Human resources essay ( 450 words )

Hello i need a human resources essay done, 450 words ( Good and normal level grammar )

Two slides need to be read ( chapter 05, chapter 07 )Then you need to answer question 1&2 in ( final HR 1 )the 450 words essay.

i need this to be finished in 3 hours max.

essayHuman Resources

CHAPTER 5

Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Program design

1

Objectives (1)
Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course
Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map
Explain how trainees’ age, generational differences, and personality might influence how programs are designed
Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers

Objectives (2)
Explain the program design elements that should be included to ensure near and far transfer of training
Develop a self-management module for a training program
Design application assignments and action plans to enhance learning and transfer of training
Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer
Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge

The importance of training design
Program design refers to the organization and coordination of training
Program design is the heart of effective training because it directly influences knowledge and skill acquisition
Programs must be carefully designed to ensure maximum learning

Jump to
THE PROGRAM DESIGN PROCESS
Long Description
The program design process

5

The training site
Comfortable and accessible
Quiet, private, and free from interruptions
Sufficient space for trainees to move around easily
Enough room for trainees to have adequate work space
Good visibility

The training room
Create an environment conducive to learning—there are a number of details to consider
Jump to
THE TRAINING ROOM
Long Description

7

Fan-type Seating
Trainees can easily switch from listening to practicing in groups

8

Classroom-type seating
Appropriate when lecture and audiovisual presentations are the primary methods

9

Conference-type seating
Appropriate for total group discussions

10

Horseshoe-type seating
Appropriate for both presentation and total group instruction

11

Choosing trainers
Trainers need to be both skilled in the subject matter at hand and in program facilitation
Given that trainers are central to learning experience, great care should be taken when selecting outside vendors

Preparation of materials
Know content very well
Use mental and physical rehearsal to build your confidence and assess your strengths and areas for improvement
Observe master trainers to get new ideas
Design the training from the audience’s perspective—ask “So what?”

How should you adapt training for different generational cohorts?

14

Myers-Briggs Type Indicator
Identifies 16 personality types based on preferences for:
introversion (I) or extraversion (E)
sensing (S) or intuition (N)
thinking (T) or feeling (F)
judging (J) or perceiving (P)
Each personality type has implications for work habits and interpersonal relationships

Consider language and cultural differences
Training content should include language, familiar names, and examples that the audience can relate to
Determine the trainees’ level of fluency in English (or other languages)
Consider cultural norms that might affect activities and interactions

Pre-training motivation
Communicate to trainees the purpose of the course, objectives, prerequisites, and who else will be attending
Assign pre-work to ensure trainees come to the program with a sense of focus and a basic understand of training content
Managers should encourage attendance and set expectations for learning

Provide an overview
Give the big picture, including objectives, timeline, and activities, and assignments
A concept map can be used for organizing and presenting knowledge
Includes concepts shown in boxes, with relationships between concepts indicated by connecting lines

Jump to
EXAMPLE CONCEPT MAP
Long Description
Example Concept Map

This concept map is for a course on conducting effective performance reviews.
19

Help trainees retain and recall content
Chunk learning topics into short sessions of no longer than 20 minutes
Incorporate mnemonics and metaphors
Novelty helps commit learning to memory
Incorporate application assignments
Utilize microlearning

Characteristics of effective Microlearning
Engages trainees by including activities that get the trainee involved such as games and reflection
Uses videos, checklists, diagrams, or visuals to provide trainees with new and meaningful content
Trainees practice using scenarios or other activities
Trainees can access and reference content back on the job
Trainees can choose when and what to learn
Quizzes are used to measure what trainees have learned

Classroom management
Monitor the room for extra chairs, overflowing trash cans, and materials left from previous sessions
Why is doing this important? Why might trainers fail to do this?

