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A framework for the hrd process
The document outlines a framework for the human resource development (HRD) process consisting of four phases: needs assessment, design, implementation, and evaluation. It then provides details on each phase and principles for effective training design, including Bloom's taxonomy of learning domains (cognitive, affective, psychomotor). The cognitive domain categorizes learning into six levels from basic knowledge to higher-order thinking. Similarly, the affective and psychomotor domains each outline levels for developing attitudes and skills.
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A framework for the hrd process
- 1. A Framework forthe HRD Process
- 2. 2 A Frameworkfor the HRD Process HRD efforts should use the following four phases (or stages): Needs assessment Design Implementation Evaluation
- 3. 3 Training &HRD Process Model
- 4. 4 Needs AssessmentPhase Establishing HRD priorities Defining specific training and objectives Establishing evaluation criteria
- 5. 5 Design Phase Selecting who delivers program Selecting and developing program content Scheduling the training program
- 6. 6 Implementation Phase Implementing or delivering the program
- 7. 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?
- 8. Effective Training Design Objectives Participant Evaluation Bloom’s Taxonomy Course-specific goals & objectives Cooperative learning Lectures Labs Other experiences KPIs Instructions Other measures Technology (Felder & Brent, 1999) Kirkpatrick
- 9. 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.
- 10. The Domains ofLearning • 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)
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- 12. Higher-Level Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge
- 13. KNOWLEDGE – Thingsmemorized without necessarily having a full understanding. – Identifying names, places, dates, definitions
- 14. Knowledge Useful Verbs Sample Question Stems Potential activities and products tell list describe relate locate write find state name 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
- 15. COMPREHENSION – Youunderstand information enough to explain it in your own words. – Explaining, summarizing, describing,
- 16. Comprehension Useful VerbsSample Question Stems Potential activities explain interpret outline discuss distinguish predict restate translate compare describe 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.
- 17. APPLICATION – Youfind some practical use for the information and use it to solve other problems. – Using the information, solving problems, examining, modifying, relating, changing
- 18. Application Useful Verbs Sample Question Stems Potential activities and products solve show use illustrate construct complete examine classify 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.
- 19. ANALYSIS – Youbreak complex ideas into parts and see how the parts work together – Seeing patterns, organizing parts, connecting, comparing, inferring
- 20. Analysis Useful Verbs Sample Question Stems Potential activities and products analyze distinguish examine compare contrast investigate categorize identify explain separate advertise 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.
- 21. SYNTHESIS – Youmake connections with things you already know. – drawing conclusions, making predictions, designing, inventing, generalizing
- 22. Synthesis Useful Verbs Sample Question Stems Potential activities and products create invent compose predict plan construct design imagine propose devise 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...?
- 23. EVALUATION – Youjudge something's worth – assessing, ranking, grading, testing recommending, explaining, supporting, convincing
- 24. Evaluation Useful Verbs Sample Question Stems Potential activities judge select choose decide justify debate verify argue recommend assess discuss rate prioritize determine 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."
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- 26. 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.
- 28. Level 1: Receive Behavior Demonstration, 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
- 29. Level 2: Respond Behavior Demonstration, 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
- 30. Level 3: Value Behavior Demonstration, Evidence, Experience Verbs which describe the activity to be 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,
- 31. Level 4: Organizeor Conceptualize values Behavior Demonstration, Evidence, Experience Verbs which describe the activity to be 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
- 32. Level 5: Internalizeor Characterize Values Behavior Demonstration, Evidence, Experience Verbs which describe the activity to be trained or measured Adopt belief system and philosophy • Self-reliant • Behave consistently with personal value set act, display, influence, solve, practice,
- 33. Psychomotor • ThePsychomotor Domain was ostensibly established to address skills development • It is related to manual tasks and physical movement.
- 35. 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
- 36. Level 2: Manipulation Behavior Description Demonstration, Evidence, Experience 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
- 37. Level 3: Precision Behavior Description Demonstration, Evidence, Experience Verbs which describe the activity to be trained or measured 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,
- 38. Level 4: Articulation Behavior Description Demonstration, Evidence, Experience Verbs which describe the activity to be trained or measured 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
- 39. Level 5: Naturalization Behavior Description Demonstration, Evidence, Experience Verbs which describe the activity to be trained or measured 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
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- 42. 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.
- 43. 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
- 44. 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
- 45. 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
- 46. 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
- 47. 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
- 48. 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
- 49. 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