BUSM1137 Human Resource Development: Assessment 1 代写


BUSM1137 Human Resource Development: Assessment 1

Assessment Type	Individual essay
Marks	40
Aims	The main aim of the individual essay is to provide you opportunities to conduct thorough literature search, critically evaluate literature, and provide your own judgment on a particular topic. The essay is aimed at developing your skills in literature search and review, critical thinking and synthesising, and academic writing.
Word Limit	1500 words + reference list
Format	Double‐line spacing, size 12 font (Times New Romans or Arial preferred), double‐sided, black and white print
Reference Style	Harvard Referencing Style

 
Assessment Overview:
In this assessment task you are required to write a short essay of no more than 1500 words to critically discuss and address the following questions:
                  How are trends in the business environment impacting on human resource training and development? Please choose one trend (e.g. globalisation, skills shortages, the ageing workforce, new technology, or another) and discuss it in detail. 

                  What opportunities and challenges does this trend present for human resource professionals? What recommendations would you give to Human Resource professionals so that we are up for the opportunities and challenges presented by this trend? 
This assessment requires you to be strategic in choosing an area that you are most comfortable with and then engage in substantial and independent literature searches to address the questions.
The assessment also requires you to structure your essay well to make it clear and engaging for the reader. Furthermore, your arguments need to be evidence‐based. We ask you to make reference to at least 5 high‐quality research articles relevant to the human resources field, but referencing to more relevant and high‐quality articles are strongly encouraged. You are welcome to draw on personal experiences and observations whenever appropriate in answering the questions.
 

 Week 1
Training is Expansive
 
In US in 2012:
$162.8 Billion ($1,200 per employee, 30 hours per year)
What’s the success rate?
•      80% and above?
•      50% - 80%?
•      30% - 50%?
•      Below 30%?
 
Example HRD activities
 
•      Train a new employee to do his/her job
•      Teach another person how to use a new technology
•      Attend an orientation session for new employees
•      Take part in a company-sponsored training program
•      Go through an experiential learning experiences 
•      Complete some career planning project or assessment
•      Participate in an organisation-wide change effort
•      ……
 
HRD as a Field: A Practical Field
 

 
 
 
 
 
 
 
Why HRD? Integrating Three Perspectives
 
The purpose of our field:
“The Purpose of HRD is to enhance learning, human potential, and high performance in work-related systems”
-          Bates, Hatcher, Holton, &Chalofsky, 2001
 
Why HRD? Three Theoretical Perspectives
 
•      The performance perspective: The purpose of HRD is to advance the mission of the performance system that sponsors the HRD effort (e.g. an organisation) by improving the capabilities of individuals in that system and improving the system (Holton, 2000). 
•      The learning perspective: HRD as the field of study and practice responsible for fostering long-term, work-related learning capacity at the individual, group and organisational levels (Watkins, 1989). Focal areas include e.g. adult learning theories and learning organisations. 
•      The humanistic perspective: Emphasises a holistic approach to human development and the development of organisations. The implication of HRD should extend beyond issues of work goals, tasks, structure, productivity, or performance, to a concern for the health and humanness of our organisations, society, and the world as a whole (Hatcher, 2000; Hawley, 1993).
 
How to Define HRD?
 
It is more accurate to just “Define HRD as a multidisciplinary field of study and practice” (p.4, Streumer&Kommers, 2002)?
 
An example definition:
“A set of systematic and planned activities designed by an organisation to provide its members with the opportunities to learn necessary skills to meet current and future job demands”
 
HRD and HRM?
An example organisational chart for the HR Function (Frm Werner & DeSimone, 2012)

 
HRD & other HRM functions

 

 
HRD Roles
•      HRD Executive / Manager:
•      Titled as Training Director, Chief Learning Officer, etc.
•      Integrate HRD program with the goals and strategies of their organisation and part of the leadership team
•      Promote the value of HRD to ensure employees have the competencies to meet current and future job demands (making a case for HRD expenditure)
•      HRD Practitioner: example roles include:
•      Organisational change agent
•      Learning program specialist
•      Instructor / facilitator
•      Individual development and career counsellor
•      Performance consultant (coach)
•      Researcher
•      Etc.
 
