HRD Sample

Drawing from theories and ideals that in pee-pee prominents and organisational cultivation, critically evaluate an HRD formula or intervention that you deliver or turn over in person experienced. Introduction This establish looks into a acquisition intention which was personally delivered. It aims to critically evaluate the rough-and-readyness of the computer computer computer weapons platformmeme by drawing upon pertinent theories and models revolving around enceinte and organisational acquire.Theories atomic number 18 apply to substantiate the bar by step memberes infrataken in the program as hearty as to review the areas which could have been bring to passed better or were carried egress uccess justy by the program coordinators. This essay is told from the perspective of a facilitators role in which I was primarily have-to doe with in. At the end of this essay, we hope to understand how a lucky HRD acquisition program should be run and what factors si gnificantly influence its success.Learning Program The selected program used by means of come in this essay as a case direct is the bit Medical NSmen Ops Refresher grooming. The program refer me as virtuoso of the rouge facilitators which was conducted during my national service era. The objective was to ensure the competence of the subject area Service (NS) men in carrying out their edical responsibilities and performing up to expectations when the time arises for them to do so in future. This was carried out by first invigorated the NSmens theoretical familiarity of particularised aesculapian subject matter, i. . various(a) exigency operative procedures, that was taught during their NS days. Typically conducted annually, the refresher training would see the NSmen undergoing classroom tuition followed by a practical hands-on session of role playing, afterwards(prenominal) which they would be analyseed under a controlled, simulated setting as a form of cultivation legal opinion. The refresher training was a one-day program carried out in the compounds of the Singapore Armed Forces Medical Training show (SMTI).The facilitators comprised of regular senior medical officers and fulltime national servicemen (NSFs), of whom I was one of them. The seniors acted as supervisors while the NSFs were more primarily tough in running the program on the ground. T severallying and demonstrations were conducted by NSFs while assessment was do by the senior officers. The age root word of the NSmen participants ranged from 30 to 40 years old, and so the target audience was specific to older boastful scholars who were or so apt(predicate) married or some even fathers.The program was catered to a kettle of fish group of 20 NSmen with 2 facilitators assigned. The four stages of HRD HRD is an ongoing acquire process involving training and development activities which seek to groom individuals skills for the purpose of enhancing organisational producti vity (Swanson & Holton 2 ) Adult square uping talls within the HRD tuition process. Knowles (1998) mentioned that adults tend to follow andragogical assumptions of teaching much(prenominal) that firstly, the learning should have practical value for applying in real-life situations and problems.Next is for the learning to utilise the acquaintance inherent in the adult and lastly it should actively engage him/her. All hese are reflected in the medical refresher program and go out be explained by means of a series of four step by step stages call uply the needs investigation, design, implementation and valuation stages. HRD take Investigation (HRDNI) HRDNI refers to the process of identifying how much is kn bear by the participants prior to the program against what is expected of them to know based on the learning objectives set out (Tovey & Lawlor 2008 Rothwell & Kazanas 1989).It represents an organized counsel to determine if a HRD solution is needed in the first place. I t helps identify the content and learning objectives, the population, resources unavoidable, as ell as linguistic context and organisational politics. Behind every successful HRD learning program is a steady-going HRDNI carried out in the beginning. The refresher program showed that HRDNI was conducted successfully as pass on learning objectives, competencies and learning outcomes were established (Delahaye 2011). The needs were determined through the two takes of HRDNI surveillance and investigation (Delahaye 2011).Program coordinators had long been monitoring how competent NSmen were in carrying out their medical duties upon completion of their NS time. by dint of the observation of several past reservists in-camp trainings where these NSmen were required to demonstrate their medical proficiency in a simulated line of business milieu, their feature and competencies were analysed. Data was gathered through the means of organisational records and observations (Delahaye 2011 ). It was found that almost NSmen were unable to remember much of what they had learnt during their NS days and thus, lacked in several key competencies.One of which was the ability to remember the medical apparatus to be used in assisting the surgeon in the surgical procedures. Thus, as a result of HRDNI, the fight Medical NSmen Ops Refresher Training learning program came about as form of HRD ntervention. Its aim was to keep NSmen constantly up to date with their medical roles so that when a real hint breaks out in Singapore, they would be ready for it. Although the need for refresher training was correctly identified by program coordinators, the HRDNI could have been more specific to seek the opinions of the participants as well.Conducting such a program meant that more time, be it for work or family, had to be sacrificed by the working adults so that they could attend. Moreover, non all might find the need for the refresher as they might be confident of their own knowledge. Thus one investigatory method to gather their opinions would be through holding an online survey questionnaire weeks before the commencement of the program. The questionnaire could ask them for their current level of knowledge and ask if the refresher would be effectively catering to their needs, to a fault for their level of interest in participation.Curriculum Design This is the second stage