BHR 4680 Training And Development Course Description

BHR 4680 Training And Development 1course Description Provides An

Provide an overview of a course in training and development within human resource management, emphasizing organizational development models to prepare professionals for training and development throughout the career continuum in a global context. Topics include mentoring, coaching, the role of team leaders and managers in performance appraisals, and orientation programs. The course utilizes the textbook "Employee Training and Development" by Noe (2013). Upon completion, students will be able to compare HR functions in large and small global organizations, analyze training implications of behavioral and cognitive learning, apply expectancy theory, examine performance appraisal data, assess organizational structures for transfer of learning, describe classroom-based training programs, compare internal and external validity, evaluate evidence for training success, illustrate succession planning importance, and analyze training needs assessments for effective content, methods, and media. The course comprises units with specific learning outcomes, discussions, assessments, assignments, and practical activities including apprenticeship proposals, managerial recommendations, career development reviews, and interviews, all aligned with APA citation standards and supported by access to the CSU Online Library.

Paper For Above instruction

Introduction

Training and development (T&D) are vital functions within human resource management (HRM), especially amid the complexities of operating in a global environment. As organizations expand across borders, the need for structured programs that develop human capital is critical to remain competitive and innovative. This paper explores the core concepts outlined in the course description, emphasizing organizational development models, practical applications of learning theories, and strategic considerations in designing effective training initiatives. The discussion integrates relevant scholarly sources and practical examples to provide a comprehensive understanding of T&D in the contemporary global workplace.

Organizational Development Models in T&D

Fundamental to effective training programs are organizational development (OD) models that facilitate structured change and continuous improvement. According to Cummings and Worley (2014), OD models such as Lewin’s Change Model and the Burke-Litwin causal model provide frameworks for assessing organizational readiness and aligning training initiatives with strategic goals. In a global context, these models enable HR professionals to tailor training programs that account for cultural diversity, organizational structures, and external environmental factors. For example, Lewin’s model’s unfreezing-change-refreezing process helps organizations implement new learning paradigms while managing resistance.

Mentoring and Coaching in Developing Talent

Mentoring and coaching are integral components of employee development, fostering knowledge transfer and leadership growth. Clutterbuck (2014) emphasizes that effective mentoring pairs less experienced employees with seasoned professionals to facilitate experiential learning and organizational loyalty. Coaching, on the other hand, focuses on individual performance enhancement through goal-setting and feedback cycles (Grant, 2014). In a global organization, cultural sensitivities influence these relationships; therefore, cross-cultural competence is essential. For instance, Asian organizations might emphasize indirect communication styles in coaching, necessitating adaptable approaches.

Role of Managers and Leaders in Performance Appraisals

Performance appraisal serves as a critical feedback mechanism, guiding employee development and organizational improvement. Managers and leaders play a pivotal role by conducting fair and constructive evaluations. DeNisi and Williams (2018) highlight that effective appraisals incorporate both behavioral observations and developmental feedback. In global organizations, these evaluations must consider contextual factors such as cultural norms and local employment laws, which influence the perception and fairness of the process.

Training Implications of Behavioral and Cognitive Learning

Understanding learning theories helps customize training strategies. Behavioral learning theories, like operant conditioning, focus on reinforcement and consequences to shape behavior (Skinner, 1953). Cognitive theories, such as Bloom’s Taxonomy, emphasize the development of mental processes and knowledge structures (Anderson et al., 2001). An effective training program integrates both approaches; for instance, hands-on simulations reinforce behavior, while e-learning modules develop cognitive understanding.

Applying Expectancy Theory in Practice

Expectancy theory (Vroom, 1964) explains motivation by the belief that effort leads to performance and performance leads to rewards. Effective trainers use this theory to motivate learners by clarifying expectations, providing achievable goals, and aligning rewards with performance outcomes. For example, in a global organization, linking training outcomes to career advancement opportunities can enhance motivation across cultural contexts.

Performance Data and External Transfer of Learning

Performance appraisals and learning transfer are interconnected. Person analysis identifies individual training needs, while organizational analysis assesses environmental factors affecting transfer (Noe, 2013). External transfer relies on factors such as supervisor support, work environment, and ongoing reinforcement. Designing post-training follow-ups and coaching supports transfer, especially in diverse cultural settings where different norms influence learning application.

Classroom-based and Validity Considerations

Classroom training remains relevant but must be adapted for virtual and blended formats. Internal validity pertains to the accuracy of training in demonstrating causal relationships, while external validity relates to the generalizability of results (Shadish et al., 2002). In global settings, ensuring validity involves culturally relevant content and contextually appropriate evaluation methods.

Assessing Training Success and Needs

Evaluating training programs involves gathering evidence, including pre- and post-assessment, participant feedback, and performance metrics (Phillips, 2012). Conducting Training Needs Analyses (TNA) ensures that content aligns with organizational objectives and learner needs. Effective TNA considers gaps in skills, desired outcomes, and available resources, forming the basis for designing targeted training.

Succession Planning and Strategic Development

Succession planning ensures leadership continuity and organizational resilience. A real-world scenario demonstrates that identifying high-potential employees and providing targeted development accelerates readiness for future roles (Rothwell, 2010). Integrating training initiatives with strategic HR planning prepares organizations for demographic shifts and skill shortages.

Conclusion

Effective training and development are foundational to organizational success in the global arena. Utilizing robust OD models, understanding learning theories, and strategically assessing needs enable HR professionals to craft impactful programs. Future trends may include increased use of technology, personalized learning, and data analytics to enhance transfer and effectiveness. By fostering ongoing development, organizations can maintain competitive advantage and adapt to a rapidly changing environment.

References

  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
  • Clutterbuck, D. (2014). The research behind mentoring. Research in Personnel and Human Resources Management, 13, 101-127.
  • Cummings, T. G., & Worley, C. G. (2014). Organization development and change (10th ed.). Cengage Learning.
  • DeNisi, A. S., & Williams, K. J. (2018). Human resource management. South-Western College Publishing.
  • Grant, A. M. (2014). Clear coaching: A developmental approach. In R. D. P. T. & A. C. & West (Eds.), Handbook of coaching psychology (pp. 223-237). Routledge.
  • Noe, R. A. (2013). Employee training and development (6th ed.). McGraw-Hill.
  • Phillips, J. J. (2012). Return on investment in training and performance improvement programs. Routledge.
  • Rothwell, W. J. (2010). Effective succession planning. AMACOM.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
  • Vroom, V. H. (1964). Work and motivation. Wiley.

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