Human Resource Devopment - Assignment Example

?Running head: HUMAN RESOURCE DEVELOPMENT Human Resource Development Insert Insert Grade Insert 3 October Human Resource Development Introduction The modern world is changing and organization can no longer remain static or change averse (Hicks, Bagg, Doyle, & Young, 2007). Therefore, as part of the wider change process, organizations have to initiate lifelong learning, training, and development of their members. Learning constitutes an aspect that growth-motivated organizations cannot ignore or underrate. It is an avenue where change processes in organizations are absorbed and implemented. Nevertheless, organizations have to realize that different individuals possess different learning styles, which constitute an aspect that should be factored when developing and implementing learning strategies. Therefore, the essence of this research paper will be to look at the concepts of learning, training, and development in an organization. Task One Comparing individual learning styles When I compare myself with my workplace colleagues, I realize that each one of us possesses different learning styles even for the same concept. In an attempt to verify this, I conducted a survey with one of my colleagues through administration of the questionnaire. Analysis of the questionnaire revealed some level of differences. For instance, I prefer to learn in participative and formal environments. In addition, I prefer a situation where other individuals are involved, learning is directed and guided, and learners given opportunity to participate in brainstorming sessions to what is learnt. At the same time, I prefer learning experience that is demonstrative in nature, experiments are utilized, and facts are used. In this case, I prefer the individual guiding the learning process to be more open to different views expressed, to have capacity to involve everyone, and be less dominating in the learning process. In other words, I appreciate learning independence, but of course premised within the confines of the learning subject matter. Moreover, sharing information with colleagues and at same time gaining information from diverse and multiple sources constitute one way I prefer to gain information as part of learning strategy. Nevertheless, analyzing the questionnaire I presented to my colleague, it is apparent that the colleague possesses different learning styles. The colleague prefers individualized learning experience where the learning facilitator assumes the role of evaluating the learning process. At the same time, the colleague prefers learning in small coordinated groups where every individual has role to play. Although the colleague prefers participative learning experience, the assertion the colleague make is that such experience should not be independent and structural framework should be established to guide the process. Moreover, the colleague prefers learning process that draws from theories and practical experiences. At the same time, experimental learning that is packaged by facts and real-time examples is what the colleague prefers. Learning that develops on established principles is what the colleague prefers. Lastly, the colleague prefers learning experience that is based on established and communicated discussion methods and one that encourages feedback and evaluations. Learning Curve Learning curve has been used to explain and describe the learning process among different individuals. It constitute graphical representation of how the rate of learning for an individual occur in any given activity or entity (Mangal, 1995). Learning process starts with acquisition of particular idea, which then increases before finally declining after repetitiveness (Mangal 1995). As the curve depicts, learning progress very slowly at first and then accelerates fast. In addition, the curve shows that learning does not progress at the same rate in most cases and this can be demonstrated by the curves and plateaus (Pandey 2006; Heywood 1989). Different tasks are learnt and success acquired differently as an individual learns over period. At the same time, tasks that are considered complex usually are acquired at much slower rate than simple tasks (Pandey 2006). Moreover, the quality of learning decreases with time and this constitute plateau or leveling-off situation. Plateau may occur from multiple reasons such as decreasing motivation for learning, absence of learning synthesis, and tendency for the individual to get rid of incorrect learning (Pandey, 2006). The learning curve Plateau Performance Steep acceleration Slow begin Attempts/Time Source: Heywood 1989 Why transferring learning to the workplace is important Workplaces have become avenues of constant changes as competition become reality and something that cannot be ignored. At the same time, many workplaces operate within an intertwined complex web of social, economic, and political forces coupled with technological advancement and increasing consumer demands (Broad, 1997). Workforce therefore require skills and knowledge to perform excellently, achieve the established results, be flexible to the dynamism taking place in the wider operational environment, be receptive of innovation and increase their productivity (Broad, 1997). Further, workplaces are looking for ways to improve quality, satisfy the increasing consumer demands and needs, create formidable market shares, and be able to achieve satisfactorily profits. As a result, all these forces and elements combine to exert pressure in workplaces to upgrade, increase and maintain workforce skills that are superior and up to the challenge of continuous changes. Therefore, appropriate adaptation to these force involve learning experienced reinforced by continuous training of the workforce. Indeed, workforce performance is the emphasis of modern organizations and as a result requires more skilled and competent workers. The workforce should therefore possess necessary knowledge and skills that address the job and market needs with fewer barriers. Therefore, learning is being transferred to organizations with aim to create performance-oriented professionals who have the capacity to learn about organizations, communities, and market forces as complex but adaptive systems (Broad, 1997). How learning styles and theories help in the plan and design of learning event. Different learning theories have been developed which posit that learning is differentiated among individuals. Individuals manifest different learning styles, objectives, and motivations. For example, Pritchard (2008) observes that Honey-Mumford Model of learning described four learning styles, which are activists, reflectors, theorists, and pragmatists. Understanding of these four different styles become important in understanding different individuals including how they learn. The overall utilization of learning theories and subsequent learning styles in