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HRD in Higher Education

HRD in Higher Education. Agenda. 1. 3. 2. Faculty Orientation. Resources. Evaluation. Let’s begin…. Tell me a little about your career background?  Educational background? How did you get started in this field?  What training/experiences did you have entering this job? 

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HRD in Higher Education

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  1. HRD in Higher Education

  2. Agenda 1 3 2 Faculty Orientation Resources Evaluation Let’s begin…

  3. Tell me a little about your career background?  Educational background? • How did you get started in this field?  • What training/experiences did you have entering this job?  • How long have you held this position?   • How has your job changed during that time? • What are the responsibilities of your position? • What do you like best about your position? • What do you like least about your position?  • What training courses for faculty and staff are offered at the university? • How has training and development changed over the years? • How do you envision the future of training and development at the university/college? • What would the ideal for HRD at the university/college look like? • What sources of information do you use to keep up on the latest trends in training and development? • What types of evaluations do you use after a training session? • What advice would you give someone new to HRD? Interview Questions

  4. 1 HRD and Orientation of Faculty

  5. Why is orientation important? • Work Satisfaction – downward trend over time. • Work stress • Rises significantly over time (33% year one, 71% in year five) • Time Constraints • Health – frequent bouts of fatigue and illness, feelings of failure, marital stress • Lack of Collegial Relations – isolation • Inadequate Feedback and Recognition (Sorcinelli, 1994)

  6. Qualitative Survey 33 universities, 87 respondents (Garrison, 2005) 74% - orientation exists for new faculty at the university level 78% - in institutions with orientations, participated 36% - orientation exists at department level 87% - in departments with orientations, participated How prevalent are faculty orientations?

  7. Strengths of orientation programs • Interaction with other faculty • Interaction with senior faculty • University specific navigation/procedures • Mentor program (Garrison, 2005)

  8. Weaknesses of orientation programs • No feedback mechanism • Too shallow • Lacking in some area • Poorly organized • No or unknown objectives (Garrison, 2005)

  9. Faculty Development Should Include • Leadership and management skills • Professional academic skills • Organizational development • Content area skills/knowledge (technology, professionalism, trends in their field) • Effective teaching techniques (Steinert, 2000)

  10. Underlying principles of faculty orientation • Understand the institution’s culture • Ensure that programs are based on needs • Promote ‘buy in’ • Diverse programs and methods • Incorporate principals of adult learning • Relevant and practical • Overcome common problems • Evaluate (Steinert, 2000)

  11. 2 Evaluation

  12. Kirkpatrick’s Model Level 1: Evaluation (Reaction) -Customer satisfaction Level 2: Evaluation (Learning) -Changes in attitudes -Improvement in knowledge -Increase in skills Level 3: Evaluation (Behavior) -Change in behavior Level 4: Evaluation (Results) -Return on investment

  13. Summary of Assessment Methods

  14. 3 Resources for HRD Professionals in Higher Education

  15. Resources • Organizations HRD professionals in high education utilize to keep up with their field. • ASTD • AHRD • Affinity Group (consists of members from other state universities and meets semi-annually) • National Institute for Staff & Organizational Development • HRD online articles and related topics • Professional Publications: Inside Higher Education

  16. What the HRD professionals liked about their position • Ability to provide the tools and resources for others to be successful. • The opportunity to work with people, and help improve their lives. • The challenging day to day activities; no 2 days are alike • Honoring employees who go above and beyond their job descriptions.

  17. What the HRD professionals liked least about their position • Participation in disciplinary hearings • Trend towards computers doing more and less personal interaction • Bureaucracy and politics of the organization. • Staffed alone, little opportunity to gain feedback, brainstorm, or solicit advice from co-workers.

  18. Future of Training and Development at the University/College Level • Just-in-time training • More structured programs such as Advanced Leading Edge • Expansion of the Training & Development programs • Increased staff • More “real life” case studies for study.

  19. ? Questions?Comments?

  20. References • Brauchle, P., & Schmidt, K. (2004). Contemporary approaches for assessing outcomes on training, education, and hrd programs. Journal of Industrial Teacher Education, 41(3), 71-97. • Garrison, C. P. (2005). Exploring new faculty orientation: The good, the bad, and making it better. Essays in Education, 13 • Sorcinelli, M. D. (1994). Effective approaches to new faculty development. Journal of Counseling & Development, 72(5), 474-479. • Steinert, Y. (2000). Faculty development in the new millennium: Key challenges and future directions. Medical Teacher, 22(1), 44-50. doi:10.1080/01421590078814

  21. Thank You

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