HUMAN RESOURCE DEVELOPMENT: PERFORMANCE THROUGH LEARNING
David M. Kopp Adrian Dominican School of Education at
Barry University in Miami, Florida
David M. Kopp
Human Resource Development: Performance Through Learning
Editor in Chief, AVP: Steve Wainwright
Sponsoring Editors: Mireille Yanow and Cheryl Cechvala
Development Editors: Carrie Brandt and Susan Walker
Assistant Editor: Kristle Maglunob
Senior Editorial Assistant: Nicole Sanchez-Sullivan
Production Editor: Catherine Morris
Copyeditor: LSF Editorial
Cover Design: Jelena Mirkovic
Printing Services: Bordeaux
Production Services: Hespenheide Design
ePub Development: M & R Consultants Corporation
Permission Editor: Sheri Gilbert
Cover Image: Robert Chruchill/iStock/Thinkstock, monkeybusinessimages/iStock/Thinkstock, Jetta Productions/ Iconica/Getty Images
ISBN-10: 1621781739
ISBN-13: 978-1-62178-173-8
Copyright © 2014 Bridgepoint Education, Inc.
All rights reserved.
GRANT OF PERMISSION TO PRINT: The copyright owner of this material hereby grants the holder of this publica- tion the right to print these materials for personal use. The holder of this material may print the materials herein for personal use only. Any print, reprint, reproduction, or distribution of these materials for commercial use without the express written consent of the copyright owner constitutes a violation of the U.S. Copyright Act, 17 U.S.C. §§ 101-810, as amended.
Chapter 1 Introduction to Human Resource Development: Performance Through Learning 1
Chapter 2 Performance Management 29
Chapter 3 Introduction to ADDIE: (A)nalyzing Training Needs 59
Chapter 4 (D)esigning Effective Training 89
Chapter 5 (D)evelopment—Putting Theory Into Practice 119
Chapter 6 (I)mplementation—Execution 147
Chapter 7 (E)valuation of Training and Development 167
Chapter 8 Transfer of Training 195
Chapter 9 Employee and Organizational Development 223
Chapter 10 The Ethics of HRD and Corporate Social Responsibility 253
Glossary 279
References 297
Brief Contents
Contents
Dedication xi
AbouttheAuthor xiii
Acknowledgments xiv
Preface xv
Chapter 1 Introduction to Human Resource Development: Performance Through Learning 1
1.1 Defining Human Resource Development 3
1.2 Distinguishing Between Human Resource Development and Human Resource Management 4
1.3 The Advent of Human Resource Development 6 TrainingintheLate1800sandEarly1900s 6 WorldWarsChangeJobsandInfluenceTraining 8 1950sWorkplaceTrainingDevelopments 9 The1960sand1970s:TheIntroductionofComputer-BasedTraining 9 The1980sand1990s:TheEmergenceofIntellectualCapital 10 21st-CenturyTrainingandToday’sInfluencesonHRD 11
1.4 HRD Consensus and Debate 12 HRDConsensus 12 HRDDebate 13 Performance-BasedViewofHRD 14 DevelopmentalViewofHRD 16
1.5 Competencies of the Training and Development Professional 16 CertificationsinTrainingandDevelopment 18
Summary and Resources 20
Contents
Chapter 2 Performance Management 29
2.1 Perspectives in Workplace Performance 31 PerformanceasaNaturalOutcomeofHumanActivity 31 PerformanceasNecessaryforEconomicActivity 32 PerformanceasanInstrumentofOrganizationalOppression 32
2.2 A Formula for Job Performance 32 BreakingDownthePerformanceFormula 34 Job Aids—Cost-Effective Way to Improve Knowledge and Skills Immediately 36 FLOWandSVVE 41
2.3 Quality of Performance: Expertise, Competence, and Incompetence 44
2.4 New Employees: On-Boarding Job Performance 46
2.5 Poor Performance Analysis—Managing the Gap 48 ManagingPerformanceGapsWithAttributionAnalysis 50 ReturningtoOpeningCase—JobPerformance 50
Summary and Resources 51
Chapter 3 Introduction to ADDIE: (A)nalyzing Training Needs 59
3.1 Analysis, Design, Development, Implementation, Evaluation 61 WhereIsADDIEintheHRDSystem? 62