planning process usually aims to establish the perfect learning strategies that fit every individual in accordance to identified characteristics. In this way, learning event can only be regarded to be beneficial and resourceful when every individual involved has fully been integrated in the learning process and strategy. Task Two Different Training Needs for Staff at Different Levels in LSBM LSBM aims to become one of the leading business schools in the world and to achieve this; the institution will need to be more creative and innovative (London School of Business and Management, N.d). The institution has varied and diverse workforce, both staff and non-staff who play critical role in the realization of the institution’s goals and objectives. As a result, there are likely to be different learning and training needs of this workforce given the nature and type of role each member plays. The teaching staff of the institution is likely to demonstrate training needs in key areas of design and delivery of teaching needs, student management methods, career coaching, curriculum development, and the larger issues of educational pedagogy (London School of Business and Management, N.d). On the other hand, the non-academic staff, who may include employees in the key departments of marketing, finance, purchasing and procurement, and many more, are like to demonstrate training needs with regard to programme management, business development, admission, customer service, administrative issues, internal and external relations, events management, and many more (London School of Business and Management, N.d). On overall, identifying training needs in the organization require needs assessment activities, which should involve all stakeholders and be holistic in nature. Advantages and Disadvantages of Training Methods Used Both formal and informal training methods are perceived to be appropriate for training and learning needs of LSBM. Formal training takes place through structured frameworks like attending classroom, undertaking tests and being evaluated. In addition, formal training is specific, and requires planning and coordination (Todd, 2004). On the other hand, informal training does not follow clear or established structures and planning and coordination is largely absent. Formal training may be preferred given its capacity to follow clear instructions and planning processes, which makes attainment of set goals and objectives more easily. However, the major disadvantage of this training method has to do with high structures, planning, and coordination activities that may be expensive, time-consuming, tiresome and overall results may be marginal not achieving intended goals (Todd, 2004). On its part, informal training methods are largely preferred given their ‘free-way’ approach hence likely to appeal to majority of employees, little resources are required, planning and coordination are not an issue, and results are likely to be positive (Todd 2004). However, one major setback of this training method is ingrained in the fact that lack of coordination and planning may give way to conflict, unclear roadmap, and stagnated barriers that may in turn dilute and suffocate the realization of training goals (Todd, 2004). Task Three: Systematic Approach for Planning Training Event Planning for a training event is a process that should succeed from accomplishment of each aspect that is part of the training process. As a result, the training plan should in the first place originate from needs’ assessment results that identify the various needs why the staff have to be trained, which methods will be used, and what are the objectives to be achieved at the end of the training. In other words, establishing goals and objectives for training and development in the organization should be interwoven with the organization’s strategic planning process (Talbot and Pora, 2003). After this has been accomplished, training logistics should be carried out and this should involve identifying the venue to carry out the training, the necessary materials, key facilitators to carry out the training, the date and time. This is in addition to what participants should have, the necessary resources to make the event succeed, and all the necessary aspects that are required to make the training event successful. Upon accomplishing this step, notification letters should be sent to participants and facilitators outlining the objectives and goals of the training to be undertaken and the responsibility/role of every participant in the training event. Thereafter, there should be creation of training and development policy/strategy for the event, whereby mission and vision for the training are established and communicated to participants, objectives are outlined, training methods are identified, assessment and evaluation of the training is explained, and feedback process for the training event is clearly identified (Talbot and Pora, 2003). Evaluating the Training Event Evaluation of the training event will be carried out prior to the completion of the training. Both qualitative and quantitative techniques are to be employed to carry out the evaluation process. As a result, 360-degree evaluation technique will be adopted (Kirkpatrick and Kirkpatrick, 2009). Through this, qualitative and quantitative surveys will be carried out, qualitative questionnaires will be distributed, individual interviews will be conducted, and group discussions will be held to evaluate the results of the training process. Key aspects that evaluation of the training event will want to establish fulcrums around knowledge acquired, skills developed, motivation, experience, familiarity and behavior. It is believed that participants at the end of training will demonstrate these aspects hence evaluation will be solidly be carried out on these aspects. Evaluation goals will be to establish any increase, change, or modifications that occur among participants after undergoing the training process. In this way, it will be able to re-structure, modify, and re-package the training materials during the training event. Reviewing the Success of Training Event Success of the training event originates from successful accomplishment of training goals and achievement of training objectives. As a way of reviewing the success of the training, the following procedure will be adopted. First, there will be review of activities participants adopt as a result of training which earlier were absent. Such new adopted skills and activities will include interpersonal strategies, communication strategies, customer service strategies, leadership strategies, conflict resolution skills, time management, achievement of targets on time, and many more. In addition, to review the success of training outcome, feedback will be sought from key stakeholders like clients, students, co-workers, and all relevant stakeholders of the institution. Observation and assessment of