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Tying HRD Programs to the Strategic Plan
By tying HRD programs to an organization’s strategic plan it is easier to justify requests for resources to develop and deliver to HRD programs. This is because, “Communicating the link between HRD activities and the organization’s strategic plan to operating managers and employees makes the importance of HRD programs clear” (Werner & DeSimone, 2012, p. 114). This communication increases awareness within the organization and publicizes the efforts being made for the link. With the pressure and spotlight from the entire organization those who are being trained might also be motivated to improve more steadily than if they felt like no one cared about their increased performance and knowledge.
If training and development is being taken more seriously by those being developed or trained then the organization would be much more likely to provide resources for development. Over the past several years’ human resource management has evolved from simple management to becoming engaged as strategic business partners (Sondhi & Nirmal, 2013, p. 5). This strategic shift has given human resource management a seat at the table and a voice in the executive circles. Organizations are starting to believe in the value of people again. This value and relationship between HRD and strategic planning is becoming the new way to do business.
Biblical Integration
This entire discussion depends upon the willingness of the organization to embrace human resource development. If leadership or groups were to decide they were against development, as some are due to fear etc., then it wouldn’t matter how the link occurred. But imagining that human resource development was starting to become a big part of the strategic planning of the organization, those being developed would have to be willing. Development is a big topic in the Bible.
James does a great job of making a quick yet blunt statement concerning spiritual development for believers, saying, “Therefore, confess your sins to one another and pray for one another, that you may be healed. The prayer of a righteous person has great power as it is working” (James 5:16, English Standard Version). It’s often not fun to have one’s failures displayed for the entire organization to see, but that’s what development is asking a person to do. As believers Christian’s must be able to set an example for development in their own personal lives but also in the lives of those around them, watching how they react and behave.
References
Sondhi, V., & Nirmal, P. S. (2013). Strategic human resource management: A reality check. Review of Management, 3(1), 4-10. Retrieved from http://search.proquest.com.ezproxy.liberty.edu/abicomplete/docview/1427945289/9F5C9C92B9449D3PQ/18?accountid=12085
Werner, J. M., DeSimone, R. L. (2012). Human Resource Development (6th ed.). Mason, OH: South-Western, Cengage Learning.
#2 Starshema
Research by David Kolb and others suggests that individuals have different learning styles. How would a manager who has a convergent learning style and a manager who has a divergent learning style differ in their approach to learning? Suppose you are going to conduct training sessions designed to teach managers how to give feedback to subordinates. These 2 managers are scheduled to participate. What might you do (if anything) to handle their style differences to ensure that both of them learn the material you present?
Psalm 139:14 tell us that we are “fearfully and wonderfully made”(NIV). While we all have that spiritual DNA in common, much like our personality styles, we all have different learning styles. Many companies have mandatory courses for employees regarding diversity. There are often certain courses that leaders are required to take to identify and deal with learning and personality styles for their direct reports. It is important to recognize that everyone does not have the same learning style. Many of us can also be associated with more than one learning style, even though one style is more dominant than the (Werner & DeSimone, 2012).
According to Devi Akella (2010), “divergers prefer learning through concrete experience and reflective observation” (p. 102). Managers with a divergent learning style may come up with creative ideas or concepts by using methods such as brainstorming (Akelli, 2010). A manager with a convergent learning style incorporates “a combination of abstract conceptualization and active experimentation” (Werner & DeSimone, 2012, p.91). Managers with a diveregent learning style would be more concerned about “feeling and watching” and convergent learners are focused on “thinking and doing” (Werner, DeSimone, 2012, p.91).
James Vinales (2015), states that the learning environment should be supportive of all learning styles. After learning styles have been identified, it is important to create a training session that is a perfect blend of both learning styles. If I were required to conduct training sessions to teach both of these managers how to give feedback to subordinates, it would be important to develop training instructions that incorporate both of their learning styles. As part of the training session, I would try to come up with a training session that would appeal the divergent manager’s creative imagination and allow the convergent to use practical applications to carry out the procedures.
During my employment transition, I have gone through training for a temporary position. I was so overwhelmed on the first day and contemplated walking out the door. It is not possible to know the learning styles of newly hired employees in advance. However, I believe that most HRD professionals, specifically trainers know how to engage various learning and personality styles. This particular trainer lacked that experience. It led to some of the class being confused, while others fell asleep or became frustrated. I shared that story just to emphasize how important it is to be inclusive of all learning styles. I believe that when HRD professionals or people in leadership are convinced it is their way or the highway, it does not cause others to feel valued.
References
Akella, D. (2010). Learning together: Kolb’s experiential theory and its application. Journal of
Management and Organization, 16(1), 100-112. Retrieved from
http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docvi
The Holy Bible (1984). New International Version. Grand Rapids, MI: Zondervan Publishing
House.
Vinales, J. J. (2015). The learning environment and learning styles; a guide for mentors. British
School of Nursing, 24(8), 454-457. Doi:10.12968/bjon.2015.24.8.454.
Retrieved from
http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=rzh&AN=103798770&site=ehost-live&scope=site
Werner, J. & DeSimone, R. (2012). Human resource development (Sixth edition). Mason, Ohio:
South-Western, Cengage.
Tying HRD Programs to the Strategic Plan
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Tying HRD Programs to the Strategic Plan |
Tying HRD Programs to the Strategic Plan