For a period of time the Human Resource Development program in the workforce has allowed employees to be trained in the field they are pursuing. Has anyone ever wondered if the transition from classroom and or On-line training has been a smooth transition into that of working on the job? Are the skill sets obtained truly utilized and if they are, are they effective. This literature review will explore articles that support the notion of a smooth transition from in class training to on the job working.
In adult learning we explored the key principles in both pedagogy and Andragogy. Those principles include: The learner, Role of the learner’s experience, Readiness to learn, orientation to learning and Motivation to learning. Putting an Identity on an individual and building a relationship with the key principles of pedagogy and Andragogy are necessary in the transition from the class to the job. This Literature review will begin with an Article titled “What Works in enhancing HRD effectiveness”. This article was written by Ida Wognum of the University of Twente.
Wognum began her article with this idea “HRD efforts have to prove the capabilities of the individual working in the organization and improving the organizational systems in which they perform their work. The primary outcome of HRD in this context is not just learning, but performance at various levels” Wognum. Earlier in this introduction there is the statement that there should be a smooth transition from in class training to working on the job. In that ability to make a transition you must apply what you have learned and effectively utilize it in the job. Wognum puts it simpler. Take what you have learned and apply it to your performance.
Table of Contents
1. Introduction to the Transition from Classroom to On the Job
2. Principles of Pedagogy and Andragogy in Workplace Training
3. Wognum: HRD Effectiveness and Organizational Systems
4. Cross-Cultural Perspectives on HRD
5. Training Delivery Methods in a Global Environment
6. Career Transitions and the Aging Workforce
7. Theoretical Frameworks and Future Research Directions
Objectives and Core Topics
This work examines the effectiveness of Human Resource Development (HRD) programs in facilitating a seamless transition for employees moving from educational settings or formal training into professional job roles, while analyzing the importance of adult learning principles in modern organizational contexts.
- The relationship between pedagogical principles and workforce performance.
- Measurement of HRD effectiveness through learning, behavioral, and organizational results.
- Global training trends and the impact of cross-cultural HRD perspectives.
- Methods of training delivery and their suitability for various management levels.
- Career transitions for older workers and the application of adult development theory.
Excerpt from the Book
What Works in enhancing HRD effectiveness
Wognum began her article with this idea “HRD efforts have to prove the capabilities of the individual working in the organization and improving the organizational systems in which they perform their work. The primary outcome of HRD in this context is not just learning, but performance at various levels” Wognum. Earlier in this introduction there is the statement that there should be a smooth transition from in class training to working on the job. In that ability to make a transition you must apply what you have learned and effectively utilize it in the job. Wognum puts it simpler. Take what you have learned and apply it to your performance.
In Wognum article there is a statement that read as follows: “Various outputs of HRD can be measured on several levels. In general these are the learning (effects on knowledge, skills and attitudes) behavior (effects on working behavior of the individual employees), and results levels (effects on the performance results of the individuals, groups, departments or the company)”. What is being addressed in the quotation above is my interpretation that in HRD there are elements that measure the success of an HRD program and or company. Much of what we have explored in adult learning is that in Andragogy adult learners are self-directed and motivated individuals.
Summary of Chapters
1. Introduction to the Transition from Classroom to On the Job: Introduces the core inquiry regarding the efficacy of training programs in preparing employees for real-world job performance.
2. Principles of Pedagogy and Andragogy in Workplace Training: Discusses key adult learning principles and their necessity in bridging the gap between classroom knowledge and professional application.
3. Wognum: HRD Effectiveness and Organizational Systems: Analyzes the measurement of HRD success and the contextual factors of company structure and sector that influence training effectiveness.
4. Cross-Cultural Perspectives on HRD: Examines diverse international approaches to HRD, specifically focusing on training trends within the Asia Pacific region.
5. Training Delivery Methods in a Global Environment: Evaluates preferred training methods, ranging from classroom lectures to workshops, based on their effectiveness for specific management functions.
6. Career Transitions and the Aging Workforce: Explores the challenges faced by older workers in adapting to technological advancements and changing workforce dynamics.
7. Theoretical Frameworks and Future Research Directions: Synthesizes transition theory with workplace application and suggests further avenues for exploring adult learning in professional contexts.
Keywords
Human Resource Development, HRD, Adult Learning, Andragogy, Workplace Training, Professional Transition, Cognitive Dissonance, Cross-Cultural HRD, Career Transition, Employee Performance, Organizational Systems, Training Effectiveness, Pedagogy, Technology Adaptation.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the transition process of employees moving from formal education or classroom training into active workforce roles, specifically questioning how effectively skills are transferred and utilized.
What central themes are explored in this research?
Central themes include the effectiveness of HRD programs, the application of adult learning principles (Andragogy), international training perspectives, and the challenges of workforce transitions for different age groups.
What is the core research objective?
The objective is to analyze whether training programs currently facilitate a smooth transition for employees and to identify the mechanisms that enhance HRD effectiveness in improving individual performance.
Which scientific methods are primarily used?
The work utilizes a literature review approach, synthesizing existing articles, conference papers, and organizational research to draw conclusions about training efficacy and adult development.
What topics are covered in the main section?
The main sections cover organizational HRD outputs, the importance of motivation and attitude in training, global training trends, methods of delivery, and transition theory regarding older workers.
Which keywords best describe the work?
Key terms include Human Resource Development, Adult Learning, HRD Effectiveness, Professional Transition, and Organizational Performance.
How does the author define the "smooth transition" in a workplace context?
The author defines it as the ability of an individual to take what was learned in a training environment and effectively apply those skills to improve performance within the organizational system.
What role does the "Baby Boomer" generation play in this analysis?
The author uses the "Baby Boomer" generation to illustrate the changing demands on the workforce, specifically how older workers face unique challenges regarding retraining in the face of rapid technological advancement.
- Citation du texte
- Anthony Evans (Auteur), 2018, Transition from classroom to on the job. A literature review about articles that support the notion of a smooth transition form in class training to on the job working, Munich, GRIN Verlag, https://www.grin.com/document/411941