INTERACTING WITH TRAINEES
Communicate topics to be covered, the learning approach, and expectations
Be cognizant of the self-fulling prophecy
Be dramatic to emphasize key points
To create intimacy in large rooms, move toward trainees
Facilitate discussions from different parts of the room

GETTING TRAINEES INVOLVED
Involvement is key to engaging trainees and facilitating learning
Prepare questions to be discussed in breakout groups
Use creative activities and games
Use assessments for trainees to learn about themselves and others
Incorporate roleplaying

DISCUSSIONS
Discussions can be an effective means to engage trainees, but need to be planned
Discussions can be used to brainstorm ideas and solutions, debrief activities, apply knowledge, and evaluate experiences
Use open-ended questions, different opening questions, follow-up questions, and discussion prompts

DISRUPTIVE TRAINEES
Disruptions should be managed, not ignored
Address disruptions tactfully
For trainees who disrupt, sleep, or interrupt, consider using activities to engage them
Ask disruptive trainees to leave as a last resort

MANAGING GROUP DYNAMICS
To ensure an even distribution of expertise, ask trainees to indicate whether they consider themselves novice, experienced, or expert
Arrange groups with individuals of different expertise
Group dynamics can be altered by changing learners’ positions in the room

Curriculum, Course, AND Lesson Design
A curriculum refers to an organized program of study designed to meet a complex learning objective
A course or program covers more specific learning objectives and addresses a more limited number of competencies

Curriculum Road Map (1)
A curriculum road map refers to a figure that shows:
all of the courses in a curriculum
paths that learners can take through it
sequences in which courses have to be completed

Curriculum Road Map (2)
Design document
outlines scope of project, delivery methods, and objectives
used to guide development and explain training to stakeholders
Lesson plan
translates content and activities into a guide to help deliver training
includes the sequence of activities that will be conducted

SELECTING AN OUTSIDE VENDOR OR CONSULTANT
A request for proposal (RFP) is a document that outlines for potential vendors:
type of service the company is seeking
type of references needed
number of employees to be trained
funding for the project
follow-up process to determine level of satisfaction and service
expected date of project completion

NEAR OR FAR TRANSFER?
One key consideration is whether the focus of training is on near or far transfer
Near transfer refers to applying learned capabilities exactly as taught in training
Far transfer refers to applying learned capabilities to a work environment that is not identical to training

PROMOTING NEAR TRANSFER
Use standardized procedures, processes, and checklists
Provide explanations for any differences between training and work tasks
Encourage trainees to focus only on important differences between training tasks and work tasks
Explain why the procedure should be performed exactly

PROMOTING FAR TRANSFER
Teach general concepts, broad principles, and key behaviors
Focus on general principles that apply to a number of situations
Provide a list of prompts and questions to help trigger self-reflection and questions

SELF-MANAGEMENT TRAINING
To prepare trainees for obstacles on the job, provide instruction in self-management
Discuss relapses
Set transfer and performance goals
Identify obstacles
Generate strategies to overcome obstacles
Self administer rewards for successful transfer

Levels of management support
Increasing levels of manager support, from low to high, include:
acceptance of training
encouragement of training
participating in training
reinforcement—discussing progress with trainees
practice—allowing trainees to practice their skills
teaching—serving as a trainer

PEER SUPPORT
Transfer can be enhanced by a support network among trainees
Peers can share successful experiences, discuss how they coped with challenges, and provide encouragement and feedback

OPPORTUNITIES TO USE
Opportunity to use learned capabilities is central to successful transfer
Opportunity is influenced by the work environment and trainee motivation
Opportunity can be measured by asking former trainees:
whether they perform a task
how many times they perform the task
the extent to which they perform difficult and challenging tasks

KNOWLEDGE MANAGEMENT
The process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge

KNOWLEDGE MANAGEMENT STRATEGIES (1)
Use technology, e-mail, and social networking sites to allow people to store and share
Publish directories of expertise
Develop informational maps that identify where specific knowledge is stored in the company
Create top management knowledge management positions

KNOWLEDGE MANAGEMENT STRATEGIES (2)
Require employees to give presentations
Allow employees to take time off to acquire new knowledge
Create an online library of learning resources
Design office space to facilitate interaction
Create communities of practice

