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Reading Guide for Chapters 1-5 of
J. M. Werner and R. L. DeSimone
Human Resource Development (4th
ed.) |
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Chapter 1: Introduction to
Human Resource Development |
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Be able to define HRD, to list and
define (or identify) the three forms of HRD identified by the McLagan study (New Models of HRD,
1989),
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Be able to provide specific
information about TWI and the ASTD, and
how they established a basis for HRD. |
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Be able to identify and define
basic forms of training and development (training, development,
employee orientation, skills and technical training, career
development, organization development, coaching,
counseling, management development. |
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Be
able to cite and explain the role of HRD profession and roles in
OD, be able to to list and define/explain two forms of career
development. Be able to define, compare and identify examples of
line and staff.
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Be able to define strategic
management and explain its emerging importance to HRD, and to name
and explain the three primary ways HRD professionals should
demonstrate strategic capacity of HRD. |
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Be able to name/identify the three
levels of the 2004 ASTD competency model; be able to
list/name/identify the three areas of "foundational"
competencies needed by HRD professionals; given a list of the
"areas of expertise," from the model, be able to identify those
three which were found to be "hot jobs" in a 1999 article. |
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Chapter 2:
Influences on Employee Behavior |
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Be able to identify
external forces and internal forces which affect employee
behavior. Be able to specify what KSAs abbreviates. |
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Be able to identify
the factors in the external environment and explain how they affect
employee behavior. Be able to LIST and explain the four work
environment factors which influence employee behavior; be able to
identify components within each factor and explain them. Be
able to define "motivation" and "needs." |
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Need-Based Theories of
Motivation: Be able to explain the Maslow hierarchy and the Frustration-Regression Hypothesis
(explained in lecture, not in text) of the Alderfer ERG model.Be able to explain
the Herzberg two-factor model and job enrichment. |
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Cognitive Process Theories of Motivation. Be able to
define and explain expectancy theory, listing, defining, and
applying the three elements in an analysis of a specific
situation. Be able to also concisely explain goal-setting
theory, Bandura's social learning theory, and equity theory, |
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Reinforcement Theory:
Be able to define (or, given the definition be able to name)
each of the four techniques of reinforcement theory/behavior
modification. (schedules of contingencies were covered in
class),
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Be able to name,
identify, or define the "law of effect" and the four elements of
reinforcement theory. Be able to list and explain the three
elements of Bloom's taxonomy. |
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Chapter 3: Learning and HRD
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Be able to define "learning,"
listing and explain all four essential elements in the
definition; be able to list and define (or
identify each of) the
three learning domains. Be able to name or explain each of
the three laws of learning. |
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Be able to identify and explain the
three issues--and their subissues--"involved in maximizing
learning" (pp. 80-92 & Table 3.2 on 93). |
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Be able to define and explain
Knowles's andragogy, and to contrast it with pedagogy. Be
able to define/compare/contrast "traditional" and
"nontraditional" learners. |
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Be able to define or identify the
following dimensions for assessing the trainee and explain why
they are important: instrumentality, expectation level,
dominant needs, absorption level, locus of control.
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Be able to list, define, and explain
each of the four Learning Styles in the Kolb model.
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Chapter 4: Assessment of
HRD Needs |
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Be able to define (or, given the
definition be able to name) "need," "strategic/organizational
need analysis," ""task analysis," "person analysis," |
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Be able to define HRD "needs
assessment" and to identify/explain the common reasons for not
conducting a needs analysis. |
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Given a definition or explanation,
be able to name any of the types of needs identified by Robert
Brinkerhoff. |
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Be able to list and explain (or
simply name) the three levels of needs analysis. Be able
to identify the common components, the advantages, and the
methods appropriate for each level of needs analysis. Be
able to identify key terms you encounter (such as KSAOs) in this
section. |
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Be able to identify appropriate
advice regarding the prioritizing of HRD needs. |
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Chapter 5: Designing
Effective HRD Programs |
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Be able to list, (or
identify) and concisely define,
name, and/or identify appropriate advice regarding each of the six
steps/key activities in designing an HRD program. |
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Be able to list, define, and give or
identify the three elements of an effective performance
objective. Given a list of objectives, be able to identify the
three elements in each objective (or which elements are present
and which are not. Given a brief description of a goal, be
able to write objectives which have all three elements.
Be sure to
review the online site regarding performance
objectives, the D2L
Infoline article on writing objectives, and the class PowerPoint
(
350-05-09-28)for
additional advice and examples. |
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Be able to identify the two basic
training methods and to identify appropriate uses for each.
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Be able to identify, define, and/or
explain the factors to consider in the "make versus buy" decision
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Be able to explain what an SME is
and to identify the three methods of preparing or using SMEs
without training expertise to deliver training.
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There will be no specific questions
from the text regarding "Preparing a Lesson Plan," but you will
need to apply this and other advice in preparing your
Facilitator's Manuals for the workshops coming up. |
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Be able to identify or explain
appropriate advice regarding the preparation of training
materials. scheduling the HRD program, and registration and
enrollment issues. (in short, no listing, fill-in, or essay
questions regarding these three brief sections). |
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Click here to go the the
Guide for Chapters 6-10 |
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Click here to go the the
Guide for Chapters 11-15 |