erst HRDNI nas been completed Curriculum represents tn systematic process of putting the prentice through do (Smith & Lovat 2003). This stage involves matching the learning structure to the characteristics of the adult learners (Delahaye 2011). To do this, constructive alignment needs to take place. This means that the expected actions the learner has to emulate based on the learning objectives must be transparent with the drilling and assessment trend (Biggs & Tang 2007).The refresher program was successful in achieving constructive alignment as the objective to instil faith in the N Smen to showcase their medical proficiency in carrying out the surgical procedures was well reflected by the practical role- playing sessions present and taught by the facilitators. The design structure of the refresher program followed closing curtainly to Delahayes (2011) Hierarchy of Learning Outcomes (HLO) model. The model emphasizes the development from manifest to inexplicit knowledge and this was seen in the program as facilitators do use of instrumental to communicatory learning.The program outlined movements from introductory to intermediate to complex, Just as how HLO mentions in its five categories of programmed knowledge, problem, relationship, critical thought process and meta-abilities. The refresher program started off with programmed knowledge which was in the form of classroom-based learning to provide the f effective and theoretical knowledge to the NSmen. It then moved into task where they were required to be analytical in a role- laying scenario. That in volved a linear, diagnostic and complex analysis which in short, refers to using fair development-processing, interpretation, problem solving and decision making skills.The role-playing session incorporated discussions and effective team play as well, which in turn worked on a relationship level of interpersonal communication between participants. The program end off with action learning where participants were encouraged to use mental elation under the meta-abilities category to be able to speak out clearly under pressure, when performing their learning assessment in a controlled environmental setting. The HLO progression was mapped in accordance to the learning characteristics of the NSmen participants.Facilitators took into consideration that because the participants were older learners, the learning environment created was a similar aged batch of between 30 and 40 years old so that they would feel more comfortable and preventative (Delahaye Ehrich 2008). Older learners ten d to be involved in complex learning, from time to time switching from being dependent to independent learners and thus passively want and actively seeking knowledge, respectively. Hence, the design of the refresher program ensured a crew of various learning trategies to meet to these adult learners characteristics.These strategies will be cover under the implementation stage later. It was indeed a good initiative by the facilitators to find out the basic characteristics of their adult learners and thus used HLO as a step by step process to teach them. However, there is room for improvement. All adult learners have different learning styles and so a good HR designer would pay close attention to finding out what styles their participants fall under. This can be done by issuing out a learning style questionnaire which will seek o determine if a participant is a reflector, theorist, pragmatist or activist (Honey & Mumford 1992). individually learning style will differently influenc e the way an individual learns, and so will impact the design ot a learning program. However, an individual may also have at times a combination of both styles. Thus, a good designer should strive to merge all four styles in any learning program. Implementation This terzetto stage of the HRD process covers the skills required of a HR developer who is also cognize as the facilitator. In other words, this section analyses how effective or killed the facilitators are in conducting the learning program, based on the participants level of engagement.It also covers the various learning strategies used. As one of the facilitators of the refresher program, I exhibited strong micro-skills of call into question and responding, and a high level of intensity, channelling the energy positively to the participants. Delahaye (2011) pointed out that such skills are important in the delivery of a learning program, provided are often overlooked by HR developers. Feldman (2007) agrees that with greater enthusiasm demonstrated, the higher(prenominal) are the chances of learner accomplishment. As for the learning strategy, a organize style was used in the beginning stage of the refresher program.This took the form of chitchat-style learning. Delahaye (2011) regards lecture as structured due to the teacher-student controlled form where the teacher assumes full responsibility over the learning of the student and controls what and how the student will learn. Facilitators conducting the lecture used PowerPoint presentation to recap the relevant theoretical knowledge of the nip surgical procedures. The slides included detailed photographs showing how each procedure was to be carried out step by step. This was complemented with a set of the hardcopy handout slides so that the NSmen could write notes throughout.On top of that, the whiteboard was used simultaneously by the facilitator to Jot garbage down the key points of the presentation. This ensured an appropriate usage of vi sual aids to appeal to the adult learners (Delahaye 2011). The lecture-style teaching made use of instrumental learning, one of the three transformational adult learning domains (Mezirow 2009). Instrumental allows learning to be controlled and can manoeuvre the environment. under(a) it is the knowledge generation process of combination which sees a transfer of explicit to ven more complex explicit knowledge (Nonaka von Krogh 2009).The PowerPoint presentation, for instance, got the NSmen to combine the explicit knowledge they were looking at and listening to with their own explicit knowledge, thus direct into a process of re-sorting and re-understanding of their inherent knowledge. Another point to steel was that fitting breaks were given