intangible aspects like behavior, motivation, and attitude will be monitored and compared to earlier recorded reports on the same of participants and this will make it possible to establish whether the participants have changed or not. Task Four: How Government can Influence Training, Development, and Lifelong Learning Government involvement in business activities in the country is a fact that manifests in various scenarios. The major ways government can take part in activities of business entities include licensing, legislation, and regulation. Legislation has become the main avenue the government impacts and directs activities of various businesses. In the case of human resource and development, government has come out to initiate and enforce laws and parliamentary Acts that direct, specify, and outline training, development, and lifelong learning. Moreover, government takes place in initiating policies that normally guides and influence training, development and lifelong learning in various organizations. Aspin (2001) observes that government possesses economic and political powers, which in turn it uses to enable implementation of lifelong learning programmes, values, and attitudes. In this way, the government becomes key custodian in defining targets, support for relevant initiatives, change, and modification of systems, and the larger influence on development and training of organizations’ policies (Aspin 2001). Impacts of development of the competency movement Competency movement traces its history in early 1920s when there was widespread momentum for adoption of technical and rational management systems. It is until 1960s when modern competency movement was established and this is associated with works of David McClelland (Beeck and Hondeghem, 2010). McClelland is well known for his ‘centrality of competencies’ which the author advocated instead of traditional biased forms of assessment in organizations. From the initial work of McClelland, other authors became interested in this aspect and carried more in-depth studies in this area; such authors include Richard Boyatzis (Beeck and Hondeghem 2010). The guiding logic of competence movement is that workplace roles should be defined according to competencies required to perform them and not through system of professional accreditation. As a result, the movement aims fulcrums at breaking power of professional monopolies (Beeck and Hondeghem 2010). Competence movement has had great impact on management development in UK, where management training in the country has been modified and changed to accommodate and fulfill the needs in the management field. For instance, there has been development of national standards of managerial competence for both individuals and managers (Beeck and Hondeghem 2010). At the same time, competence management has become reflective of many public and private organizations where the practice is important in helping attract and develop talented employees, identifying the right people for the job, carrying out succession planning, training analysis, and other related human resource functions (Beeck and Hondeghem 2010). In other words, both management teams in public and private sectors have been involved in continuous activities of identifying competences required in management of modern organizations in the country and subsequently developing management approaches that are productive and suit identified needs. UK Government’s Training Initiatives and Impact on Human Resource and Development Since the year 2001, the UK government has commissioned numerous taskforce that has looked into training and learning needs of the country’s workforce and subsequently provide recommendations. Some of these task force commissions include The Skills Force Employer Skills Survey, Learning Skills Council, Sector Skills Development Agency, Leitch Review of Skills, and many more (Simmons 2010). The findings in majority of these reports have indicated absence of critical skills among UK workforce, which is an aspect limiting the full exploitation potential of the workforce (Simmons 2010). At the same time, competing in workplace and globally is identified as aspects that are stimulated by absence of these skills. The country requires skills and human capital to realize prosperity. When there come situations when the larger country lacks specified and critical workforce skills then the development agenda of the country become compromised. As a result of the findings, recommendations made to establish more training opportunities and institutions has led to growth of training opportunities in the country with aim to increase skills, competences and knowledge among the workforce. Establishment and enhancement of training opportunities by the government has had both direct and indirect effect to the organizations and individuals in that more organizations have initiated plans to improve skills of their workforce while individuals have been forced to sharpen their skills. The process of sharpening skills forces individuals to embrace training opportunities and learning opportunities. Conclusion Through the research paper, learning theories and learning styles have been identified and discussed hence adequate knowledge has been generated from this. In addition, the research has been able to outline processes for planning and designing training and development in an organization and how such plans can succeed. Moreover, evaluating of training events has been discussed and knowledge about the processes, methods, and procedures of carrying out evaluation has been established. Finally, government initiatives to improve and enhance HR development has been investigated and evaluated and the overall conclusion is that the government plays key role in enhancing HR development. On overall, it can be stated that the research paper has accomplished research objectives that were established earlier in the paper. 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Talbot, L & Pora, D 2003, Primary care training and development: the tool kit, Radcliffe Publishing, UK, viewed 03 November 2011, http://books.google.com/books?id=pKv3RkDEb5sC&pg=PA4&dq=planning+for+training+and+development+event&hl=en&ei=oQuzTuTDKI7z-gahlK3wAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CD0Q6AEwADgK#v=onepage&q&f=false. Simmons, J 2010, ‘The best adders of opportunity government skills initiatives in the United Kingdom’, Bulgarian Journal of Science and Education Policy (BJSEP), vol. 4, no. 2, viewed 03 November 2011, http://bjsep.org/getfile.php?id=82. Todd, SR 2004, Informal training in the workplace: Identifying contextual factors affecting employee’s ability to engage in informal learning in the nonprofit financial services industry, Capella University, viewed 03 November 2011, http://proquest.umi.com/pqdweb?index=5&did=795931091&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1320352640&clientId=29440. Read More