3.2 Analysis—Defining the Needs 63
3.3 Levels of Needs Assessment 65 OrganizationalAnalysis 65 Job-TaskAnalysis 68
3.4 Other Data Collection Methods 73 IndividualorPersonAnalysis 75 WhyAreNeedsAssessmentsNotDoneMoreOften? 79
3.5 Prioritizing the Training Needs 79
Summary and Resources 81
Contents
Chapter 4 (D)esigning Effective Training 89
4.1 Developing Training Objectives 91
4.2 Setting and Delivery Method Considerations 94 TraintheTrainer 98 PreparingYourTrainingEnvironmentRoom 98
4.3 Individual Trainee Differences 100 Self-DirectedTrainees 102 LocusofControl 103
4.4 Training Design Sequencing 103 WPWLearningModelinTrainingDesign 104
4.5 Preparing Lesson Plan 106
4.6 Designing Learning Assessment 110
Summary and Resources 111
Chapter 5 (D)evelopment—Putting Theory Into Practice 119
5.1 Creating Training Materials 121 TrainerandParticipantAssessmentInstruments 122 MaterialsDevelopmentProcess 125
5.2 Choosing Appropriate Instructional Method and Media 127 TrainingMethods 128 E-learning 134 SelectingTrainingMedia 136
5.3 Training Setting 138 SeatingArrangementsConducivetoLearning 139
5.4 Editorial Process and Technical Review 140 ContentReview 140 DesignReview 140 OrganizationalReview 141 EditorialReview 141
Summary and Resources 141
Contents
Chapter 6 (I)mplementation—Execution 147
6.1 Beta and Pilot Testing of Training 148 OutcomesofTesting 149
6.2 Trainer KSAs 151 TheAnatomyoftheExcellentTrainer 151
6.3 Barriers to Implementing Training 155 E-learningReadiness:PotentialBarriers 156
6.4 Outsourcing Training 157 Outsourcing:ARisingTrend 157
Summary and Resources 160
Chapter 7 (E)valuation of Training and Development 167
7.1 Formative Evaluation 169
7.2 Summative Evaluation 170
7.3 Kirkpatrick’s Four-Level Evaluation Framework 171 Level1—Reaction:DidTheyLikeIt? 172 Level2—Learning:DidTheyLearnIt? 173 Level3—Behavior:DidTheyApplyIt? 175 Level4—Results:DidtheOrganizationBenefit? 175 LinkingKirkpatrickOutcomeLevelstothePerformanceFormula 177
7.4 Return on Investment 179 HardDataVersusSoftData 181 DataGatheringMethods 181
7.5 Evaluation: Essential, but Often Neglected 183 SamplingofEvaluationModels 184
Summary and Resources 187
Contents
Chapter 8 Transfer of Training 195
8.1 A Framework for Training Transfer 197 TraineeCharacteristics 197 TrainingDesign 199 WorkEnvironment 202 OntheQualityofTransfer:NegativeandPositive 204
8.2 Accountability for Training Transfer 205 TheWho,What,andWhenofTransfer 206
8.3 Barriers to Training Transfer 208 TransferofTrainingasChangeManagement 209
8.4 Transfer and the Learning Organization 211 OrganizationalLearningandtheLearningOrganization 213
Summary and Resources 214
Chapter 9 Employee and Organizational Development 223
9.1 Development and Strategic HRD 225 DevelopmentforCompetitiveAdvantage 227
9.2 Employee Development 228 AspectsofEmployeeDevelopment 229 EmployeeDevelopmentandMentoring 232
9.3 Leading Employee Development 234 D1WithS1 235 D2WithS2 236 D3WithS3 236 D4WithS4 237
9.4 Process of Career Development 237 StagesofLifeandCareerDevelopment 238 CareerManagement 239
Contents
9.5 Organizational Development 242 AModelforOrganizationalChange 243 DimensionstoOrganizationalChange 245
Summary and Resources 246
Chapter 10 The Ethics of HRD and Corporate Social Responsibility 253
10.1 Ethical Human Resource Development 255 DifferentEthicalFrameworks 256 GlobalizationMeansGlobalHRD 258
10.2 HRD and Social Responsibility 259 NurturingCorporateSocialResponsibilityWithintheOrganization 261 “WalkingtheWalk”ofSocialResponsibility 264
10.3 CSR and Social Justice Within the Organization 264 AccesstoTraining:TheGlassCeilingofTrainingandDevelopment 265 TrainingConsiderationsforSpeakersofOtherLanguages 267
