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.
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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.
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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.
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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.
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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.
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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:-
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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
Facilitator’s 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 shouldn’t 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:
Twelker’s 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
4
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
