Human Resource Development Instruments

Assignment

Handout Summary
Using Instruments and Behaviour Simulation for HRD

Ankita Sehrawat UH13009 HRM II

Instruments for HRD:

Instruments are device used for collecting data on behavioural aspects to help
derive tentative generalizations. These HRD instruments help in the diagnosis of
organizational culture, attitudes, values, etc. which is helpful to support any
HRD/OD intervention. These HRD instruments can be in any form. Many of the
familiar forms include questionnaires, interviews and checklists. Other lesser
known devices are semantic differential(rating on bi-polar continua) and projective
devices (stories, cartoon characters, dreams, etc.). Instruments can be in any form
ranging from paper-pencil instruments to sounds, pictures or other materials.

The Uses of HRD Instruments:

o Selection:
HRDI instruments are most widely used for the process of selection and
recruitment. After a set criteria has been decided, appropriate instruments
are selected to test candidates against those set criteria. Cut-off points can
also be fixed. Eg: Instruments for measurement of basic ability, aptitude,
knowledge, skills, personality, etc.

Research:
Instruments are used to collect data and then to draw conclusions to test or
validate a theory or a set of hypothesis. For example, if we are testing a
relationship between employee satisfaction and compensation paid to him,
we need two instruments, one for measuring employee satisfaction while
the other for measuring compensation paid. Basically, HRD instruments are
used to establish the correlation between two (simple research) or more
(complex research) variables.

Potential Appraisal:
HRD instruments are used for career planning, succession planning,
placement, advancement and potential appraisal. Assessment Centre is a
great example for this. Under an assessment centre various instruments to
measure attributes such as decision making, critical thinking, visioning,
coping ability, etc.

Individual Growth:

This is where HRD instruments are used by individuals to prepare action

plans for their own growth. Self Assessment through feedback on
instruments (SAFI) is useful for individuals to examine their scores on
different instruments, using different parameters, reflect on these and
prepare plans for improvement.

Training:
Using HRD instruments in training is becoming increasingly popular.
Instruments are used for analysing individual responses, or developing
team/group profiles generate useful data which a trainer/facilitator uses as
a part of training.

Organisation Development:
In OD, the initial stage is that of diagnosis. Instruments are useful for
collecting data and understanding the data in this stage. Moreover, HRD
instruments are used for understanding the ethos, or the climate or the
culture of an organisation. Instruments are also used for follow-up and
evaluation.

1. Selection of Instruments:
The first step is the selection of the instrument to be used. Selection is guided by the purpose,
the group/individual with/for whom the instrument will be used and the familiarity of the
facilitator with the instrument and the conceptual framework. The facilitator should first try out the
instrument himself.
Pfeiffer have listed twenty-five technical considerations for selecting an instrument namely:

Validity
Reliability
Objectivity
Theoretical base
Behavioural orientation
Observability
Special Training
Language
Sophistication
Complexity

Supplementation
Adaptability
Transparency
Fakeability
Norms
Availability
Copyright restrictions
Time required
Expense
Special materials
Noxiousness
Scoring complexity
Data reduction
Handouts
Familiarity

2. Administration of the instrument:

As far as possible, instruments should be administered on the first day itself, or
early in the training program so that what is being discussed later does not affect responses.
In any particular module or session, no theoretical explanation should be given before the
instrument is completed by the participant as this would influence their responses.
It is the responsibility of the facilitator to explain the instructions or read them out
aloud so that the participants can understand clearly. A few minutes should be spent on
clarifying doubts.
Since the scores are confidential, some instruments may not require respondents to
write their names. In other cases, they can write an identity symbol or a number that is
known only to the facilitator.

