2011

No Award Given

2010

Title of Submission: Formal orientation and learning programs and value of HRD

Names of Those Recognized: Tara D. Gray

Abstract:

Research indicates training and development is strongly linked to higher individual and organizational performance. Yet, many organizations forego formal orientation, training, and learning programs for reasons such as cost, time, lack of resources, focus on short term business results, poor understanding of benefits, and lack of skilled resources to identify needs for, develop, and sustain effective learning and development interventions. Instead, many organizations only provide their associates the minimum information needed to function in their roles. By not offering formal orientation and learning programs, organizations are neglecting to help associates become comfortable and confident with their new role; in addition to, hurting individual and organizational performance. This is a case study of an HRD practitioner assessing HRD needs of an organization followed by recommending, developing, and implementing learning and change management interventions to help improve individual and organizational performance. Specifically, the case study focuses on new hire orientation and on the job learning programs.

2010 Finalist

Title of Submission: Guiding Principles for Learning at Vanguard

Names of Those Recognized: Catherine Lombardozzi, Mary Ammerman, Lisset Avery, Carlla Archer Carr, Pamela Faust, Celeste Fornicola, Jean Grace, Andrew Hallman, and Gerald Rawson

Abstract:

The Guiding Principles for Learning project established a set of principles that are used to underpin the design, development, and implementation of learning and development projects at Vanguard. The project team also created resource materials and workshops for learning professionals to deepen their understanding of the principles.

The need for a set of guiding principles came out of a confluence of feedback and management observations. A focus group of corporate university managers agreed that designers and trainers needed to develop a deeper understanding of adult learning, but they did not want to create another formal program. Instead, the group chartered a team to create a Vanguard-specific list of core principles that could form the backbone of our learning and development work and be embedded throughout the university employees’ training and development experiences as an underpinning theme.

To establish the core principles of adult learning, the project team researched and analyzed 22 adult learning theories and drew on the practical experiences of professionals in the university. Based on these inputs, team members enumerated practical standards, which were categorized and refined to form a one-page chart of specific guiding principles. These principles (45+ statements) encompassed the areas of learner motivation, design characteristics, facilitation techniques, and manager support for learning.

In this case, impact is defined primarily by usefulness. The Guiding Principles became the core adult learning principles taught to learning professionals at Vanguard (in courses on design, facilitation, and consulting). They describe key criteria on which we judge our work, and underpin continuous improvement efforts. In a follow-up survey, employees in the University validated that they use the Guiding Principles in their day-to-day work, and we have evidence that management uses the principles in evaluating quality of design and facilitation. Clients have appreciated having insights into why we make certain learning recommendations.