The document provides an overview of human resource development (HRD). It discusses definitions of HRD, key roles and principles of HRD, approaches to employee development including formal education, assessment, job experiences, and transfer of training. Evaluation techniques for HRD programs are also covered, including Kirkpatrick's four-level model and outcomes used to evaluate training programs.

1. : HUMAN RESOURCE DEVELOPMENT Dr. TERMSAK SUWANSAK 6 November 2010 PHITSNULOK UNIVERSITY HRD

2. A picture of today’s management ? From Western perspectives!

4. 1. HR as THE Initiator and Designer of Development Experiences 2. HR as The Partner of Top Management for Development HRD People’s Roles!

5. 5. HR’s Unique Role is Closing the Gaps 3. Selling Top Management on Their Mission Critical Role in Talent Development 4. Managing the Talent Supply

11. Concept, activity areas, and types or labels for activities of HRD: NADLER Job Org Individual Training Development Education The concept of HRD

12. Principles of HRD Model: Gilley & Eggland& Maycunich, 2002: 14 Performance Management Individual Development Career Development Organization development HRD Roles & Practices Focus Individual organization Short-term Long-term RESULTS

13. New Theoretical Concepts: 07/10/11 HRD HRM The management of Diversity The New Management Theories The knowledge creation HRM Delahaye(2000)

14. Delahaye(2005)

17. It is what we think “ we know already that ” often prevents us from learning. Claude Bernard

18. Learning Theories Reinforcement Theory Social Learning Theory Goal Theories Need Theories Expectancy Theory Adult Learning Theory Information Processing Theory

20. The Learning Process: Mental and Physical Processes LEARNING Expectancy Perception Working Storage Semantic Encoding Long –Term Storage Retrieval Generalizing Gratifying

21. Self-concept Trait Motive Skill Knowledge Hidden Visible The Iceberg Model

22. Approaches to Employee Development Formal Education Assessment Job Experiences Interpersonal Relationships

25. Popular Assessment Tools Benchmarks Myers-Briggs Type Indicator (MBTI) Assessment Center Performance Appraisals & 360-Degree Feedback

27. 360- Degree Feedback System Rating Form Rating Form Rating Form Rating Form Self Peers Customers Subordinates Manager

29. How Job Experiences are Used for Employee Development Enlargement of Current Job Experiences Promotion Job Rotation (Lateral Move) Transfer (Lateral Move) Downward Move Temporary Assignment with Another Organization Externship

30. The Critical Events Model: CEM used in Training Leonard Nadler

31. Identify the Needs of the Organization Specify Job Performance Build Curriculum Identify Learner Needs Determine Objectives Select Instructional Strategies Obtain Instructional Resources Conduct Training Evaluation and Feedback

32. P-KD = N where P = Job performance KD = What learner already knows or Doe s N= Needs FORMULA FOR Needs:

34. How Trainers Can Make the Training Site and Instruction Conducive to Learning: Creating A Learning Setting Preparation Classroom Management Engaging Trainees Managing Group Dynamics

35. Glodstein ’s instructional system Assessment instructional need Derive Objectives Development criteria Pretest trainees Monitor training Evaluate training Evaluate transfer Select training media and learning principles Conduct training Assessment Phase Development Phase Training and Development Phase

36. Recognize the Need for Change Determine T&D Need Establish Specific Objectives Select T&D Media Implement T&D Programs Evaluate T&D Programs Select T&D Method(s) external environment internal environment External Environment Internal environment

38. A Model Of The Transfer Process Trainee Characteristics Training Design Work Environment Motivation Ability Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support Learning Retention Generalization and Maintenance

39. Transfer of Training Theories Near and far All types of training and environments Meaningful material and coding schemes enhance storage and recall of training Cognitive theory Far Work environment is unpredictable and highly variable General principles are applicable to many different work situations Stimulus generalization Near Work environment features are predictable and stable Training environment is identical to work environment Identical elements Type of Transfer Appropriate Conditions Emphasis Theory

48. Work Environment Characteristics Influencing Transfer of Training: Climate for Transfer Manager Support Peer Support Opportunity to Perform Technological Support

51. Levels of Management Support for Training: Level Description Teaching in Program Practice Skills Reinforcement Participation Encouragement Acceptance Participate as Trainer Allow Trainees Opportunity to Practice Discuss Progress with Trainees; Ask How to Support Trainees’ Use of New Capabilities Attend Session Accommodate Attendance at Training Through Rearranging Work Schedule; Endorse Employees’ Attending Training Permit Employees to Attend Training; Acknowledge Importance of Training HIGH SUPPORT LOW SUPPORT

54. Key Features of a Learning Organization Continuous Learning Knowledge Generation and Sharing Critical Systematic Thinking Learning Culture Encouragement of Flexibility and Experimentation Valuing of Employees

56. The Knowledge Creation Process between two people PERSON A PERSON B TACIT EXPLICIT Externalisation Internalisation Socialisation Combination Internalisation Externalisation Socialisation Combination

60. HRD Evaluation

61. The Techniques used in Training Evaluation :

74. The Evaluation Process Conduct a Needs Analysis Develop Measurable Learning Outcomes Develop Outcome Measures Choose an Evaluation Strategy Plan and Execute the Evaluation

75. Training Outcomes: Kirkpatrick ’s Four-Level Framework of Evaluation Criteria Business results achieved by trainees Results 4 Improvement of behavior on the job Behavior 3 Acquisition of knowledge, skills, attitudes, behavior Learning 2 Trainee satisfaction Reaction 1 Focus Criteria

76. Outcomes Used in Evaluating Training Programs: Cognitive Outcomes Skill-Based Outcomes Affective Outcomes Results Return on Investment

82. Criterion deficiency, relevance, and contamination: Relevance Outcomes Identified by Needs Assessment and Included in Training Objectives Outcomes Measured in Evaluation Deficiency Contamination Outcomes Related to Training Objectives

86. Methods to Control for Threats to Validity Pre- and Post - tests Use of Comparison Groups Random Assignment

88. References : Brain L. Delahaye. 2000;2005. Human Resource Development Adult Learning and Knowledge Management John Wiley & Sons Australia , Ltd. Printed in Singapore. Jon M. Werner & Randy L. DeSimone .2009. Human Resource Development. 5e. South – Western CENGAGE Learning USA. James W. Vander Zanden, Thomas L. Crandell , and Corinne Haines Crandell. 2007. HUMAN DEVELOPMENT. 8e McGraw – Hill International Edition. USA.

90. I ntegrity ทำงานอย่างมีศักดิ์ศรี A ctiveness ขยัน ตั้งใจ ทำงานเชิงรุก M orality มีศีลธรรม คุณธรรม R elevance รู้ทันโลก ปรับตัวทันโลก ตรงกับสังคม E fficiency มุ่งเน้นประสิทธิภาพ A ccountability รับผิดชอบต่อผลงาน ต่อสังคม D emocracy มีใจและการกระทำที่เป็น ป ระชาธิปไตย เสมอภาค มีส่วนร่วม โปร่งใส Y ield มีผลงาน มุ่งเน้นผลงาน 6

92. นักบริหารคือ ผู้นำ ผู้สร้างแรงบันดาลใจ การบริหารจึงไม่มีอะไรมากไปกว่าการสร้างแรงบันดาลใจให้ผู้คน

93. Love your friends, no matter who they are.

94. Hold onto good friends, they are few and far between!

96. ขอบคุณ ท่านอาจารย์ Dr. Sirapatsorn Wongthongdee Assistant Professor คณะรัฐศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย