Resistance to Change Essay Example for Free

Resistance to Change Essay The formula states that, to overcome the resistance to change, these three components must all be present (dissatisfaction, vision, and first steps). An organization must have dissatisfaction with the current situation, a vision of the possibilities the future can bring, and attainable first steps to reach the vision. â€Å"If any of the three is zero or near zero, the product will also be zero or near zero and the resistance to change will dominate† (Rouda Kusy, 1995). One of the models of OD interventions is Action Research. It follows three major procedures. First, data would be collected regarding the current system in relation to the objective, goal, or need of that system. Then, selected variables within the system would be altered based on the research. Finally, the results would be evaluated (French Bell, 1990 cited in Rouda Kusy, 1995). On the other hand, training and development (TD) is a learning process that involves a systematic development of individuals’ expertise to improve the performance of the individual and the organization (Swanson, 2003; Rouda Kusy, 1996). The desired results of TD can be classified into four categories: reaction, learning, behavior or performance, and outcome or results. Reaction involves the evaluation of the training program (e. g. , trainee satisfaction). Learning focuses on the change in the participants after the training (e. g. , change in skills, knowledge, or attitudes). Behavior or performance is the application of learning gained from the training to the job or organization. Finally, outcomes or results relate the impact of training on the productivity and profitability of the organization. TD is usually evaluated using the last two categories, i. e. , the transfer of learning to the success of the organization and its overall impact on the organization (Kirkpatrick, 1983 cited in Rouda Kusy, 1996). For effective and efficient training, a planned instructional systems design (ISD) process is implemented for the assessment, design, development, implementation and evaluation of training. ISD begins with organizational needs assessment, which involves â€Å"surveying, identifying and prioritizing training needs, analyzing the causes of performance problems and opportunities, and identifying possible solutions. † Needs assessment is necessary to determine if the training will be cost-effective and if it is the appropriate solution (Rouda Kusy, 1996). The training design should include an analysis of the learners’ characteristics, the place where work will be performed, and the expected tasks and duties to be performed by the trainees. A complete review of the subject matter should also be conducted and the goals and performance objectives of the training must be established. A plan to evaluate the training should be devised and the instructional materials and strategies must be obtained, prepared, and pre-tested. Factors Affecting the Future Trends of HRD Practices A study was conducted by Ruona and her colleagues (2002) to identify the factors affecting the practice of HRD and its role in the future. Results showed that globalization, technology, changing organization and workforce demographics, and the ability of HRD to keep up with the changes in the environment are the forces that influence HRD. The prevalence of globalization requires HRD practitioners to understand and integrate further intercultural practices in the organization, as opposed to imposing a western view on individuals in other countries. The rapid technological development, on the other hand, would have a significant impact on learning practices, such as e-learning and virtual offices. Hopkins and her associates (2006) added that the scarcity of computer literate employees poses an overwhelming challenge in creating HRD programs, as it hampers instruction and learning process. Meanwhile, as globalization and technology prompt changes in the organization, the workforce demographics have become increasingly diversified, driving the force that would revolutionize HRD practices. Thus, there is a need to examine whether current HRD practices of an organization have the ability to adapt to the changing conditions in the organization (Ruona, et al. , 2002). Changes in the role of HRD in future were also identified. The findings of the study revealed that learning, change and organization system, and knowledge management and creation are the key roles of HRD in an organization. HRD practitioners identified learning and human development as the highest competitive advantage of the field. They emphasized the importance of the effective use and systematic integration of learning methodologies in the organization. They urge HRD to focus on creating cultures that would foster an environment that is truly conducive to learning, such as assigning challenging tasks and implementing reward systems that encourage learning. The rapid changes taking place in the organization also require HRD practitioners to assist people to overcome their resistance to the changes. These people also need to be assisted in coping up with the changes. Future trends also dictate that HRD must fulfill its role in creating and managing knowledge to prevent information overload (Ruona, et al. , 2002). Conclusion Akdere, M. Conceicao, S. (2006). Integration of human resource development and adult education theories and practices: Implications for organizational learning. Academy of Human Resource Development International Conference Proceedings, 295-301. Columbus, Ohio De Silva, S. Human resource development for competitiveness: a priority for employers. Geneva: ILO, 1998