HRM 635 Topic 6 DQ 2 Explain the difference between training and development

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Title: HRM 635 Topic 6 DQ 2 Explain the difference between training and development

HRM 635 Topic 6 DQ 2 Explain the difference between training and development

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Topic 6 DQ 2

May 12-16, 2022

Explain the difference between training and development. How does a performance management system connect with training and development and compensation strategies? What improvements do you recommend to the performance management system in your organization and why?

REPLY TO DISCUSSION

Lis Torres Torres

Posted Date

May 17, 2022, 7:33 PM

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Replies to Lis Torres Torres

Dessler (2017) defines Performance management as the continuous process of identifying, measuring, and developing the performance of individuals and teams and aligning their performance with the organization’s goals. (pg.573) Also, performance management has six basic elements as direction sharing, goal alignment, ongoing performance monitoring, ongoing feedback, coaching and development support, and recognition and reward. This is how a performance management system is connected with training and development and compensation strategies. The performance management system in my organization needs many improvements but the most important is that the employees work plan is initiated when the new employee arrives at the

HRM 635 Topic 6 DQ 2 Explain the difference between training and development

department and is revies one year later when the employee is due for his yearly performance appraisal not given the employer the opportunity to work ad focus on his goal during the year.

Dessler, G. (2017). Human Resource Management. (5th ed.) Pearson.

Robert Rupe

replied toLis Torres Torres

May 18, 2022, 5:32 AM

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Replies to Lis Torres Torres

Thanks for your comments on this!

Using a more detailed graphic rating scale method for appraisals, as the internal consultants suggested in this case, makes sense. While it may not solve the problem, it is an improvement over the more vague rating scale method used previously. When it comes to employee feedback, specificity is important. The graphic scale rating method combines a quantitative rating scale with a descriptive/narrative standard. This combination helps to create a more detailed evaluation.

Even so, these appraisal forms are never perfect. I have always found it helpful to require the narrative or open comments section at the end to be utilized (such as in the example on page 175, 176, Figure 6.2. The open comments section allows a supervisor or manager to customize feedback or perhaps provide additional negative or positive comments. It also allows the supervisor a chance to provide rationale for his or her evaluation.

Blessings,

– Doc

Diana Bittle

Posted Date

May 16, 2022, 10:27 PM

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Replies to Lis Torres Torres

Training is the process of enhancing knowledge, job-related skills, attitude of an employee within the organization. Organizations may evaluate their current and future employees/candidates to help determine what training is needed to succeed and/or excel within their job skill set/job role. Within training employees there are a variety of steps that are within the process such as orientation, in-house, mentorship, and/or external training (Howell, 2022). Training helps new employee in the learning process which usually occurs within a short-term 3–6-month period and focuses on developing knowledge and skills for their current job role they are going to be working in (Surbhi, 2018). Development is a continuous training process that involves existing employees within top level employees such as the management and/or executive development team. Development ensures that the management and executive team has training specific to help enhance their conceptual theoretical knowledge and in result brings more efficient and effective work performance into the workplace. Development involves a wider training scope focused on career orientation (Surbhi, 2018). Essentially both training and development are essential within organizations performance management systems and are used at different times within the employees hiring/career status.

It is essential for organizations to use training and development plans to help assist and evaluate future goals within the organization over the next few months and/or years. When organizations use performance management system strategies to help assist in determining which employees will be retiring soon and whom may be leaving the organization, it can help aid in the process of planning hiring for training and development needs along with helping employees reach their individual goals and retain employees (MRA, 2022). When organizations review job roles and possible advancements within the organization, it is essential to look at how many years of education the employee has along with their degrees, and years’ experience to help gage salary compensation and job advancements.

Having a strong performance management system represents recognition programs, performance appraisals, outstanding communication, and adequate training to help ensure that all departments and/or employees are working well together (MRA, 2022). Performance management helps measure, identify, and develop the continuous performance process within employees that aligns their performance with the organizations goals to help better guide achievements, goals, and improvements within the individual and/or organization (Dessler, 2017). My organization needs to focus and improve employee retention. To complete this task, it is essential to evaluate in performance reviews goals and career endeavors within employees to match individual goals within the organizations and to help drive behaviors and goals within the organizations strategic planning process. Being able to retain employees and advance their career positions will reduce cost to the budge within training and will minimize/reduce the orientation process and will help the development within the organization. Providing adequate communication between team members and the organization will help ensure understanding and knowledge gained within feedback, conflict management, and concerns could all potentially affect employee retention and can be prevented with the correct strategies and communication in place (Pulakos, 2004).

References

Dessler, G. (2017). Human resource management (15th ed.). Pearson.

Howell, R. (2022). All 5 types of training in human resources management (HRM). https://sguru.org/hrm-all-5-training-types/

MRA. (2022). Build the right training and development plan. https://www.mranet.org/resource/build-right-training-and-development-plan

Pulakos, E.D. (2004). Performance management. https://www.shrm.org/hr-today/trends-and-forecasting/special-reports-and-expert-views/Documents/Performance-Management.pdf

Surbhi, S. (2018). Difference between training and development. https://keydifferences.com/difference-between-training-and-development.html

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.