Particularly today, company‟s environment is characterized by complexity and dynamic. There hardly are assured expectations but decisions within insecurity increase. That demands a lifelong learning from all social actors. The most popular form of formal learning in companies is advanced trainings. However, a look at the statistics of those trainings show that the participant rate declines with age. Faced with demographic change, the group of over 40 years old employees will increase in the future. For example, over 50 percent of employees in the United States will be over 40 by the year 2012 (Carter/Beier 2010, pp.642) - a hard challenge for effective human resource development.
The present term paper in the line with the seminar “HRM-Research” with the title “Training with aged adults - Error management culture to increase the success of human resource methods with aged employees” concentrates on error management within human resource development especially advanced training. The aim of that term paper is to show how far error management culture can increase the success of human resource development methods with aged employees. In that context success means the transfer in the work life. Based on those results, implications for human resource development practice are conveyed.
To answer this question, the following procedure was chosen. First of all it is necessary to present basic information about human resource development and error management respectively error management culture. After working out the differences between younger and older learners with the help of cognitive ability, self-regulation and motivation to learn, the empirical work of Carter and Beier with the title “The effectiveness of error management training with aged adults” is mentioned. As said above, implications based on the results of the term paper are followed then. In the end the results are summarized and a conclusion is formulated.
Table of Contents
1. Introduction
2. Basics of human resource development
3. Learning culture and error management
3.1 Learning culture in organisations
3.2 Error management in organisations
4. Human resource development with aged employees
4.1 Differences between younger and older participants
4.1.1 Introduction
4.1.2 Cognitive abilities
4.1.3 Self-Regulation
4.1.4 Motivation to learn
4.2 Empiricism: The study of Carter and Beier
4.2.1 Theory
4.2.2 Method
4.2.3 Results and Limitation
5. Implications for the human resource development practice
6. Conclusion and Discussion
7. References
8. Addition: Declaration of authorship
Objectives & Core Topics
The primary objective of this paper is to examine how an error management culture can enhance the effectiveness of human resource development (HRD) programs for an aging workforce. The research addresses the challenge posed by demographic shifts and the resulting necessity to adapt professional training methods to support the learning success of older employees.
- Theoretical foundations of Human Resource Development and learning cultures
- Mechanisms and strategic importance of error management in organizations
- Comparative analysis of learning factors between younger and older employees
- Empirical evaluation of error management training effectiveness (Carter and Beier study)
- Strategic implications for HRD practice in managing a diverse, aging workforce
Excerpt from the Book
3.2 Error management in organizations
Dealing with mistakes is a particular strategic source of workplace learning for organizations because contemporary work often is so complex that mistakes cannot be avoided (Harteis et al 2008, pp.223). As for social learning activities, the individual’s perception of whether it is safe and appropriate to approach others is a crucial factor. On the other hand the readiness to provide support and participate in such interactions has significant influence. Engaging in social learning activities involves admitting the error to colleagues and as such encountering interpersonal risk (Bauer/Mulder 2007, pp.131). The task of the management and the working staff is to create an atmosphere which enables people to share their beliefs or talk about made mistakes and hopefully learn from their mistakes.
All people engaged in the learning process should reflect and review what happened. They could analyze probable and possible reasons for the mistake and identify alternatives. This reflection serves as a cognitive basis. In order to become applicable, the result of the reflection process has to be looped back into the basis for future agency. This may happen on individual and/or organizational level by distributing information to others. Feedback is important, because otherwise the knowledge learnt from mistakes remains inert (Harteis et al 2008, pp.225). Mutual Trust at the workplace is a prerequisite for learning from mistakes (Cannon/ Edmondson 2001, pp.167f). Carmeli/Gittel (2009, pp.726) showed that high-quality relationships of shared goals, shared knowledge, and mutual respect facilitate the development of psychological safety, thus enabling organizational members to learn from failure.
Summary of Chapters
1. Introduction: Outlines the demographic shift and the resulting need for effective human resource development strategies to support an aging workforce.
2. Basics of human resource development: Defines HRD as a systematic process aimed at improving individual and organizational performance through targeted training and development.
3. Learning culture and error management: Discusses how social interactions, organizational support, and psychological safety facilitate learning from errors at the workplace.
4. Human resource development with aged employees: Examines age-related differences in cognition and motivation and evaluates empirical research on the effectiveness of specific training approaches for older adults.
5. Implications for the human resource development practice: Translates research findings into practical HR strategies, emphasizing individualization and the mitigation of bias against older employees.
6. Conclusion and Discussion: Summarizes core insights, reiterating that success depends on focus on individual abilities rather than age-based stereotypes.
Keywords
Human Resource Development, Error Management Culture, Aged Employees, Lifelong Learning, Demographic Change, Organizational Learning, Cognitive Abilities, Self-Regulation, Motivation to Learn, Training Success, Workplace Learning, Psychological Safety, Resource Allocation Theory, Knowledge Transfer, Employee Performance
Frequently Asked Questions
What is the core focus of this paper?
The paper focuses on the role of error management culture in improving the effectiveness of human resource development (HRD) and advanced training, specifically in the context of an aging workforce.
What are the primary thematic areas addressed?
The key themes include HRD foundations, the psychological and structural conditions for a successful learning culture, the role of error management, and the specific learning requirements and capabilities of older versus younger employees.
What is the central research question?
The paper seeks to identify how an established error management culture can increase the success of human resource development methods when applied to aged employees.
Which scientific approach is utilized?
The authors employ a literature-based theoretical review combined with an analysis of empirical studies—notably the work of Carter and Beier—to synthesize findings on learning effectiveness and organizational training conditions.
What topics are covered in the main section of the paper?
The main section covers the definition of HRD, the prerequisites for a learning culture, a comparative analysis of cognitive and self-regulatory factors in different age groups, and an empirical evaluation of training structures.
Which keywords best describe the paper?
Primary keywords include Human Resource Development, Error Management Culture, Aged Employees, Lifelong Learning, Workplace Learning, and Training Success.
How does the "adolescence-maximum-hypothesis" relate to the findings?
The paper challenges this hypothesis, noting that while fluid cognitive abilities may decline, crystallized abilities continue to develop, meaning older employees are not inherently inferior learners.
What specifically does the Carter and Beier study contribute to this paper?
The study provides empirical evidence that low-structure training combined with error management instruction is highly beneficial for both older learners and younger learners with lower initial cognitive abilities.
- Quote paper
- Markus Winter (Author), Andre Uhlmann (Author), 2011, Training with aged adults - Error management culture to increase the success of human resource development with aged employees - , Munich, GRIN Verlag, https://www.grin.com/document/176015
