practical explanations,
principles, and models for professionals to carry out their work in organizations.
Give a definition and explanation for what theory is. Explain why practical
professions need a philosophical-theoretical base; summarize the five
philosophical-theoretical bases as outlined in your book and determine which of
the five makes most sense to you and your particular organization’s HRD as you
deem it. You must state and explain the rationale for your choice. You may use
chapters 4 & 5 as a beginning base for this topic.
c. Some believe that HRD is best served by two basic paradigms. Identify the basic
paradigms of HRD. Are these paradigms competing, mutually exclusive, or
mutually reinforcing? How can these paradigms effectively serve human beings
from a humanistic perspective and also serve organizations strategically. How
does the current knowledge management discourse fit within these paradigms?
You may use chapters 6, 7, & 8 as a beginning base for this topic.
d. Personnel training and development (T&D) is a process that has the potential of
developing human expertise required to maintain and change organizations.
What is the relationship of (T&D), including incidental and informal learning, to
HRD and the organization’s mission. What is the purpose and inter-relationship
of each of the five phases of T & D? How does T & D impact the learning
organization and the expertise of training and development personnel? You may
use chapters 9, 10, & 11 as a beginning base for this topic.
e. Organizational development (OD) is a unique concept with the potential to aid
HRD with its system management and change, it takes many forms. What is the
purpose and relationship of each of the five phases of the general OD process?
What are three principles of good OD practice? Is there a responsible connection
between change and performance? What are the similarities and differences
among the organization, work process, groups, and individual change theories,
and when does work-process versus group process OD make more sense? You
may use chapters 12, 13, & 14 as a beginning base for this topic.
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4. Major Project 4–The HRD function offers a key contribution to their organizations, the
training and development of the human capital within an organization cannot be overstated in
unleashing the potential of the organization and its related bottom-line. The effective, strategic
role of HRD can be only be achieved by understanding the historical, theoretical, and practical
base and applicability respectively. Your pair partners will conduct training and development
needs analysis of an organization of your choice (subject to approval of the instructor). You will
select one job function within that organization for the analysis. A separate detailed instruction
sheet (pgs. 17-23) to guide your project is attached to your syllabus. This needs assessment
project will be done in self-select pair groups and will be conducted in three phases as
outlined below. Final written report is due during exam week, May 7th at 10 AM sharp—
total points 50%.
Projects and Activity
1.
2.
3.
4a.
4b.
4c.
Points Total
Participation (including self-assessment)
Chapter/Article Critique and Presentation
Historical/Developmental Review and Presentation
*Major Project Proposal
*Major Project Oral/Poster Presentation
*Major Project Final Report/Summary
Total Points
10
15
25
10
15
25
100
A = 90%, B = 80%, C = 70-79%, D = 60-69%, F = 59% or below
INDIVIDUALS WITH DISABILITIES POLICY:
Texas State University seeks to provide reasonable accommodations for all qualified
individuals with disabilities. This University will adhere to all applicable federal, state, and
local laws, regulations and guidelines with respect to providing reasonable
accommodations as required to afford equal educational opportunity. It is the student's
responsibility to register with Disability Support Services and to contact the faculty
member in a timely manner to arrange for appropriate accommodations.
TEXAS STATE ACADEMIC HONESTY POLICY:
Learning and teaching take place best in atmosphere of intellectual freedom and openness.
All members of the academic community are responsible for supporting freedom and
openness through rigorous personal standards of honesty and fairness. Plagiarism and other
forms of academic dishonesty undermine the very purpose of the university and diminish
the value of education. Specific sanctions for academic dishonesty are outlined in the
Texan. Useful websites on academic honesty and plagiarism include:
Plagiarism. org http://www.plagiarism.org/
This site offers tips on paraphrasing appropriately and otherwise avoiding plagiarism. Penn
State University. http://tlt.psu.edu/suggestions/cyberplag/cyberplagexamples.html Indiana
University Writing Tutorial Services.