Keys to Knowledge Management Success
The training and IT departments must collaborate
Technology must be easy to use and not cumbersome
There must be employee trust and a willingness to share

Appendix of Image Long Descriptions

The program design process Long Description
Program Design Process
This slide presents the three phases of the training program design process with boxes and arrows (from left to right):
Phase 1—Pre-Training
Involves preparing, motivating, energizing trainees to attend the learning event and ensuring that the work environment is supportive of learning and transfer
Phase 2—The Learning Event
Involves preparing instruction and the physical environment to facilitate learning
Phase 3—Post-Training
Refers to transfer of training, getting learners to apply what they have learned to their work
Jump back to THE PROGRAM DESIGN PROCESS

The training room Long Description
This slide presents different factors to consider in the training room (from left to right, top to bottom)
noise
colors
room structure
lighting
wall & floor covering
chairs
glare
ceiling
electrical outlets
acoustics
technology
Jump back to THE TRAINING ROOM

Example Concept Map Long Description
This image depicts an example of a concept map. This map contains three ovals positioned vertically.
The first oval contains a question that reads why conduct performance reviews? There are four lines that arise from the right side of this structure. There is content against each of these lines. From the top to the bottom, these lines read pay, development, promotion, and training.
A downward-pointing arrow arises from the bottom of the first oval and points at the second oval that is labeled preparing for a performance review. There are four lines that arise from the right side of this structure. There is content against each of these lines. From the top to the bottom, these lines read anticipated reactions and response, list of questions, suggestions for improvement, and documented examples of good and poor performance. There are five lines that arise from the left side of this structure. There is content against each of these lines. From the top to the bottom, these lines read company goals, job decrepitation, evaluate form, previous appraisal, and current goals.
A downward-pointing arrow arises from the bottom of the second oval and points at the third oval that is labeled conduct the problem solving performance review. There are two lines that arise from the left side of this structure. They read summarizing and closing and targeting objectives. A line arises from the bottom of the oval structure and the content beneath this line reads using the feedback sandwich. There are two lines that arise from the right side of the oval structure. The content against these lines read upbeat opening and active listening.
Jump back to
EXAMPLE CONCEPT MAP

CHAPTER 7

Traditional training methods

Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

objectives
Discuss the strengths and weaknesses of presentational, hands-on, and group building training methods
Provide recommendations for effective on-the-job training (OJT)
Develop a case study
Develop a self-directed learning module
Discuss the key components of behavior modeling training
Explain the conditions necessary for adventure learning to be effective
Discuss what team training should focus on to improve team performance

70-20-10 Model
70 percent of learning derives from job-related experiences
20 percent of learning derives from interactions with others
10 percent of learning derives from formal educational events

A learning system (1)
Guided Competency Learning
well defined competencies trained via lecture and online methods
Social Competency Learning
well defined competencies learned via mentoring, job experiences, and coaching

A learning system (2)
Guided Contextual Learning
context dependent competencies trained via simulation, on-the-job training, behavior modeling, and experiential learning
Social Contextual Learning
context dependent competencies learned via social media and informal interactions through others

Jump to
TRADITIONAL TRAINING METHODS
Long Description
Traditional Training Methods

 
 
6

Lecture (1)
Lectures may have different formats
Standard lecture—trainer speaks and trainees listen
Team teaching—two or more trainers present
Guest speakers
Panel—multiple speakers present and ask questions
Student presentations—groups of trainees present

Lecture (2)
Advantages
relatively inexpensive and efficient for large groups
useful when the instructor is the main knowledge holder
Disadvantages
passive
potentially weak connection to the work environment

Audiovisual
Includes overheads, slides, and video
Video is highly popular, but rarely used alone
Video can be effective for illustrating communication skills, interviewing skills, customer-service skills, and step-by-step procedures

Video
Advantages
can demonstrate content that cannot be easily demonstrated live
provides consistency
useful complement to other methods
Disadvantages
creative approach may be weak
may become obsolete
passive

