Sharon S. Naquin

Large-Scale Performance-Driven Training Needs Assessment A Case Study

This paper reports a case study of an unusual needs assessment project designed to identify the performance improvement training needs of Louisiana state government employees. The project required the development of a hybrid methodology, called large-scale performance-driven training needs assessment. This methodology was more performance-oriented than the “felt-needs” found in large scale applications. The project also highlights deficiencies in needs assessment methodologies and plans for future research.

Motivation to improve work through learning in human resource development

Motivation in HRD has traditionally been conceptualized as motivation to learn or motivation to train. This paper argues that this concept of motivation is too limited because it does not incorporate motivation to use learning to improve performance. Instead, a higher-order construct called motivation to improve work through learning proposed. The theoretical rationale for this higher-order construct is presented along with proposed measures. A confirmatory factor analysis is reported which provides initial evidence of validity. Implications for HRD research and practice are discussed.

Leadership and Managerial Competency Models: A Simplified Process and Resulting Model

Traditional management development programs based on an educational model have not been effective at meeting organizational demands for improved performance results. In addition, many organizations find themselves saddled with outdated management and leadership development programs that need to be redesigned. However, the redesign process often appears too expensive and time-consuming to undertake, leaving organizations stuck with ineffective programs. This article reports on the complete redesign of a management development program for a 70,000+ employee public sector organization into a results-driven, competency-based training program. It presents a streamlined process that other organizations can implement as well as provides the competency model and instructional framework that can be adopted or adapted to other organizations.

An Integrative Model of Competency Development, Training Design, Assessment Center, and Multi-Rater Assessment:

Although assessment center has been proven effective in predicting performance, the issue of establishing construct-related validity of assessment center is still unsolved, resulting in an unmet research challenge. Woehr and Arthur asserted that the lack of construct-related validity in assessment center literature is primarily due to issues of design and development. This article focuses on the design aspect of assessment center to develop an integrative competency-based assessment center model that links competency development, training design, assessment center, and multi-rater assessment together. Built around validity (particularly construct-related) issues of assessment center, the model guides scholarly practitioners on how to design a competency-based assessment center that has potential to improve construct-related validity and capability to build into training design and assessment and other human resource functions. Nine propositions related to validity were developed in accordance with the model to evoke future research. Practical implications are also provided.

Redefining State Government Leadership and Management Development: A Process for Competency-Based Development

This article describes a massive redesign, reconceptuallzation, and restructuring of Louisianas management development programs and processes. Through a lengthy sequence of developmental efforts, the authors conceptualized, developed, and fully implemented an integrated system of supervisory and managerial training designed to promote best practices throughout the state. The resulting training system is a competency- or skill-based model. This article documents all steps of the process so other states or organizational entities seeking to update their management development programs and adopt a validated competency framework might be able to learn from the experiences in Louisiana state government.

Developing Policy, Governance, and Foundation Systems

The problem and the solution. The promise ofeffective workforce development (WFD) systems is that they will support the sustainable development oforganizations and communities by building the capacity for individuals to be successful in the world of work and to make positive contributions to the communities in which they live. Unfortunately, many WFD systems in the United States are not fulfilling these expectations. A major reason for this failure is lack ofintegration of workforce system elements across several levels. This chapter presents policy, governance, and foundation system standards to address these problems.

Creating Competency Standards, Assessments, and Certification

The problem and the solution. Setting and certifying competency standards has always been controversial, particularly within the educational system. Nonetheless, effective workforce development systems must have standards and means to assess and certify them. This chapter presents quality standards in this area.