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml. TurnItIn
http://turnitin.com/research_site/e_what_is_plagiarism.html. The Owl at Purdue
http://owl.english.purdue.edu/owl/resource/589/01/
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Tentative Agenda
Date
1/22
1/29
Topic
Overview of course & Syllabus
Exploration of Course Topics, and
selection of pair groups and projects.
Overview and History of HRD
HRD Theory/
Informal Learning in the Work Place
2/05
Paradigms of HRD/
Theorizing informal learning
2/12
Trends in Training and Development/
Work as learning –language of HRD
2/19
Hidden curriculum of learning at work
Critical Perspectives on HRD
2/26
Organization Dev., Organizational
Learning, Change Process, and
Learning Communities
3/05
Evaluation of Training
3/12
Major Project 4 Field Work Week
8
Readings/Due Date
Swanson and Holton, Ch. 1-3
Historical and Developmental Reviews
project 3a paper & presentation due
Swanson and Holton, Ch. 4-5
Pair presentation I, Garrick Ch. 1
Suggested readings (SR): Mabey, (2003)
in HRDR 2 (4)
Yang; Ch.2 in ADHR 6 (2)
Historical and Developmental Reviews
project 3b paper & presentation due
Swanson and Holton, Ch. 6-8
Pair presentation II, Garrick Ch. 2
S R: Kessels & Poell (Ch. 3 in ADHR
6(2);
Historical and Developmental Reviews
project 3c paper & presentation due
Swanson and Holton, Ch. 9-11
Pair presentation III, Garrick Ch. 3
On-line (OL) Class and Discussion. Dr.
Stephenson out
(OL) Pair presentation IV, Garrick Ch. 4
SR: Rowden, Ch. 3
Cunningham in ADHR 6 (2)
Fenwick (2004) Toward a critical HRD
in theory and practice.
(OL) Pair presentation V, Articles (the
two above)
Historical and Developmental Reviews
project 3d paper & presentation due
Swanson and Holton, Ch. 12-14
SR: Rowden, Ch. 4-5
Major Project 4a proposal due
Historical and Developmental Reviews
project 3e paper & presentation due
Swanson and Holton, Ch. 16
SR: Alvarez, Salas, & Garofano (2004)
Students’ project Field Work day; Dr.
Stephenson on call or on-line for
questions or consultations
3/19
3/26
Spring Break
Continuing Professional Education
4/02
Identifying Objectives for Training or
PD
Strategies for Training or PD
4/09
Self-Direction and Critical Reflection
as a basis for Transformative P.D.
Transformative Development and
Professional Development Strategies
AERA conference/Major project 4
field work week
4/16
4/23
HRD and Continuing Professional
Education: Commonalities and
Differences.
Professional identity and selfregulation at work
4/30
Last class day/major project 4
oral/poster presentations
5/07
Exam week
Spring Break Week 3/16-3/19
SR: Cervero (2001); Tobias, R. (2003).
King & Lawler, Ch. 1 in King & Lawler
Pair presentation VI, Garrick Ch. 5
Brancato (Ch. 7), Marceau (Ch. 8), and
Meyer & Marsick (Ch. 9)-- in King &
Lawler
Pair Presentations VII, Garrick Ch 6.
SR:Cranton & King, Ch. 4 in King &
Lawler; Ellinger, Ch. 4 in ADHR, 6(2);
Van Woerkom, Ch. 5 In ADHR, 6 (2)
Pair Presentations VIII, readings-two
Dr. Stephenson out; students’ project
week.
(OL) Pair presentations IX, Garrick
Ch. 7
Daley & Jeris (2004) read first); Dirkx,
Gilley, & Maycunich Gilley(2004);
Ross-Gordon & Brooks (2004); Roth
(2004); Sleezer, Conti & Nolan (2004)
(All appear in ADHR vol. 6 no. 1)
Pair presentations X, Garrick Ch. 8
ALL Projects4b: oral/poster
presentations due
Final project 4c papers due in TRACS
by 10 AM
9
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10
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Cambridge, MA: Harvard Education Press.