On-the-Job Training (OJT) (1)
Involves learning by observing others and emulating their behavior
Considered informal because it does not occur in a classroom and because managers or coworkers are trainers
Useful for training new employees, upgrading experienced employees’ skills, and cross-training

On-the-Job Training (OJT) (2)
Advantages
requires less time and cost than formal training
customized and offered at any time
focuses on actual job content
Disadvantages
may be inconsistent
bad habits may be passed on

Enhancing OJT
Break tasks down into important steps
Prepare resources and support
Show trainees how to perform the task and explain key points
Have the trainee practice small parts and then entire tasks
Provide feedback
Have the trainee practice until accurate reproduction is achieved

Note: Not all strategies are listed.
13

Self-Directed Learning (1)
Places complete responsibility for learning on the learner, including when learning will take place and with whom
Content is pre-determined, but trainees can learn the content at their own pace and in their own way
Trainers should be available to answer questions and facilitate learning

Note: Not all strategies are listed.
14

Self-Directed Learning (2)
Advantages
flexibility for trainees
fewer trainers, facilities, and resources required
consistent training content
Disadvantages
may place too much responsibility on learners
may be costly

Developing Self-Directed Learning
Conduct a job analysis to identify the tasks
Write trainee-centered learning objectives
Develop the content for a learning packet
Break content into small chunks
Develop an evaluation package

Apprenticeships (1)
Work-study type training involving on-the-job and classroom training
Typically sponsored by a company or trade union
Common in skilled trades, such as carpentry, plumbing, and welding

Apprenticeships (2)
Trainee advantages
earn pay while they learn
wages increase as skills improve
competitive job offers
Trainee disadvantages
historically restricted access to women and minorities

Apprenticeships (3)
Employer advantages
meet specific business needs
attract talented employees
trainees are skilled and motivated
Employer disadvantages
costly
potentially narrow skill set

Simulations (1)
Training method that represents a real-life situation where trainees’ decisions result in outcomes that mirror what would happen on the job
The best simulations have a high degree of identical elements

Simulations (2)
Advantages
highly realistic hands-on practice
allow trainees to make mistakes
Disadvantages
potentially expensive to develop
may be difficult to incorporate identical elements

Case Study (1)
In-depth scenario on how employees or an organization dealt with a difficult situation
Trainees are required to analyze and critique the actions taken, indicate appropriate actions, and suggest what should have been done differently
Individuals learn through a process of discovery

Case Study (2)
Advantages
useful for developing intellectual skills
engaging for learners
Disadvantages
trainees must be highly motivated and have a degree of expertise
recommendations are merely hypothetical

Jump to
STEPS IN DEVELOPING CASE STUDIES
Long Description
STEPS IN DEVELOPING Case Studies

 
24

Business Games (1)
Common characteristics of games:
involve a contest or competition
designed to demonstrate an application of a knowledge or skill
alternative courses of action are available
trainees do not know for certain the consequences of their actions
rules limit participant behavior

Business Games (2)
Advantages
can be used for training that would otherwise involve risk of accident or high cost
active involvement
Disadvantages
difficult to develop
not always realistic
trainees must be motivated

Role Plays (1)
Require trainees take on a role, such as a manager or disgruntled employee, and explore what is involved in the role
Often included in programs focused on the development of interpersonal skills

Role Plays (2)
Advantages
allow trainees to practice skills
trainees are engaged
Disadvantages
trainees may not always take role playing seriously
scenarios may not be realistic

Enhancing Role Plays
Explain the background and context
Provide a script with sufficient detail
Arrange the room so other trainees can see
Provide observation sheets and checklists that highlight key issues
Provide sufficient time to debrief and provide feedback

Behavior Modeling (1)
Hands-on method that involves presenting to trainees a model, highlighting the key aspects of the model, practice, and feedback
Based on social learning theory
Highly effective for interpersonal skills

Behavior Modeling (2)
Advantages
hands-on practice
highly effective in promoting transfer
Disadvantages
potentially time consuming to implement

