HRD Planning, Design and Evaluation

MHR1043– WEEK 4Changing Role of the

TrainerMasters in HRD

(Dr. Nur Mansor- Tuesday afternoon)

A summary of MHR 1043 topics (Semester 1)

Employee development contribution introduction, national, international context it’s role, integration with business strategy

Individual, Team & Business Development learning strategy, learning organisation approaches to ED strategy

Performance Management motivation, reward strategies, quality, coaching &

mentoring Training

training plans, managing a training function role of managers, costs and benefits, value, evaluation competence and competencies

CPD & CIPD & individual development Organisational learning & change management Equal Ops, managing diversity, special needs

Outcomes for today To briefly discuss the example exam

question To discuss the history of learning

and development To share views on the changing role

of the trainer To discuss L&D within your

organisations To look at challenges to L&D

Example exam question….

Discuss the theory behind learning and it’s usefulness in understanding how to maximise the potential of employees within the workplace. Use examples.

We will look at this as a group, at the next lesson

ENERGISER - A little look at your communication preferences

Questionnaire - Which animal do you mostly communicate like?

Taken from: Risner, N (2002) It’s a Zoo Around Here! UK:Forest Oak

The differencesMonkeys

Lots of ideas Get bored easily Have fun, enjoys jokes Creative, extrovert

Preferences Short greetings Include stories Be prepared to argue Praise them in public

Lions Driven by results Efficient/effective Like to be in charge Demanding

Preferences Be brief/main points Don’t waste time Get to point quickly Not much detail

The differencesDolphins

Tuned in Sensitive/caring Sharing/supportive Patient

Preferences Quiet tone/gentle Show interest Express your emotions Ask them questions

Elephants Collects info Need information Like analysing Cautious/formal

Preferences Logical argument Give them detail Don’t talk for too long Be precise

Your preference? But the most important role…?

better at rapport building

better at goal setting

better at listening

better at questioning

The Zoo Keeper

better at rapport building

better at goal setting

better at listening

better at questioning

As HR Professionals or ‘People Developers’, you should be good at all 4

Employee Learning and Development

Where are we now (in UKIn Malaysia?

Where do we want to be?

L&D – history1945-1951 – Education & Employment linked1963-1973 – Old School Elitism1967 – Open University started 1975 – Ruskin College, Oxford – first Vocational

College started1995 – Ministry of Education & Ministry of

Employment merged1998 – Govt. Green Paper on the Learning Age1998 – Lifelong learning. Union Learning Fund

started2000 – Corporate Social Responsibility2003 – Govt. White Paper on 21st Century Skills2006 – Leitch Review2007 – what next? What are the key challenges for L&D in next 10 years?

Quotes and terminology

Learning is a lifelong activity which involves 3 processes Education – prime purpose to impart

knowledge and develop the way mental faculties are used. Not primarily concerned with job performance

Training – endeavours to impart knowledge, skills and attitudes necessary to perform job related tasks, to directly improve job performance

Development – learn through experience. Use skills and knowledge that above has given them for current and future jobs. Increased confidence, psychological growth and greater maturity

Quotes – showing the shift in thinking about the term L&D

Nadler (1970) ‘a series of organised activities conducted within a specific time and designed to produce behavioural change’

Hall (1984) ‘the identification of needed skills and active management of learning for the long range future in relation to explicit corporate and business strategies’

Burack (1991) ‘HRD people have been charged to blueprint and lead the way to organisation and individual renewal.’

Darling, Darling & Elliott (1999) ‘L&D is affected by the confusion of meanings and boundaries between such terms as hrm, hrd, training, learning and development’

L&D at work involves ‘processes of observation, planning, action and review to manage the cognitive capacities, capabilities and behaviours to enable and improve individual, team and organisational performance in work organisations’ (Gibb 2002 p.7)

‘The primary purpose of learning and development, as an organisational process, is to aid collective progress through the collaborative and expert stimulation and facilitation of learning and knowledge that support business goals, develop individual potential and respect and build on diversity.’ (Harrison 2005)

L&D is about maximising potential and establishing positive patterns.