10.4 Work–Life Balance 267 Workaholism—Performance,butatWhatCost? 270
10.5 Critical HRD and Lessons Learned From the Social History of Training 272
Summary and Resources 273
Glossary 279
References 297
Sandra Huzenman: my unfailing
supporter and my North; from the first
keystroke to my last breath, te amo
Dr. David M. Kopp is an associate dean and pro- fessor of human resource development in the Adrian Dominican School of Education at Barry UniversityinMiami,Florida.Hehastaughtand developed courses in training and development for more than 15 years. Dr. Kopp is one of the few academics who have earned the CPLP cre- dential(CertifiedProfessionalinLearningand Performance).
Kopphasworkedwithbothprofitandnonprofit organizations for more than 20 years, consult- ing and writing on leadership, strategic plan- ning, organizational change, and performance improvement.Heregularlyhostsacommunity affairs television program in Florida, Community Crossroads, and recently spoke about human resource development in Macedonia at the nation’s largest public and private universities.
Dr. Kopp was Dr. Shaquille O’Neal’s doctoral advisorandisalsoanexpertontheBeatles.
About the Author
The author would like to acknowledge the many people who were involved in the developmentofthistext.TerryPiper,LuciaRhee,IsaacLevi,KatieDesiderio,Valerie Dahan, Joanne Ittilucksatit, and Barry, Marilyn, Zak, Nik, Isaac, and Ash. Special thanks are due to Mireille Yanow and Cheryl Cechvala, sponsoring editors; Carrie Brandt and Susan Walker, development editors; Kristle Maglunob, assistant editor; Nicole Sanchez-Sullivan, senior editorial assistant; Catherine Morris, production editor; and Jermaine Jackson, video editor. Thanks also to the following Ashford faculty and advi- sors for their helpful advice and suggestions: Charles Nichols, Adrienne Osborne, and Maja Zelihic.
Finally, the author would like to thank the following reviewers for their valuable feed- back and insight:
ShaniCarter,RhodeIslandCollege
RodGithens,UniversityofLouisville
C. Allen Gorman, East Tennessee State University
KathyA.Hanisch,IowaStateUniversity
ConsueloWaight,UniversityofHouston
Chris Zirkle, Ohio State University
Acknowledgments
Preface
Human Resource Development: Performance Through Learning provides an introduction to the essentials of training theory and its practical applications in—and implications for—the business and management environment. Students will learn not only the func- tions, duties, and responsibilities of training through every phase of the training pro- cess, but also about the social responsibility of training and development. A primary objectiveofthistextisfororganizationalleaderstounderstandthemeans,manner,and methods of employee training, as well as how a trained and developed workforce affects and drives organizational performance.
Textbook Features To enhance, enrich, and enliven student learning, Human Resource Development: Performance Through Learning includes several features:
Case Studies feature scenarios that illustrate key concepts through real-world situa- tions. Students are challenged to analyze and solve problems by weighing the multiple variables of human resource development decisions.
Assess Your Learning: Critical Reflection questions prompt students to critically examinetheinformationpresentedinthechapterandapplytheirknowledge.
Video lectures provide additional instruction in core concepts to human resource development.
Pretests and Posttests prompt students to answer multiple-choice questions that pro- vide real-time feedback on their understanding of chapter concepts.
Preface
