A framework for the hrd process

1. A Framework for the HRD
Process

2. 2
A Framework for the HRD Process
HRD efforts should use the following four
phases (or stages):
Needs assessment
Design
Implementation
Evaluation

3. 3
Training & HRD Process Model

4. 4
Needs Assessment Phase
Establishing HRD priorities
Defining specific training and objectives
Establishing evaluation criteria

5. 5
Design Phase
 Selecting who delivers program
Selecting and developing program content
Scheduling the training program

6. 6
Implementation Phase
Implementing or delivering the program

7. 7
Evaluation Phase
Determining program effectiveness – e.g.,
• Keep or change providers?
• Offer it again?
• What are the true costs?
• Can we do it another way?

8. Effective Training Design
Objectives
Participant
Evaluation
Bloom’s
Taxonomy
Course-specific
goals & objectives
Cooperative
learning
Lectures
Labs
Other
experiences
KPIs
Instructions
Other
measures
Technology
(Felder & Brent, 1999)
Kirkpatrick

9. Background
In 1956, Benjamin Bloom, a professor at the University of
Chicago, shared his famous "Taxonomy of Educational
Objectives".
Bloom identified six levels of cognitive complexity that have
been used over the past four decades to make sure that
instruction stimulates and develops students' higher-order
thinking skills.

10. The Domains of Learning
• Three Learning Domains
– Cognitive (i.e.
informational/intellectual)
– Psychomotor (i.e. the field
of conscious performance of
physical actions)
– Affective Domain (i.e. the
field of emotions, values and
attitudes)

11. Cognitive

12. Higher-Level Thinking Skills
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

13. KNOWLEDGE
– Things memorized
without necessarily
having a full
understanding.
– Identifying names,
places, dates,
definitions

14. Knowledge
Useful Verbs
Sample Question
Stems
Potential activities
and products
tell
list
describe
relate
locate
write
find
state
name
What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened
at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...?
Make a list of the main
events..
Make a timeline of
events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the
story.
Make a chart showing...
Recite a poem

15. COMPREHENSION
– You understand
information enough to
explain it in your own
words.
– Explaining, summarizing,
describing,

16. Comprehension
Useful Verbs Sample Question Stems Potential activities
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Can you write in your own
words...?
Can you write a brief
outline...?
What do you think could of
happened next...?
Who do you think...?
What was the main idea...?
Who was the key
character...?
Cut out or draw pictures
to show a particular
event.
Illustrate what you think
the main idea was.
Make a cartoon strip
showing the sequence of
events.
Write and perform a play
based on the story.
Retell the story in your
words.

17. APPLICATION
– You find some practical use
for the information and use
it to solve other problems.
– Using the information,
solving problems,
examining, modifying,
relating, changing

18. Application
Useful
Verbs
Sample Question
Stems
Potential activities and
products
solve
show
use
illustrate
construct
complete
examine
classify
Do you know another
instance where...?
Could this have happened
in...?
Can you group by
characteristics such as...?
What factors would you
change if...?
Can you apply the method
used to some experience of
your own...?
What questions would you
ask of...?
Construct a model to demonstrate how it
will work.
Make a scrapbook about the areas of
study.
Take a collection of photographs to
demonstrate a particular point.
Make up a puzzle game suing the ideas
from the study area.
Make a clay model of an item in the
material.

19. ANALYSIS
– You break complex ideas into
parts and see how the parts
work together
– Seeing patterns, organizing
parts, connecting, comparing,
inferring

20. Analysis
Useful
Verbs
Sample Question Stems
Potential activities and
products
analyze
distinguish
examine
compare
contrast
investigate
categorize
identify
explain
separate
advertise
Which events could have
happened...?
How was this similar to...?
What do you see as other possible
outcomes?
Why did ... changes occur?
Can you compare your ... with that
presented in...?
Can you explain what must have
happened when...?
How is ... similar to ...?
Design a questionnaire to gather
information.
Write a commercial to sell a new
product.
Conduct an investigation to produce
information to support a view.
Make a flow chart to show the
critical stages.
Construct a graph to illustrate
selected information.
Prepare a report about the area of
study.