General Role of the Trainer Help management identify needs,

problems, opportunities Identify training available Identify means of learning Devise training and learning methods Implement training with line managers Monitor training and learning Evaluate results & plan future activities

General Roles of the Trainer(Trainer roles – MSC Decisions about Training 1983)

Help management identify needs, problems, opportunities

Identify training available Identify means of learning Devise training and learning methods Implement training with line managers Monitor training and learning Evaluate results & plan future activities

Consultant

Managing

Planning & organising

Direct training

The Training Cycle Reid & Barrington (1988)

TNA/LNA at organisational, job & personal level

Different methods for different circumstances & different people

Reaction, immediate, intermediate, ultimate levels (Kirkpatrick 1967)

3 Trainer Roles (Nadler 1970)

Learning Specialist Facilitator Curriculum builder Instructional strategist

Administrator Developer Supervisor Arranger

Consultant Advocate Expert Stimulator Change Agent

Maintenance to Change Agent and Role in Transition(Pettigrew, Jones & Reason 1982 – Stewart pg 85) Trainer to Consultant (Role in Transition) Phillips & Shaw 1987 The People Developer

People Development ProfessionThe role of the people development professional has become one of

“Supporting, accelerating and directing learning interventions that meet organisational needs and are appropriate to the learner and the context”.

Those who are adopting good practice are:

Showing a clear understanding of the business drivers in their organisation

Helping their organisations add value and move up the value chain Establishing a clear vision and strategy for people development Involving others and engaging stakeholders in a transparent way Having both a good overview of what is needed to advance in the

long-term and also of the short-time priorities Using processes and techniques appropriately Applying metrics to demonstrate value

And above all Understanding the legacy that learners bring with them and adjusting

their interventions accordingly

The ‘People Developers’

culture Vs context debate?

Some new vocabulary Intervention: the learning that the organisation requires will not

necessarily happen as a consequence of day-to-day activity. Contingent: the appropriate intervention will depend on the

circumstances of the organisation and the nature of its business. Different interventions will be required in knowledge industries, manufacturing, administration and personnel services.

Alignment: brings interventions and contingency together – a critical role for the development professional is to ensure that the resources committed to the learning, training and development effort reflect and reinforce business priorities.

Partnership: all parties must understand what is required and have the necessary skills. Senior management, line managers and the learner themselves must understand what is required and be prepared to meet their obligations.

Time to competence: ensure that critical groups of staff acquire the knowledge and skills to meet business needs in the shortest possible time. This is especially true in manufacturing and administration processes.

Support and challenge: encouraging the recipient to display confidence in their capabilities and to construct their own learning agenda and also to demand that a wide range of options are considered and objectives are stretching.

Validation: to confirm, corroborate, substantiate support; ensure that the intervention achieves its objective and delivers value to the business. This term is preferable to evaluation, which is trainer-centred and focuses too much on events

The Partnership Model

The culture Vs context debate

Training Consultant Competenciesdeveloped from Hamlin & Davies (1999) & Strategis (1993)

Excellent communicator at all levels Less directive – facilitator/problem solver Advising/Coaching – training not only solution Credibility with the business – positive impact Analytical skills – measurement, LNA etc Shaping, influencing Results focussed, embedding solutions Project Planning & organising – workload control Team working Interpersonal skills – feedback skills Flexibility Expert learning theory knowledge Organisational knowledge, local knowledge Customer service & marketing. networking skills Knowledge and use of consulting cycle

8 phases of consultancy cycle(using ‘Strategis’ Model, 1993)

1. Entry2. Diagnosis3. Strategic input4. Project planning5. Contracting6. Project delivery7. Exiting8. Client Development

The future L&D Specialist? Trainer role; consultant, change agent Professionalism; flexibility,

management Qualifications; CIPD and beyond Experience; range & variety Business needs, facilitation, coaching

and mentoring, continuous improvement and employee involvement

Standards, strategies and results Above all; understanding of others

Consider your own organisation

Where does L&D fit into the organisation structure?

What is the culture of the organisation in respect to L&D?

What power/influence does L&D have in the organisation?

What are the key roles that L&D play?

Suggested Reading Darling, J. Darling, P & Elliott, J (1999) The changing role of

the trainer London:CIPD Harrison, R (2005) Learning & Development 4th edition

London: CIPD (chap 1 & 3) Reid. M A & Barrington. H (2004) Beyond Training

Interventions London: CIPD Leitch, S. (2006) Prosperity for all in the global economy -

world class skills: final report: Leitch review of skills. London: Stationery Office. http://www.hm-treasury.gov.uk/leitch CIPD Factsheet – Training: a short history 2nd edition 2007

Shaky start for Leitch’s skills pledge. (2007) People Management. Vol. 13, No. 11, 31 May. p9.

http://ejd.sagepub.com/content/vol13/issue3/?etoc Sloman, M. (2003) Training in the age of the learner.

London: CIPD Sloman, M. (2007) The changing world of the trainer:

emerging good practice. Oxford: Elsevier Butterworth-Heinemann

www.cipd.co.uk/helpingpeoplelearn & www.cipd.co.uk/presentations

Example exam question….

Discuss the changing role of the trainer and the changing trends in approaches to employee learning and development. In your opinion, which has influenced which and why?

Use examples and show evidence of further reading – we can discuss this at the next lesson