SCORING:
Scoring is important to any instrumentation and when done by the participants saves time. Scoring
is preferably done by the individual participant to gain insight into the instrument. If done in a
group, the facilitator helps out the participant step by step.
These scores are then stored and analysed to be interpreted.
INTERPRETATION OF SCORES:

Interpretation and processing of data is the most important step while administering any HRD
Instrument.
The facilitator needs to explain the conceptual framework behind the HRD Instrument and the
relevant theoretical aspects. Available national, regional or industry-wide norms may be used.
If the sample group size is large (25 or more participants), we use the mean and standard deviation.
In a smaller group, mean and quartile deviation is used.
A simple method to divide the entire score in ascending order into four quartiles. The upper limit
for the first quadrant becomes the Cut off for Low Scores and the lower limit for the fourth
quadrant becomes the Cut off for High Scores
Transparency of the scores with respect to the behaviour, perceptiveness of the person guessing
the score and contradiction in scores and behaviour are some of the issues to be dealt with
ACTION PLANNING:
The last step in administering an HRD Instrument is to generate ideas for action.
Grouping of the participants are done. The size of the group can be small and on the basis of scores
(related to organizational ethos, same roles, institutions or departments or on the basis of
closeness).
The action must be specific, planned to the date of implementation, pros and cons, limitations and
following up on the progress.
In case of organizational or role related instruments, the top management may like to be involved.
SAFI Approach:
SAFI stand for Self-Assessment by Feedback on Instruments. The nine steps are summarised here:-

Completion of
Intrument

participant
completes the
instrument
standardised

Conceptual
Input

Aware of the
conceptual
framework of
the instrument

Prediction

reflect self
perception &
understand own
style/behaviour

Scoring

As explained by
the author

Interpretation

detailed
implication of
the scores

Feedback

Action Planning

Experimentation

Follow up

BEHAVIOUR Simulation for HRD:

Simulations are used as pedagogical device in the military, industry, education et cetera. Some fo
the relevant aspects of the behaviour simulation as a pedagogical device are:

Types of Behaviour Simulation:-

Players
Involved

Variables
Involved

Orientation
of the
simulation

Purposes of
the
simulation

There are four different purposes of the simulation:

a)
b)
c)
d)

Demonstrate some process or some aspect of learning

Provide a cognitive learning about certain processes
Develop insight into the behaviour or change orientation or attitudes of the players
Practice in skills

Elements in Behaviour Simulation:

The main elements of any administered HRD Instruments are:
Objectives- The purpose of the simulation.
Cognitive Framework- Provides the designer of the simulation enough opportunities to simulate
effectively
Variables Simulated- Simulates the thought process, a behaviour process or some elements in group
work
Roles- Roles designed as per the purpose and nature of simulation
Interaction- Among participants
Rules for behaviour and interaction- Control of certain variables are necessary for the directing and
channelizing

USING

BEHAVIOUR

FACILITATOR

PARTICIPANT
/ LEARNERS

INSIGHT
LEARNING

SIMULATION

COGNITIVE
LEARNING

FLEXIBILITY

DEBRIEFING

Facilitators Role

Resource of expertise
Theory Building
Process Facilitation
Managing & Administering roles

The Participant/ Learner should have enough freedom to respond to situations in their own way or
learn by experience.
Learner sees the consequences of his/her behaviour and the results obtained.
Behaviour simulation should result in cognitive learning.
Behaviour simulation shouldnt become a routine exercise or a ritual. Creative flexibility enhances
the value of simulation and adapts it to the need of the situations.
Participants should always know and be debriefed about the process and relevant facts or basics.
Debriefing involves the necessary part of simulation including attitudes, values, behaviour etc.
DESIGNING BEHAVIOUR SIMULATION:
Twelkers 13 steps in designing instructional simulation system

Define instructional problems

Describe the operational educational system
Relate the operational system to the problem
Specify the objectives in behavioural terms
Generate the criterion measures

Determine the appropriateness of the simulation

Determine the types of simulations required
Develop the specifications of the simulation experience
Develop a simulation system prototype
Try out the simulation system prototype
Modify the simulation system prototype
Conduct a field trial
Make further modifications to the system on the basis of field trial

Walfort (1971) geographical simulation

Four major phases of the simulation:
The identification of the concept or process to be simulated
Consider the general nature of the simulation (rules/unstructured, practical/theory
etc.)
Construction of rules and framework of the game
Compare finished simulation with reality
Duke (1974) model:
The

design

should

have

phases:

Initiation

Use

Design

Construction

Initiation, Design, Construction and Use

Process is discussed as a GESTALT and a wheel model have been suggested to indicate the circular
nature of the processwq