21. SYNTHESIS
– You make connections
with things you already
know.
– drawing conclusions,
making predictions,
designing, inventing,
generalizing

22. Synthesis
Useful Verbs
Sample Question
Stems
Potential activities and
products
create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate
Can you design a ... to ...?
Why not compose a song
about...?
Can you see a possible solution
to...?
If you had access to all
resources how would you deal
with...?
Why don't you devise your own
way to deal with...?
What would happen if...?
How many ways can you...?
Invent a machine to do a specific
task.
Design a building to house your
study.
Create a new product. Give it a
name and plan a marketing
campaign.
Write about your feelings in
relation to...
Write a TV show, play, puppet
show, role play, song or
pantomime about...?
Design a record, book, or
magazine cover for...?

23. EVALUATION
– You judge something's
worth
– assessing, ranking,
grading, testing
recommending,
explaining,
supporting,
convincing

24. Evaluation
Useful
Verbs
Sample Question
Stems
Potential activities
judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritize
determine
Is there a better solution to...
Judge the value of...
Can you defend your position
about...?
Do you think ... is a good or a
bad thing?
How would you have
handled...?
What changes to ... would you
recommend?
Prepare a list of criteria to judge
a ... show. Indicate priority and
ratings.
Conduct a debate about an issue
of special interest.
Make a booklet about 5 rules
you see as important.
Convince others.
Form a panel to discuss views,
e.g. "Learning at School."

25. Affective Domain

26. Affective Domain
 Bloom's Taxonomy second domain.
 Affective Domain, was detailed by Bloom,
Krathwhol and Masia in 1964.
 This Domain advocates the structure and
sequence for developing attitude.
 Affective Domain provides a framework for
assessing and evaluating the effectiveness of
training, lesson design and delivery.
 It also Evaluates the retention by and affect upon
the learner.

28. Level 1: Receive
Behavior
Demonstration,
Evidence, Experience
Verbs which
describe the
activity to be
trained or
measured
Open to
experience
Willing to hear
• Listen to trainer
• Take interest in session or
learning experience
• Make time for learning
experience
• Participate passively
ask, listen, focus,
attend, take part,
discuss,
acknowledge, hear,
be open to, retain,
follow, concentrate,
read, do, feel

29. Level 2: Respond
Behavior
Demonstration, Evidence,
Experience
Verbs which describe
the activity to be
trained or measured
React and
participate
actively
• Participate actively in group
discussion
• Active participation in activity
• Interest in outcomes
Enthusiasm for action question
and probe ideas,
• Suggest interpretation
React, respond, seek
clarification, interpret,
clarify, provide other
references and
examples, contribute,
question, present, cite,
become animated or
excited, help team,
write, perform

30. Level 3: Value
Behavior
Demonstration, Evidence,
Experience
Verbs which describe
the activity to be
trained or measured
Attach values
and express
personal
opinions
• Decide worth and
relevance of ideas, and
experiences
• Accept or commit to
particular stance or
action
argue, challenge,
debate, refute,
confront, justify,
persuade, criticize,

31. Level 4: Organize or Conceptualize values
Behavior
Demonstration, Evidence,
Experience
Verbs which describe
the activity to be
trained or measured
Organize or
Conceptualize
values
• Qualify and quantify
personal views,
• State personal position
and reasons
• State beliefs
build, develop,
formulate, defend,
modify, relate,
prioritize, reconcile,
contrast, arrange,
compare

32. Level 5: Internalize or Characterize Values
Behavior
Demonstration, Evidence,
Experience
Verbs which describe
the activity to be
trained or measured
Adopt belief
system and
philosophy
• Self-reliant
• Behave consistently with
personal value set
act, display,
influence, solve,
practice,

33. Psychomotor
• The Psychomotor Domain
was ostensibly established
to address skills
development
• It is related to manual
tasks and physical
movement.

35. Level 1: Imitation
Behavior
Description
Demonstration,
Evidence, Experience
Verbs which describe the
activity to be trained or
measured
copy action of
another; observe
and replicate
watch teacher or
trainer and repeat
action, process or
activity
copy, follow, replicate,
repeat, adhere

36. Level 2: Manipulation
Behavior
Description
Demonstration,
Evidence, Experience
Verbs which describe the
activity to be trained or
measured
reproduce
activity from
instruction or
memory
carry out task from
written or verbal
instruction
re-create, build,
perform, execute,
implement

