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HRD Interventions (hrd + intervention)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting100%

Selected Abstracts

Measuring The Business Impact of E-Learning: An Empirical Study

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2003
Greg Wang
ABSTRACT This study fills a gap in the current HRD literature of return on investment (ROI) analysis of technology-based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e-learning system implemented in General Electric Company. The e-learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e-learning, as a means of technology-based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e-learning alone is not sufficient to replace the traditional face-to-face learning platforms. [source]

The effects of alternative reports of human resource development results on managerial support

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2003
Brent W. Mattson
Managerial responses to human resource development (HRD) results evaluation reports were experimentally investigated as a function of (1) how evaluation information was presented and (2) reported HRD program impact levels. Managers (n = 233) read a business scenario in which they were asked to make a decision about whether to implement a development program. They were then exposed to one of nine experimental treatment conditions (evaluation report type × reported program impact level). The report types included utility analysis, critical outcome technique, and anecdotal evaluation reports. Results were varied at three impact levels (low, average, and high). Findings of the study showed that managers perceived utility analysis and critical outcome technique reports as almost equally useful in decision making; however, the anecdotal evaluation report was found to be significantly less useful than either of the other two report types. There was no effect of the reported program impact level on the perceived usefulness of the evaluation reports for decision making. Furthermore, there was no interaction between report type and impact level on the perceived usefulness of the reports for decision making. These findings show that managers prefer information about the financial results of HRD interventions to anecdotal information, regardless of the reported level of impact. [source]

Invited reaction: The effects of alternative reports of human resource development results on managerial support

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2003
Wayne F. Cascio
Mattson's article is an important contribution to the literature in HRD and program evaluation for a variety of reasons. It addresses an area that sorely needs rigorous research, it uses a theory-based model that is relevant to managers' evaluations of HRD programs, it provides valuable insights on how best to present HRD evaluation results to managers, and it demonstrates that HRD program evaluations that are expressed in terms of results do influence the decisions of operating managers. The ongoing challenge will be to articulate linkages between HRD programs, employees' behavior, and outcomes that are important to managers. Doing so will lead to even greater impact on managers' decisions about the future uses of HRD interventions. [source]

Company-based education programmes: what's the pay-off for employers?

HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 4 2001
Graeme Martin
This article addresses the question of whether company-based programmes of education repay employer investment in terms of learning transfer to the workplace. Building on earlier work by the authors, we use an in-depth longitudinal case study of a long-standing programme of continuous education sponsored by the US-based NCR corporation in Scotland. As educators, we expected to find that the programme would have been associated with positive outcomes, based on the belief that 'embrained' or formal, abstract knowledge can be transferred to the workplace. We were aware, however, that research in this area has not been promising in demonstrating learning transfer, in part because such a process is mediated by the quality of the transfer climate. Drawing on survey data and in-depth interviewing of a sample cohort, we found that the programme of company-based education had significant implications for learning transfer. Surprisingly, however, transfer climate had little influence on the willingness of employees to use their knowledge to make improvements or generate innovations at work. Finally, we found that these data supported situated learning theory, stressing the importance of tacit knowledge, informal learning, the communal nature of workplace learning and the difficulties in evaluating learning transfer. We believe that these results have important implications for the literature on the evaluation of HRD interventions, for human resource development (HRD) specialists interested in developing programmes of so-called lifelong learning and for practitioners working in the area of organisational learning and learning organisations. [source]