Effective Modeling Displays
Clear presentation of the key behaviors
A model that is credible to trainees
An overview of the behaviors
Repetition of each behavior
A review of the behaviors
Models using the behaviors correctly and incorrectly

Adventure Learning (1)
Method aimed at developing teamwork, leadership skills, and self-awareness
Activities range from highly strenuous and challenging ones, such as mountain climbing, to less challenging ones, such as rope courses
Exercises must be related to a specific learning objective

Adventure Learning (2)
Advantages
trainees interact and build relationships
can be self-enlightening and invigorating
Disadvantages
potential physical harm
costly
not all trainees may be motivated

Team Training (1)
Three key aspects of team performance
Behavior—teams must communicate, coordinate, adapt, and complete complex tasks
Knowledge—teams must have “mental models” that allow them to function effectively
Attitudes—members must have favorable attitudes toward each other

Team Training (2)
Advantages
when properly designed, team training generally results in more effective teams
Disadvantages
potentially costly
time consuming

Jump to
THE STRUCTURE OF TEAM TRAINING
Long Description
the Structure of Team Training

Action Learning (1)
Involves assigning teams an actual problem, committing to an action plan, and holding them accountable
Used to solve important problems, develop leaders, build teams, and transform organizational cultures

Action Learning (2)
Advantages
highly interactive and engaging
highly effective in developing the target skills and promoting transfer
Disadvantages
requires trainees with a high level of ability

Choosing a Method
A variety of considerations should be taken into account
The learning outcome (which is most important)
The learning environment
Transfer of training considerations
Cost
Overall effectiveness

General Trends
There is considerable overlap in learning outcomes across methods
Hands-on methods are more effective than presentation methods
Presentation methods are less expensive
Where possible, use multiple methods to capitalize on the strengths of each

Appendix of Image Long Descriptions

Traditional Training Methods Long Description
Jump back to
TRADITIONAL TRAINING METHODS
This slide presents different traditional training methods in different boxes (from left to right, top to bottom):
Lecture
Audiovisual
On-the-job Training
Self-Directed Learning
Apprenticeship
Simulations
Case Studies
Business Games
Role Plays
Behavior Modeling
Adventure Learning
Team Training
Action Learning

43

STEPS IN DEVELOPING Case Studies Long Description
Jump back to
STEPS IN DEVELOPING CASE STUDIES
This slide presents the steps in developing a case study with an arrow (from left to right):
Identify a story
Gather information
Prepare a story outline
Decide on administrative issues
Prepare case materials

44

the Structure of Team Training Long Description
Jump back to
THE STRUCTURE OF TEAM TRAINING
This flowchart depicts the elements of team training.
There is a rectangular box on the left that is labeled tools. Five points are listed under this heading, and they read as follows:
Team task analysis.
Performance measurement.
Task simulation and exercises.
Feedback.
Principles.
There is another rectangular box on the right that is labeled methods. The points listed under this heading read as follows:
Information-based.
Demonstration-based (video).
Practice-based (guided practice and role play).
An arrow arises from the right side of the box labeled tools and leads to the box labeled methods.
An arrow arises from the bottom of each of these boxes. These arrows converge to point at an oval structure that is labeled strategies. The points listed under this heading read as follows:
Cross training.
Coordination training.
Team leader training.
A downward-pointing arrow arises from the bottom of this structure and leads to a rectangular box that is labeled team training objectives. An arrow arises from the bottom of this box and leads to another rectangular box that is labeled content. The points listed under this heading read as follows:
Knowledge.
Skills.
Attitudes.
A double-ended arrow connects the boxes labeled tools and content. Another double-ended arrow connects the box labeled content with the box labeled methods.

45

Answer the following Questions:

WRITE AN ESSAY FOR 450 WORDS ANSWERING TWO QUESTIONS

Question 1: (50 Marks – 450 words)

a- Describe the difference between near and far transfer of learning and then articulate strategies to enhance each type of transfer. (25 Marks)

b- How can employee opportunity to perform be measured? What might low levels of opportunity to perform indicate? (25 Marks)