Education of HRD Professionals
 
•      Certified Professional in Learning and Performance (CPLP), certified by ASTD (based on the competency model)
•      General HRM certifications offered by the Human Resource Certification Institute (HRCI)
•      HRD programs at universities, e.g. in Business/Management, Psychology, and Education departments (for available programs please check SHRM website).
•      Stay connected to best practices in other organisations (e.g. ATD Forum) 
 
Week 2: HRD in the macro and micro context
 
•      Macro context:
•      National and international demographical change
•      Global skill shortages
•      Technology
•      A changing business context
•      Micro context: HRD in the organisational context
 
Facts about Australia
•      Population: 24,168,303 (2016)
•      Labour force participation rate: 64.6% (2016)
•      Median age: 37 years (2016)
•      GDP ranks in the world: 12^th
•      Unemployment rate: 5.7% (Sep 2016)
 

 
 
 
 
Global Fertility Trends

 
Global Life Expectancy

 
Macro Context:
1. Skill Shortages
 
2016 Talent Shortage Survey by Manpower
https://www.youtube.com/watch?v=O4_xe-ep-Pk
 
Top 10 Countries in 2016

Australia: 41% in 2014 to 38% in 2016
Singapore: Increased from 10% in 2014 to 51% in 2016
China: 24% in 2014 to 10% in 2016
 
 
 
2016 Talent Shortage Survey by Manpower


Skills Required in Future
“On average, by 2020, more than a third of the desired core skill sets of most occupations will be comprised of skills that are not yet considered crucial to the job today, according to our respondents. Overall, social skills — such as persuasion, emotional intelligence and teaching others —will be in higher demand across industries than narrow technical skills, such as programming or equipment operation and control. In essence, technical skills will need to be supplemented with strong social and collaboration skills.”     
                                          From World Economic Forum (2016)
 
 
 
 
 
 
 
What Does It All Mean for HR?
•      Losing skills and knowledge with old workforce retire
•      Competition for young workforce
•      Changing attitudes towards work and preferences towards organisational culture
•      Deskilling
•      Knowledge worker increasingly important
•      Flexible work arrangement, telecommuting, distributed work and global work force
 
 
HRD in Organisational Context

 

 
HRD in an Organisational Context

 
Week 3: Workplace Learning, National Qualification System, and Overview of HRD Process
 
•      Lifelong learning & Workplace learning
•      Australian Quality Training Framework (AQTF) 
•      Overview of HRD framework
 
Why Lifelong learning?
A triadic conception of lifelong learning:
•      Education for a more highly skilled and knowledgeable workforce
•      Personal development for a more rewarding life; appreciation of what life has to offer
•      Creation of a stronger and more inclusive society
 
Defining Workplace Learning
•      “Workplace learning is the learner’s participation in situated work activities”….Workplace is “a learning environment focusing on the interaction between the affordances and constrains of the social setting, on the one hand, and the agency and biography of the individual participant, on the other” (Billett, 2004)
•      “A natural and largely autonomous process derived from the characteristics of the work process and its inherent social interactions, often implicit and sometimes even hard to differentiate from doing the daily work” (Poell& Van Woerkom, 2011)
Three Types of Workplace Learning Activities
•      Incidental learning: Learning as a by-product of working, often implicit or unconscious.
•      Informal learning: Self-initiated learning, an intentional, conscious pursuit on the part of the learner.
•      Formal learning: Training course, seminars, career planning meeting, etc. The learners follow the program / curriculum created by others. 
•      Usually it’s a combination of all three & different individuals take different learning path.
 