Donaldson, J. & Kozoll, C. (1999). Collaborative program planning: Principles, practices and
strategies (Professional practices in adult education and human resource development
series) Melbourne, FL: Krieger Publishing Company.
Douglas, N., & Wykowski, T. (1999). Beyond reductionism: Gateways for learning and change.
Baco Raton, FL: CRC Press.
Elliott, C., & Turnbull, S. (2005). Critical thinking in human resource development. London,
NY: Routledge.
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results. New York, NY: McGraw-Hill.
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Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the
postmodern age (professional development and practice). New York, NY: Teachers
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.
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Major Project 4 Directives
Project Objective: Your pair partners will conduct training and development needs analysis of an
organization of your choice (subject to approval of the instructor). You will select one job
function within that organization for the analysis. A Needs Assessment is a systematic
exploration of the way things are and the way they should be. These "things" are usually
associated with organizational and/or individual performance.
4a. Project Proposal. Due 2/26
As the precursor to your major project, you will submit a maximum 3 page proposal. At a
minimum this proposal will include the following (a) names of pair partners, (b) name and
background of the organization, its mission, product/service/related industry etc. (c) reason for
choosing this organization (d) how you project to gain access to the organization (e) process of
conducting the review/assessment. –10%
4b. Executing the project and Oral poster presentation due 4/30
After your proposal is approved by me and your class peers you will conduct your
assessment/review as outlined in your proposal. We will have time in class to discuss how you
will execute the project, but see suggestions below. Make certain to pace yourselves so you will
finish on time before your oral presentation is due.
An oral presentation of your project is required using a formal “poster” style pin-up as your
visual aid. You can prepare your posters using any Microsoft format and get assistance producing
it from the printing office at TX State or from any other source. This poster must include a
synopsis of all parts of your project including background, process of conducting the project,
findings, results, and summary/implications for HRD theory and practice. –15%
4c. Final written report and summation due 5/7
A doctoral—scholarly-quality written report of no more than 20 double-spaced pages is
required, complete with formal citation style and references (APA style). The paper should (a)
clearly reflect the process, findings, results and summary of your major project, should (b)
articulate your personal views of the current global organizations (c) the role of HRD in such
industry specific-organizations (d) your best-case scenario (recommendations and implications)
for HRD’s theory and practice in the 21st century—25%
A systematic and continuing review of current and foreseeable organizational training needs
provides a realistic basis upon which to plan, budget, direct, and evaluate an effective training
program. The training needs of individual employees should be assessed within the context of the
organization’s strategic goals to ensure employees’ performance competency and development.
When looking for training needs, or when problems arise, there are several instruments that
may be used to locate the actual symptoms:
Literature research: Analyze budget documents, quality control documents, goal statements,
evaluation reports, scheduling and staffing reports, or other documents for existing problems.
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Interviews: Talk to supervisors, managers, Subject Matter Experts (SME), and employees.
Observations: Watch the job or task being performed.
Surveys: Send out written questioners.
Group discussions: Lead a group discussion composed of employees and their supervisors.
Some questions that might be asked to determine training needs are:
o
What are your employees doing that they shouldn't be doing?
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What specific things would you like to see your people do, but don't?
o
When you envision workers performing this job properly, what do you see them doing?
o
What prevents you from performing a prescribed task to standards?
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Are job aids available and if so, are they accurate? Are they being used?
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Are the standards reasonable? If not, why?
o
If you could change one thing in the way you perform your work, what would it be?
o
What subject would you like to see your workers trained on? What would you like to be
trained on?
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What new technology would benefit you the most in the performance of your work?
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What new technology would you like to see invented to help you with your work? Why?
Regardless of which method you choose and what questions you ask, the data gathered must
accurately reflect the specific tasks now being performed. The information gathered will be used
as the basis to select the tasks that need to be trained.
Knowing the basics of a system enables you to better understand the tasks that lay ahead.
