The three measurement criteria and their significance
Human Resource Development (HRD) is widely recognized as a theoretical framework upon which human capital become expanded via developing an individual as well as an organization to realize their respective performance improvement. Adams Smith originally quoted that an individual’s capability largely bank on access to learning or education.
Thus, to improve corporate entities efficacy and efficiency, HRD has always yearned to build up the core competencies which allow both individuals and groups within an organization to effectively execute their upcoming and in progress tasks through the viably designed learning activities. According to Becker and Gerhart (780), the measurement criteria normally used revolve around:
- Measuring the knowledge that has been acquired
- Measuring the skills enhanced and consequently developed
- Measuring the attitudes that have significantly changed
Therefore, the transfer of knowledge to an organizational workplace is gauged through its impacts such the generated results accruing due to changed attitudes, increased performance which depicts the extent of knowledge acquisition, and skills developed or enhanced.
The measurement criteria basically help in ascertaining the degree of acquired knowledge, the change of attitudes in addition to skill augmentation that emaciate from the involvement in the learning or training process. As a consequent, evaluation requires a valid post testing to determine the results and impacts of the acquired training and this can only be through the measurement criteria which provide pre-testing results.
For instance, since measurement ascertains the extent of transferred learning in terms of skills, results, behavior and reaction, evaluation uses such parameters to differentiate between what was previously known before training or learning and what actually accrue after the training program.
Evaluation thus test the capability to adequately perform the assigned task based on the measured skills, changed behavior and acquired knowledge (Holton II, and Trott 1996).
Practices to employ before, after, and during training to amplify learning transfer
Mangers support is very critical in training transfer. In fact, managers can easily control environmental factors that easily influence the employees’ motivation in their learning process and at the same time provide an immediate performance feedback of the employees. Before training, managers should develop performance improvement plans to create a link between the training and the job (McKenna 592).
In developing the plans, managers should take into account the various components that form parts of performance improvement plans. These components include the behavior or the skills to be changed, the objectives of the performance and the plan of action for the learning transfer.
The other important components that should be included are the duration of the training process, on the job applications as well as the accomplishment or improvement indicators. These indicators should also have the means by which they can be validated.
Further, of significance to be included in the plans are the steps or ways by which the success of the learning transfers process should be celebrated (McKenna 591). This should equally include possible ways of rewarding or recognizing better performance in the learning process.
During training, managers have the obligation to ensure that the learning acquisition is achieved through implementing the plans for improving the performance. The implementation entails on time acquisition of the learning materials and ensuring that the materials are available during the training or learning process.
Managers are obliged to search for the information from the available sources on the improvement of the performance and ensure that the information is relayed during the training process (Laurie et al, 20).
It is similarly a requisite to participate in the learning or training process as well as participating on the job learning activities so as to pin point the performance standards and consequently reaffirm its support for the training. Managers should also give the employees enough time for application and practice of whatever is learnt and at the same time be contented enough to improve their performance.
After training, managers are expected to provide the performance feedback and support. During the process, managers are supposed to be very specific and concise so that the employees can become fully conversant with what they did correctly.
For the employees to accept feedback, the managers are likewise expected to be very sincere and avoid such acts of manipulation of the results or the employees. The feedback should be delivered immediately after the task (McKenna, 592). Finally, the managers are encouraged to give individualized feedback randomly and frequently for it to be meaningful besides strengthening the performance behavior.
Works Cited
Becker, Brian and Gerhart, Barry. The impact of human resource management on organizational performance: Progress and prospects. Academy of Management Journal 39.4(1996): 779-801. 1996.
Holton II, Elwood, F. and Trott, James, W. Trends Towards a Closer Integration of Vocational Education and Human Resources Development. Journal of Vocational and Technical Education 12.2(1996):7
Laurie Jo Bassi, Darlene, F. and Russ-Eft. Training and development practices: leadership development, conflict management, diversity training, technology training, behavioral modeling. Washington, D.C: American Society for Training and Development, 1997. Print
McKenna, Eugene, F. Business psychology and organizational behavior. Virginia, USA: Psychology Press, 2000. Print