throughout the lecture presentation so as to quadrangle out the learning and carry out part learning so that participants could digest the information better, especially since older learners dislike having big chunks of information (Grattan 19 55 Miller 1956).These were some of the principles of learning highlighted during the structured strategy. Subsequently, in the refresher program, the learning strategy shifted from structured to semi-structured. After the theoretical bit was covered, facilitators proceeded onto the practical, hands-on session. The knowledge Just learnt or recapped was to be applied on mannequins which acted as causalities. Here, the actual whole tray of medical apparatus needed for the surgical procedures is introduced to the NSmen participants, after visual perception pictures of them in the PowerPoint slides and the hardcopy andouts.Participants were divided into 4 groups ot 5 in which each group nad a mannequin and a set of tools to work with. Each facilitator was assigned to 2 groups to firstly demonstrate the correct techniques and steps to perform the emergency surgical procedures, using the apparatus provided. Participants observed carefully to learn the steps that they would later be tested, in what was actually cognize as imitate, one of the 3 basic types of learning. Modelling refers to copying an action after observing how it is done (Bandura 1977 Gardner et al. 1981).Facilitators of the efresher program aimed to see an exchange of tacit to tacit knowledge between the participants and themselves in a socialisation process. This was achieved through the modelling learning behaviour. The semi-structured strategy using the mannequins was a form of role-playing as within each group, participants took turns to role play as surgeons and assistants to the surgeons. This role-playing also helped to strengthen the HLO in areas of forging better interpersonal relationships and the use of group processes, Just to name a few (Delahaye 2011).On a separate point, ole-playing illustrates that the NSmen participants also underwent communicative learning, which is known to be a learners effort to relate to another to understand each others viewpoints (Mezirow 2000). Evaluation Thi s last stage of the HRD process signifies the importance for proper assessment methods. The evaluation technique that was used for the Combat Medical NSmen Ops Refresher Training program was the assessment of learning.This assessment, as stressed by Delahaye (201 1), paves the way for measuring the effectiveness of the learning program, allowing the examiners to gauge how useful the program had een for the participants as well as to see if the learning objectives set out from the start had been met in the end. In addition, assessment offers feedback for both the adult learner and HR developer. Through it, they can identify their strengths and weaknesses so that they can make necessary amendments to make their learning processes more effective in future.Out of the six types of assessment of learning methods available, the refresher program used performance tests, which proved to be the most suitable form of evaluation due to the complex nature of the program (Delahaye 2011). Followi ng on after the role-playing session of using the mannequins and medical tools, the NSmen participants were made to undergo a performance test in the outdoors rough field which simulated an actual situation of what it would likely be in an actual war zone battlefield environment where the NSmen would encounter duple casualties suffering from different kinds of wounds and war injuries.They would be required to think on their feet using mental agility, under a stressful environment, of which of the following emergency surgical procedures learnt would be best used for treatments. As said by Delahaye (201 1), performance tests need to be conducted by highly skilled trainers whose evaluation makes use of their tacit knowledge. Thus, the assessment of the program was a success as it brought in the senior medical officers, who have years of experience in the field, to evaluate the performances of the NSmen. This also served to be a non-biased evaluation as the seniors were not involved i n running the on ground training.In evaluation, a pre- designed evaluation criteria form was used by the senior officers so as to quantify the observed results (Thorndike 2007). The results were then snowed to the NSmen articipants during the program debrief. The outcome of the performance test showed a match to the adult learners HLO, identified in the curriculum design stage, in the categories of programmed knowledge and task and relationship. It also successfully tested the learners action learning process of critical thinking and meta- abilities.Conclusion This essay has looked at the Combat Medical NSmen Ops Refresher Training as a learning program which served as an HRD intervention based on the needs investigation conducted. It found that a refresher program would be beneficial to the NSmen in helping them to inform with the medical proficiency knowledge they are required to demonstrate in their annual reservist in-camp trainings. This essay thus went on to elaborate the fou r stages involved in influencing this successful HRD learning program using theories primarily from adult learning.Following on from a thorough HRDNI, the design of the program saw that a necessary constructive alignment was made between the teaching style and the characteristics of the adult learners. The HLO model was used in this stage. As for the implementation, the acilitators of the program demonstrated strong micro-skills as well as using structured and semi-structured learning strategies through a PowerPoint presentation and role-playing session which reflected on instrumental and communicative learning for the adult learners, respectively.The final stage was the evaluation of the program in which a performance test was carried out as a specific assessment of learning method. Word Count 2566 Reference List Bandura, A 1977, Social learning theory, Prentice Hall, New Jersey. Biggs, JB & Tang, C 2007, Teaching for quality learning at university what the student does, 3rd edn, O pen University Press, Maidenhead. 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