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Table of Contents
HR Glossary
Adult Learning
Behaviourism
Change Management
Cognitive Psychology
Cultural View of Organisations
Discovery Learning
Diversity
Employability
Employability Skills
Employee Referral Program
Explicit Knowledge
HRD
HRM
HR
Humanist
Human Resources (HR)
Human Resource Development (HRD)
Human Resource Management (HRM)
Human Resource View of Organisations
Information Processing Model
Instructional Systems Design (ISD)
ISD
Knowledge Creation
Knowledge Management
KSAOs
Management Development
Learning Organisation
Needs Analysis
OD
Organisational Development (OD)
Organisational Learning
Organisational Structure
Orientation
Performance Management
Politics
Political View of Organisations
Psychological contract
Realistic Job Preview
RJP
SECI
Short-term Competitive Advantage
Structural View of Organisations
Sustainable Competitive Advantage
Tacit Knowledge
Training & Development Evaluation (Process)
Training & Development Evaluation (Product)
T&D Design
T&D Evaluation
T&D Implementation
360-degree Feedback
This page explains terms commonly used in relation to human resource management,
training and development and related fields. The content aims to be critical so managers
can appreciate the assumptions and weaknesses of each definition. Entries with an " "
mark conform to the Editing Guidelines.
Adult Learning
Adult learning refers to learning by adults as opposed to that by children. This distinction
is based upon several characteristics of adult learners that are considered to impact on the
approach to learning that is required. Those characteristics include 1) developed
personalities, 2) rich life experience, 3) greater motivation, 4) busier schedules, 5) greater
responsibilities in other parts of their lives, and 6) more clearly defined life goals. The
distinction between adult learners and child learners is based upon the premise that
people develop following a life-cycle. However, with more diversified and vocation-
oriented middle and high school programs now available the distinction is less clear.
Further, in some countries university education remains foundational often lacking the
flexibility called for by adult learning. Irrespective of this, the adult learning concept is
important for managers. In order to maximise training effectiveness, and more generally
organisational performance, managers must recognise the needs of organisational
members. That is, adults require more challenging tasks, greater input into the planning,
implementation and evaluation of learning, more flexible opportunities and material
relevent to their interests and experiences.
Behaviourism
Change Management
Cognitive Psychology
Discovery Learning
A learning theory that promotes learning as a highly subjective activity, the result of
which is determined by learner involvement in experiences and discoveries gained
through that involvement. While it is mostly accepted that some degree of facilitation
improves learning outcomes, this concept remains important for the HR professional
since is serves as a reminder of the importance of individual needs and characteristics and
consideration of these for any training or development activity.
Diversity
The existance of differences between individuals within a group, whether a work team,
organisation or national population. With continuing social-demographic change among
other reasons, this is a critical issue for managers. Although often considered in terms of
demographic differences, diversity can also be considered in terms of status, relational
and cognitive differences. All forms of diversity are relevant for managers since they
impact on group outcomes and therefore ultimately organisational performance.
Employability
Employability is the condition where people possess the knowledge, skills, attitudes and
other characteristics (KSAOs) sought by the labour market, and therefore are able to find
new employment easily if their existing employment relationship ceases. The concept is
based on the notion that skills and abilities are the deciding factor in hiring decisions.
Because of this application to countries such as Japan, where a broader whole character
approach to recruiting is common, is questionable. However, even in Japan, as traditional
Japanese management practices such as lifelong employment become less common
employee unease is likely to increase. One effective measure against this effect is the
implementation of activities that improve employability. In particular, employer support
for employee acquisition of KSAOs is attracting manager's attention in today's business
environment where long term employment can no longer be guaranteed. .
Employability Skills
Employability Skills is the term used to refer to the 8 basic competencies recognised by
the Australian Government as required by all workers, irrespective of profession, in the
21st century. They are 1. communication, 2. teamwork, 3. problem solving, 4. initiative
and enterprise, 5. planning and organising, 6. self-management, 7. learning, and 8.
technology. Other western developed nations have also defined such competency sets and
although the terms used in each differ, a consistency is evident amongst them.
Understanding of these 8 competencies is critical in order to develop effective work and
learning systems in organisations. Consequently, Employability Skills is a critical issues
for managers. .