Learning Paths (in the example of nurses)

 
Workplace learning:
•      Is autonomous; can only be undertaken by employees themselves
•      Not a tool for management; can be influenced (e.g. mentoring, coaching, facilitation, team interventions) but not controlled
•      Cannot be exactly predicted
 
Understanding National Training Systems
National Qualification Framework
•      Many countries have their national qualification framework: e.g. Australia, NZ, UK, South Africa, Ireland, Malaysia, etc.
•      Europe also has European Qualification Framework (EQF, 8 levels) to ensure understanding across European countries.
 
Australian Qualification Framework (AQF)
The AQF is the national policy for regulated qualifications in Australian education and training.
It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework.
 
10 Classifications
•      Level 1: Certificate I (no firm duration)
•      Level 5: Diploma (1-2 years)
•      Level 10: PhD (3-4 years)
 
Why do We Need National Qualification Frameworks?
•      Contribute to national economic performance by supporting contemporary, relevant and nationally consistent qualification outcomes which build confidence in qualifications – a key objective of AQF
•      Qualifications contribute to economic performance by providing the ‘currency of the labour market’
•      NQFs give credibility to qualifications & provide the basis of educational quality assurance
•      Support individuals’ lifelong learning
•      Provide flexibility for individuals to move between sectors
•      Enable alignment of national system with international standard
 
AQF Training Packages 
•      Training Packages describe the skills and knowledge needed to perform effectively in the workplace (i.e., the KSAs) - not about “hows”
•      Organised by Services Skills Organisations (formerlyIndustry Skills Councils)who perform functional analyses and develop sets of competency standards
•      Ranging from Agri-Food, to Construction and Property Services, to Manufacturing, to Transport and Logistics etc.
•      Training Packages can only gain national endorsement if they meet nationally agreed Quality Principles
 
A Useful Framework: O*NET
•      American’s primary source of occupational information
•      Developed by U.S. Department of Labour
•      Open to public for free
•      Contains information on:
•      Job analysis for all jobs
•      Individual career profiler
•      Employer guide (e.g. conducting testing and assessment)
 
 
 
 
 
 
 
 
 
Week 4: Assessment HRD Needs
•      What and why of needs assessment
•      Three levels of needs analysis
•      Organisation
•      Task
•      Person
•      Prioritising HRD needs
•      Challenges of needs assessment
 
Why Engaging in HRD Initiatives?
 
Are these practices described below good practices?
1. “Looks like other big companies are using XX program to train their employees, so we should do the same”
2. “Marketing department said to us (HRD team) that they need negotiation skills training, so we found consulting firm A who is famous in doing this training and send A to the marketing”
3. “We asked the managers in the Marketing department what topics they want in the training program, they gave us a list so we included all of the topics in the training as they suggested”
 
Purpose of Needs Assessment
A needs assessment can identify:
•      An organisation’s goals and its effectiveness in reaching these goals
•      Discrepancies or gaps between employees’ skills and the skills required for effective current job performance
•      Discrepancies or gaps between current skills and the skills needed to perform the job successfully in the future
•      The conditions under which the HRD activity will occur
 
HRD Need Can Be Beyond Performance…
•      Deficiency needs: addressing existing performance deficiencies (reactive)
•      Diagnostic needs: more addressing future needs rather than existing problems. Usually defined through research. (proactive)
•      Analytic needs: identifying better ways to perform task. Often discovered by intuition, insight or expert consideration. (proactive)
•      Compliance needs: as mandated by law (i.e. mandate training programs) (reactive)
•      HRD needs to be proactive rather than reactive
 
Levels of HRD Needs Analysis
•      1. Organisational (Strategic): What are the organisational factors that may impact the effectiveness of the training program?
•      2. Task: What must be done to perform the job effectively?
•      3. Person: Who should be trained? What kind of training do they need?
 
