Human Resources HRD Development Program Essay

• Length: 10 pages
• Sources: 12
• Subject: Careers
• Type: Essay
• Paper: #95937911
• Related Topic: Program Evaluation, Human Resource Planning, Human Development

Excerpt from Essay :

In addition to supplying training so that workers can obtain and maintain entry-level jobs, training must be given that is based on national skills principles, assessments, and qualifications that will improve a participant's ability to compete successfully in the current global economy. This component will be the focus around which the other four HRD training components will revolve. This training component will be broken down into five different categories: Job Training, Job-Looking Skills, Job-Retention Skills, Lifetime Learning, and Life Abilities.

Job Looking Skills

Job Retention Skills

1. Job Search 1. Personal Responsibilities 5. Job performance

2. Application/Resume 2. Time Management 6. Interpersonal Skills

3. Interviewing 3. Economic Literacy 7. Learning Skills

4. Job Selection Process 4. Work Attitudes 8. Math Skills

Lifetime Learning Life Abilities

1. Reflection 1. Consumer Buying 3. Preventative Health Care

2. Change Management 2. Parenting Skills 4. Community Resources

Communication Skills

1. Communication Styles 4. Observation Skills

7. Teamwork Skills

2. Listening Skills

5. Reading Skills

8. Leadership Skills

3. Speaking Skills

6. Writing Skills

Employees often spend the majority of their day engaging in some form of communication. They correspond with each other. They provide information as well as obtain it from customers. Employees who lack ability in verbal and non-verbal communication skills are often unable to improve their personal and professional growth. Business leaders estimate that deficits in these skills can cost employers millions of dollars every year in lost output because of errors. This training module is intended to help workers advance their communication abilities.

Problem Solving Skills

1. Problem Solving Approaches

2. Decision Making Abilities

3. Managing Conflict

Solving problems consists of the procedure of closing an apparent gap between what is and what should be. Within the workplace, problems inside of groups are obvious when output or productivity is not what it should be, when communication and collaboration seem to be lacking, or when conflict becomes visibly out of control. This training module will focus on individual and group problem-solving skills.

Information Technology

1. Basic Computer Abilities

2. Use of the Internet

3. Job Searching

4. Electronic Business Exchanges

5. 21st Century Technology

Learning technology is very important in planning HRD workers for the 21st century office. Information Technology lessons will test employees o think seriously about learning computer tasks. These tasks will entail them locating, selecting and managing information. It will require them to explore ideas, solve troubles and derive connotation. It will be necessary for them to state ideas and trade information. They will also be required to apply computer skills in order to solve problems. Learners will utilize the skills which include all of the core competencies of the HRD program (HRD Core Training Components, n.d.).

Program Evaluation

The reason for program evaluation is to look at the continuation and success of a Human Resource Development (HRD) Program as a critical aspect in the techniques and approaches used to develop human capital. HRD program goals often center on giving employees training and learning proposals that are needed in order to successfully perform their current job duties. The normal structure that is used to evaluate HRD programs and activities is typically carried out through the constant training, continuous planning in order to meet the needs and evaluate the results (Human Resources Development Program Evaluation Guide, 2010).

These reasons that are typically for the evaluation of HRD programs include:

Shaping association between human capital development and organizational strategic planning goals.

Determining accomplishment of training objectives.

Advancing information on how to make training program better.

Making sure that mandatory and regulatory requirements are carried out.

Evaluating training and learning activities as they relate to enhanced performance.

Obtaining information for the yearly training program evaluation.

Giving information for workforce planning.

Gaining information in regards to organizational performance and learning customs (Human Resources Development Program Evaluation Guide, 2010).

The evaluation techniques that will be used include carrying out advanced research. This step is a beginning search that is used to get information about the program and what materials are available to personnel. The next step is to gather documented information. This procedure involves contacting officials and personnel that are providing and receiving HRD services. The next step is to understand common HRD issues or problems that might occur. This provides insights on the evaluation process. Next there must be a review of the key requirements. The evaluation of key training needs provides the necessities the evaluator will use to establish base metrics. Reviewing successful programs can help in recognizing good programs (Human Resources Development Program Evaluation Guide, 2010).

Conclusion

HRD is thought to go further than the traditional concepts of training and development. It looks at the way that can be use to most appropriately attain the desired outcomes and includes on-the-job training, assignments, rotations, research, tutorials, mentoring, education and learning. Not including this broader framework, most training ends up as a waste of time and money. A conventional training course is not always the most suitable method of learning. This is often seen in a situation where the potential learning that the staff member was believed to have gained is quickly lost because there was no follow up or the occasion to practice the learning and strengthen the knowledge was not present. Managers must offer staff with the chance to practice and discuss what they have been taught. The follow up to education necessitates that both managers and staff have a plan on how this will be done. Forward planning often guarantees that knowledge is not lost. Although this is important in all organizations, it is particularly true in a small company where duplicate training is usually not financially possible (Learning and development: A strategic human resource development plan, 2000).

Managers must recognize the most appropriate method that should be used for teaching. This may range from the use of conventional training courses to in-house discussions or seminar. Sometimes it is advantageous to take advantage of rotational opportunities and mentoring, so that new staff can observe more experienced staff. It should be remembered that not all learning processes cost money. Sometimes it only necessitates lateral thinking and an outlay of effort. On going education is very important part of an organization's learning inventory (Learning and development: A strategic human resource development plan, 2000). It is very important that a company work to achieve the aim of a skilled workforce. In order to do this they must be receptive to change in regards to both current and future skills gaps (Learning and development: A strategic human resource development plan, 2000).

References

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http://www.auburn.edu/administration/human_resources/hrd/plans.htm

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http://www.nccommunitycolleges.edu/Business_and_Industry/docs/HRD%20Core%20Tr

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