Explicit Knowledge
HRD
HRM
HR
Humanist
All people involved with, or contributing to, an organisation. Often used to refer to
employees. Resources implies something that is finite and valuable and that contributes
to organisational goal achievement.
One perspective of organisations (in addition to the structural, cultural and political
views). The human resource view suggests poor organisational performance is the result
of a mismatch between the needs of people and the organisation. When people's high
level needs, such as self-realisation and autonomy, are not met motivation and finally
performance will suffer. While behind this view of organisations lies the assumption that
employees have high expectations of employers, it is easy to imagine cases such as
workers with little experience where this is less applicable. It can also be said that this
view of organisations places too much emphasis on human needs and, in doing so,
overlooks factors such as the impact of disputes between competing factions over scarce
organisational resources. Despite this, the human resource view shows that managers
must respect and consider the human needs of employees. .
ISD
Knowledge Creation
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Knowledge Management
KSAOs
Knowledge, Skills, Abilities and Other characteristics. A mental framework often used in
human resource analysis. The analysis is applied to jobs within the organisation. The
results are then used throughout the HR function including job design, recruitment,
training and development and organisational change.
Management Development
A broad term that covers a range of HRD interventions aimed at improving management
performance. It can be considered to lie somewhere between organisational development
and management skill training.
Learning Organisation
Needs Analysis
Unfortunately, occasionally refered to as training needs analysis, a process whereby
organisational circumstances are examined from an human resource perspective and
needed interventions identified. While training is amongst the myriad of possible
interventions it is certainly not the only, or even main, one. In order to ease complexity
needs analysis is often approached from three organisational levels:
• Organisational, or strategic
• Task
• Individual
It is important to note, however, that a valid finding requires integration of output from
each level of analysis. Only after each level has been examined and the results compiled
can the human resource professional confidently suggest possible interventions.
OD
Organisational Learning
Organisational Structure
Performance Management
Politics
One perspective of organisations (in addition to the structural, cultural and human
resource views). The political view sees organisations as a collection of competing
groups, with differing interests, goals and control of resources. Under this view,
behaviour in organisations is explained by the bargaining, negotiating and power plays of
these groups. People will do what is most likely to achieve the goals of their group rather
than what may be best for the organisation as a whole. While politics exist in any social
group, this view of organisations overlooks the ability of people to help others without
seeking personal gain. For managers, the political view shows the importance of political
skill for working effectively in organisations. .
Psychological contract
Wise organisations will grasp the ethical and business cases behind this and adjust their
systems appropriately such as through careful consideration of job design, provision of
training and development opportunities as much as possible, both internal and external to
the organisation, and inclusion of Realistic Job Previews (RJP) in their recruitment
procedures.
In addition to the strong ethical argument that organisations should operate in good faith
and all dealings with people should be performed with consideration of them as such, the
business argument for minimising recruitment costs by pursuing only candidates most
likely to be satisfied with the position is also appealing.
RJP
SECI
One perspective of organisations (in addition to the political, cultural and human resource
views). The structural view sees organisational performance as determined by formal
reporting relationships between departments, superiors and subordinates, and colleagues.
It suggests superior organisational performance can be achieved by designing the correct
structure and that poor performance is the result of an unsuitable one. This view is
grounded in the notion that people follow organisational rules and that information flows
follow reporting relationships. Another weakness is its ignorance of political, cultural and
emotional motives. Despite this, this view shows that managers must consider the impact
of organisational design, including business unit size and formal position relationships,
on performance while also taking into cnsideration the other organisational views. .
Tacit Knowledge
Additions have been proposed such as return-on-investment (ROI) as a 5th stage. In any
case, T&D impact can be considered to cascade down through the levels, particularly
from 2 to 4(5). This is demonstrated by the idea that learning is required for changes in
work behaviour, which are required to produce business impact, which in turn is required
to yield improved ROI.
Although variations of this approach have become the almost defacto standard for
training and development evaluation, many organisations still do not perform evaluation
at the higher levels due to factors such as cost and the difficulty in determining the degree
that organisational outcomes are the result of T&D interventions rather than the myriad
of other factors impacting on the organisation.
T&D Design
T&D Evaluation
T&D Implementation
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