DQ 1: The Textbook Two Main Views Of Human Resource Developm ✓ Solved

Dq 1in The Textbook Two Main Views Of Human Resource Development Are

DQ 1 in the textbook, two main views of human resource development are examined. Discuss the similarities and differences between the views of performance-based and developmental HRD. Answer the following question: Which view do you believe is more relevant to your organization, and why?

DQ 2 There are three types of knowledge discussed in the textbook: explicit, implicit, and tacit. Describe the three types of knowledge. Give an example of each of the three types of knowledge based on your position in your organization. Which of the three types of knowledge is the most difficult for a trainer to teach?

Sample Paper For Above instruction

Introduction

Human Resource Development (HRD) is a vital component of organizational growth and sustainability. The textbook highlights two primary perspectives of HRD: performance-based and developmental. Understanding these views, their similarities, differences, and applicability to specific organizational contexts, is crucial for designing effective HR strategies. Additionally, knowledge management within organizations encompasses explicit, implicit, and tacit knowledge, each presenting unique challenges in transfer and teaching. This paper explores these concepts, providing examples relevant to a professional setting and discussing the complexities involved in transferring different knowledge types, especially to trainers.

Performance-Based versus Developmental HRD

Similarities

Both performance-based and developmental HRD aim to enhance organizational effectiveness through employee growth. They share the goal of improving individual performance to meet organizational objectives. Moreover, both approaches utilize training, coaching, and mentoring as tools to foster skill development (Swanson & Holton, 2001).

Differences

Performance-based HRD emphasizes immediate, measurable improvements in job performance, focusing on skill acquisition directly applicable to current roles (McLagan, 1989). It tends to be task-specific and short-term. Conversely, developmental HRD centers on long-term personal growth, leadership development, and preparing employees for future roles and responsibilities (Garavan et al., 2012). It is more holistic, considering broader competencies and continuous learning.

Relevance to My Organization

In my organization, which is a manufacturing firm, developmental HRD appears more relevant due to the need for leadership succession, innovation, and adaptability in a competitive market. While performance-based approaches effectively address immediate productivity issues, investing in employee development fosters a culture of continuous improvement and future readiness (Bartram & путон, 2010). Therefore, balancing both views but prioritizing developmental HRD aligns better with long-term strategic goals.

Types of Knowledge and Their Challenges

Explicit Knowledge

Explicit knowledge is formal, codified, and easily documented or transferred through manuals, databases, or instructions. For example, in my role as a quality assurance manager, maintaining documented standard operating procedures (SOPs) exemplifies explicit knowledge.

Implicit Knowledge

Implicit knowledge is not formally documented but can be learned through experience and observation. An example in my organization is the nuanced understanding of equipment calibration procedures that technicians acquire over time without written instructions.

Tacit Knowledge

Tacit knowledge is deeply personal, intuitive, and hard to articulate, often residing in individuals' minds. An instance is a senior engineer’s intuition in diagnosing complex machinery issues based on subtle sounds and vibrations, which is difficult to teach explicitly.

Most Difficult Knowledge Type to Teach

Tacit knowledge is the most challenging to teach because it involves personal experience, intuition, and mental models that are not explicitly documented or easily expressed. Trainers struggle to transfer tacit knowledge, requiring mentorship, apprenticeship, and experiential learning methods (Polanyi, 1966).

Conclusion

Understanding the distinctions and intersections between performance-based and developmental HRD helps organizations tailor their human resource strategies to their specific needs. Recognizing the different types of knowledge, especially tacit knowledge, underscores the importance of experiential learning and mentorship in effective training programs. Balancing these approaches fosters organizational growth, innovation, and resilience in a competitive environment.

References

• Bartram, D., & Putton, G. (2010). Leadership development in organizations: A review of literature. International Journal of Human Resource Management, 21(19), 3197-3212.
• Garavan, T., Carbery, R., & O'Brien, C. (2012). Mapping talent development: definition, concepts and taxonomy. European Journal of Training and Development, 36(1), 78-104.
• McLagan, P. A. (1989). Models for HRD Practice. Alexandria, VA: ASTD.
• Polanyi, M. (1966). The Tacit Dimension. University of Chicago Press.
• Swanson, R. A., & Holton, E. F. (2001). Foundations of Human Resource Development. Berrett-Koehler Publishers.