37. Level 3: Precision
Behavior
Description
Demonstration,
Evidence, Experience
Verbs which describe the
activity to be trained or
measured
execute skill
reliably,
independent of
help
perform a task or
activity with expertise
and to high quality
without assistance or
instruction; able to
demonstrate an
activity to other
learners
demonstrate, complete,
show, perfect, calibrate,
control,

38. Level 4: Articulation
Behavior
Description
Demonstration,
Evidence, Experience
Verbs which describe the
activity to be trained or
measured
adapt and
integrate
expertise to
satisfy a non-standard
objective
relate and combine
associated activities
to develop methods
to meet varying,
novel requirements
construct, solve,
combine, coordinate,
integrate, adapt,
develop, formulate,
modify, master

39. Level 5: Naturalization
Behavior
Description
Demonstration,
Evidence, Experience
Verbs which describe the
activity to be trained or
measured
automated,
unconscious
mastery of
activity and
related skills at
strategic level
define aim, approach
and strategy for use
of activities to meet
strategic need
design, specify,
manage, invent,
project-manage

40. Instruction
Methods

42. Selecting Delivery Systems
• Instructor lead training methods
– The less experience the learner has with a topic, the more need there is
for an instructor to guide the learning process
– Traditional class room methods
• Self directed training methods
– The more experience the learner has with a topic, the more likely they
are to success at self-directed learning
– E-learning is delivered via a computer (CBT) or internet (WBT)
• Asynchronous learning
– A self-paced learning event. Learners are online at different times and
cannot communicate without time delay. Examples: courses taken via
Internet, CD-ROM, Web presentation, etc.
• Synchronous learning
– Real-time learning situation that can include immediate, two-way
communication between participants.

43. Training Development
• What to look for
– Be sure the instruction has these components
• Clear learning objectives
• Relevance to the target audience
• Effective method of transferring skill, knowledge or attitude
• Effective method of providing feedback to the learner
• Effective method of providing practice for the learner
• Effective method of evaluating the learner performance
• What your learners need
– Clear expectations about learning performance
– Opportunities to apply new learning on the job
– Feedback about how well they perform new skills on the job
– On-going support during the process of learning

44. Lecture
• STRENGTHS:
– presents factual material in direct,
logical manner
– contains experience which inspires
– stimulates thinking to open discussion
– useful for large groups
• LIMITATIONS:
– experts are not always good teachers
– audience is passive
– learning is difficult to gauge
– communication in one way
• PREPARATION:
– needs clear introduction and summary
– needs time and content limit to be
effective
– should include examples, anecdotes

45. Videotapes
• STRENGTHS:
– entertaining way of teaching content and
raising issues
– keep group's attention
– looks professional
– stimulates discussion
• LIMITATIONS:
– can raise too many issues to have a
focused discussion
– discussion may not have full participation
– only as effective as following discussion
• PREPARATION:
– need to set up equipment
– effective only if facilitator prepares
questions to discuss after the show

46. Class Discussion
• STRENGTHS:
– pools ideas and experiences from group
– effective after a presentation, film or
experience that needs to be analyzed
– allows everyone to participate in an
active process
• LIMITATIONS:
– not practical with more that 20 people
– few people can dominate
– others may not participate
– is time consuming
– can get off the track
• PREPARATION:
– requires careful planning by facilitator to
guide discussion
– requires question outline

47. Small Group Discussion
• STRENGTHS:
– allows participation of everyone
– people often more comfortable in
small groups
– can reach group consensus
• LIMITATIONS:
– needs careful thought as to
purpose of group
– groups may get side tracked
• PREPARATION:
– needs to prepare specific tasks or
questions for group to answer

48. Case Studies
• STRENGTHS:
– develops analytic and problem solving
skills
– allows for exploration of solutions for
complex issues
– allows student to apply new knowledge
and skills
• LIMITATIONS:
– people may not see relevance to own
situation
– insufficient information can lead to
inappropriate results
• PREPARATION:
– case must be clearly defined in some
cases
– case study must be prepared

49. Role Playing
• STRENGTHS:
– introduces problem situation
dramatically
– provides opportunity for people to
assume roles of others and thus
appreciate another point of view
– allows for exploration of solutions
– provides opportunity to practice skills
• LIMITATIONS:
– people may be too self-conscious
– not appropriate for large groups
– people may feel threatened
• PREPARATION:
– trainer has to define problem situation
and roles clearly
– trainer must give very clear instructions