A) Organisational Analysis
 
What areas about the organisation should we analyse?
•      Organisational goals: Is organisation meeting its goals on each of the key area?
•      Organisational resources: Funding? Facilities? Materials? In-house expertise?
•      Organisational climate: Is the culture and climate conductive to HRD?
•      Environmental constrains: legal, social, political, economic issues
 
Advantages of Conducting Organisational Analysis
•      Ensures HRD efforts are tied to organizational strategy and mission
•      Communicates linkage between operations and HRD
•      Generates support for HRD efforts and activities
*A useful way is to link organisational analysis with the strategic planning process of the organisation.
 
Collect Data for Organisational Analysis
•      Organisational goals and objectives
•      Human resources (manpower) inventory
•      Skills inventory
•      Organisational climate indexes / Labour-management data
•      Analysis of efficiency indexes
•      Changes in system or subsystem
•      Management requests or management interrogation
•      Exist interviews
•      MBO or Work Planning and Review systems
 
B) Task Analysis
 
What is Task analysis?
·         It is a systematic collection of data about a specific job or group of jobs to determine what an employee should be taught to achieve optimal performance (sometimes called “Operations analysis”, Moore & Dutton, 1978).
·         It reveals the Knowledge, Skills, Abilities and Other Characteristics (KASO) required for successful performance.
·         Determines the content for the training program
 
How to Conduct Task Analysis

 
 
What is KSAO?
Categorise the below statements about individual attributes into K(Knowledge), A(Abilities, S(Skills), and O(Other characteristics). Which one is which?
•      Being honest and ethical
•      Having good understanding of contemporary HRD practices and academic theories such as adult learning
•      Demonstrating commitment to continuous learning and improvement
•      Demonstrating ability to apply sound reasoning in making decisions
•      Demonstrating the capacity to communicate effectively with a wide range of audiences.
 
Collect Data for TaskAnalysis
•      Job description
•      Job specification / task analysis
•      Performance standard 
•      Observation on the job – work sampling
•      Review literature concerning the job
•      Ask questions about the job
•      Training committee or conferences
•      Analysis of operating problems
 
C) Person Analysis
•      Person Analysis is directed at determining the training needs of the individual employee
•      Often focused on how well each employee is performing key job tasks, with the purpose of identifying gaps between current performance and organisation’s expectation
•      Often performed by immediate supervisor, though 360-degree assessment is increasingly popular especially for leadership roles.
 
Collect Data for Person Analysis
•      Performance data or performance appraisals
•      Observations – work sampling
•      Interview
•      Questionnaire
•      Tests
•      Attitude surveys
•      Critical incidents
•      Assessment centres
•      Coaching
 
Caveats of Using Performance Appraisal in Person Analysis
•      Frequently focuses on the negatives (not developmental)
•      Often poorly administered, leading to inaccurate data
•      Can be overly relying on supervisor rating
•      Performance / skill discrepancy can be caused by multiple factors
 
Prioritising HRD Needs
•      Limited resources require us to investigate:
•      What will we do? What are the potential gains or returns on investment (ROI) for different options?
•      What is the opportunity cost?
•      Who decides what we will do?
•      How will we do it?
•      What resources do we have to do it well?
•      How will we know if we have been successful?
•      Involving participation in prioritisation (e.g. HRD advisory committee)
•      Area representative
•      Supervisor
•      Employee
•      HR personnel
 BUSM1137 Human Resource Development: Assessment 1 代写
Why Organisations Fail to Do Needs Assessment Properly
•      Can be difficult, time-consuming
•      Action is valued over research
•      Danger of fads and copying others
•      Lack of support for needs assessment
 
Concluding Remarks...
People who want to throw training together over the weekend are as professional as architects who want to construct buildings without a blueprint to speed up the project.
There are a lot of unqualified people in every profession who take shortcuts.
I would not want my job to depend on ‘quick and easy’ courses.”
                                          - Jack Bowsher, former director of training, IBM
 BUSM1137 Human Resource Development: Assessment 1 代写