Although you are interested in the system as a whole, so that you may understand its purpose and
goals, the main emphasis of this initial research should be on the people within the system. You
need to learn as much about the proposed learners (target population) as possible. The target
population data is essential and most useful when making decisions about the proposed learning
program. You must understand the people issues! This is the biggest variable in a training
program...and one of the hardest parts of a training program to account for.
OVERVIEW AND SUMMARY STEPS IN A NEEDS ANALYSIS: (see pages 19-23 for details)
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Perform a "gap" analysis to identify the current skills, knowledge, and abilities of your
people, and the organizational and personal needs for HRD activities
Identify your priorities and importance of possible activities
Identify the causes of your performance problems and/or opportunities Identify possible
solutions and growth opportunities
Compare the consequences if the program is or is not implemented
Generate and communicate your recommendations for training and development,
organization development, career development, and/or other interventions
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Project 4 field work /execution Suggested steps
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Step One - Obtain needs assessment data (through questionnaires, surveys, advisory
groups, focus groups, interviews, etc.)
Step Two - Analyze data (discrepancy or gap between the desired knowledge and skills
and those currently possessed by the employees);
Step Three - Define performance problems (changing technologies, etc.);
Step Four - Research performance solutions (ask what other departments are doing;
determine costs of training and non-training solutions if necessary;
Step Five - Determine best approaches to resolving problems and issues;
Step Six - Conduct a cost/benefit analysis or business case for selected approach to project
what financial benefit will result from the investment of training dollars.
Step seven – reporting. Write a summary of your findings, suggestions, and
implications for this organizations HRD department.
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The following is additional useful information and resources to help you with your project
WHY design and conduct a Needs Assessment? We need to consider the benefits of any
Human Resource Development (HRD) intervention before we just go and do it:
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What learning will be accomplished?
What changes in behavior and performance are expected?
Will we get them?
What are the expected economic costs and benefits of any projected solutions?
We are often in too much of a hurry. We implement a solution, sometimes but not always the
correct intervention. But we plan, very carefully and cautiously, before making most other
investments in process changes and in capital and operating expenditures. We need to do the
same for Human Resource Development.
The largest expense for HRD programs, by far, is attributable to the time spent by the
participants in training programs, career development, and/or organization development
activities. In training, costs due to lost production and travel time can be as much as 90-95%
of the total program costs. Direct and indirect costs for the delivery of training are about 6%
of the total cost, and design and development count for only about 1-2% of the total (2).
Realistically, it makes sense to invest in an assessment of needs to make sure we are making
wise investments in training and other possible interventions.
FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT:
Step 1. PERFORM A "GAP" ANALYSIS.
The first step is to check the actual performance of our organizations and our people against
existing standards, or to set new standards. There are two parts to this:
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Current situation: We must determine the current state of skills, knowledge, and abilities
of our current and/or future employees. This analysis also should examine our
organizational goals, climate, and internal and external constraints.
Desired or necessary situation: We must identify the desired or necessary conditions for
organizational and personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish
these successfully. It is important that we identify the critical tasks necessary, and not
just observe our current practices. We also must distinguish our actual needs from our
perceived needs, our wants.
The difference the "gap" between the current and the necessary will identify our needs,
purposes, and objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may be
useful in providing solutions: (3)
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Problems or deficits. Are there problems in the organization which might be solved by
training or other HRD activities?
Impending change. Are there problems which do not currently exist but are foreseen due
to changes, such as new processes and equipment, outside competition, and/or changes
in staffing?
Opportunities. Could we gain a competitive edge by taking advantage of new
technologies, training programs, consultants or suppliers?
Strengths. How can we take advantage of our organizational strengths, as opposed to
reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
New directions. Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and
related activities help improve our productivity?
Mandated training. Are there internal or external forces dictating that training and/or
organization development will take place? Are there policies or management decisions
which might dictate the implementation of some program? Are there governmental
mandates to which we must comply?
Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.
The first step should have produced a large list of needs for training and development, career
development, organization development, and/or other interventions. Now we must examine
these in view of their importance to our organizational goals, realities, and constraints. We
must determine if the identified needs are real, if they are worth addressing, and specify their
importance and urgency in view of our organizational needs and requirements (4). For example
(5):
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Cost-effectiveness: How does the cost of the problem compare to the cost of
implementing a solution? In other words, we perform a cost-benefit analysis.
Legal mandates: Are there laws requiring a solution? (For example, safety or regulatory
compliance.)
Executive pressure: Does top management expect a solution?
Population: Are many people or key people involved?
Customers: What influence is generated by customer specifications and expectations?
If some of our needs are of relatively low importance, we would do better to devote our energies
to addressing other human performance problems with greater impact and greater value.
Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
Now that we have prioritized and focused on critical organizational and personal needs, we will
next identify specific problem areas and opportunities in our organization. We must know what
our performance requirements are, if appropriate solutions are to be applied. We should ask
two questions for every identified need: (6)
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Are our people doing their jobs effectively?
Do they know how to do their jobs?
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This will require detailed investigation and analysis of our people, their jobs, and our
organizations -- both for the current situation and in preparation for the future.
Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone. ("If it ain't
broke, don't fix it.") However, some training and/or other interventions might be called for if
sufficient importance is attached to moving our people and their performance into new
directions.
But if our people ARE NOT doing their jobs effectively:
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Training may be the solution, IF there is a knowledge problem.
Organization development activities may provide solutions when the problem is not
based on a lack of knowledge and is primarily associated with systematic change. These
interventions might include strategic planning, organization restructuring, performance
management and/or effective team building.
We will look at these solutions including training & development and organization development,
in future articles in this series.
TECHNIQUES FOR INVESTIGATING ORGANIZATIONAL AND PERSONAL NEEDS:
Use multiple methods of Needs Assessment. To get a true picture, don't rely on one method. It is
important to get a complete picture from many sources and viewpoints. Don't take some
manager's word for what is needed.
There are several basic Needs Assessment techniques. Use a combination of some of these, as
appropriate:
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direct observation
questionnaires
consultation with persons in key positions, and/or with specific knowledge
review of relevant literature
interviews
focus groups
tests
records & report studies
work samples
An excellent comparison of the advantages and disadvantages of each of these methods can be
found in the Training and Development Journal. (7)
Remember that actual needs are not always the same as perceived needs, or "wants". Look
for what the organization and people really need they may not know what they need, but
may have strong opinions about what they want.
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Use your collected data in proposing HRD solutions:
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Use your data to make your points. This avoids confronting management since your
conclusions will follow from your Needs Assessment activities.
Everybody should share the data collected. It is important to provide feedback to
everyone who was solicited for information. This is necessary if everyone is to "buy into"
any proposed training or organization development plan.
Having identified the problems and performance deficiencies, we must lay out the difference
between the cost of any proposed solutions against the cost of not implementing the solution.
Here's an economic "gap analysis":
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What are the costs if no solution is applied?
What are the costs of conducting programs to change the situation?
The difference determines if intervention activities will be cost-effective, and therefore if it
makes sense to design, develop, and implement the proposed HRD solutions.
You can begin to think about who you want to be your pair partner(s) for the semester and about
the optional activities/projects (with the exception of project #4) that you will like to choose.
Keep in mind that because we have twelve students this semester, four pair groups (two
colleagues) will present twice on one chapter of Garrick's book . The other two pair groups will
present once on two or more articles or other book chapters. All on-line nights' discussions must
be uploaded to the forum discussion thread and all are expected To and must participate in that
week's discussions before the next face-to-face class meeting. Project 3 will have pair groups of
two or three colleagues maximum. Each group will select one topic 3a-3e to research and present
on. Project four is mandatory for all and must have four groups of three colleagues maximum.
You will find detailed instructions/suggestions and other resources for project 4 on pages 17-23
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