The LRTCI Model: A Solution for Establishing Individual Development Program System in Organizations
Subject Areas :Kurosh Fathi Vajargah 1 * , Frouz Nouri 2
1 - دانشگاه شهید بهشتی
2 -
Abstract :
Individual development program is one of the key tools in directing human resources development and thus, is constantly an attractive field in human resources training and development. Developing models and operational paradigms in this area is a requirement for the management of human resources training and development. This study aims to propose a model for establishing and developing individual development program in pioneering organizations. The study adopted a qualitative approach using a theoretical study method. In order to identify the model elements, the authors employed expert interviews and afterwards, used nominal groups to establish the said elements. Finally, in order to integrate the data in a model and determine element relationships, the interpretative structural model (ISM) program was utilized. The interviewees were selected via theoretical sampling. The interviews were organized using open and axial coding and the data were classified using content analysis. Subsequently, the required contents and parameters were used as the input of interactive management sessions (based on nominal group approach) for the modeling process. According to the resulting consensual opinion and organizing, the model consists of five key components: institutional legitimization (L), financial, credential, and regulatory requirements and infrastructures (R), technical requirements and infrastructures (T), clinical information gathering for individual development program document (C), implementation and optimization of the individual development system (I). For easier naming of the model, the key words of each component were combined and the resulting LRTCI model was proposed as a comprehensive model and a solution for establishing individual development systems.
1. Wentworth D. Top Spending Trends for Training, 2016-2017. 2017. https://trainingmag.com.
2. Brown, R. Portfolio development and profiling for nurses (2nd ed.). 1995. Lancaster: Quay.
3. McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J, Webb C. Portfolios and assessment of competence: a review of the literature. Journal of advanced nursing. 2003 Feb;41(3):283-94.
4. Redman W. Portfolios for development: A guide for trainers and managers. Nichols Publishing, PO Box 6036, East Brunswick, NJ 08816; 1994.
5. Seng, S. and Seng, T.O., 1996. Reflective Teaching and the Portfolio Approach in Early Childhood Staff Development.
6. Smith K, Tillema H. Evaluating portfolio use as a learning tool for professionals. Scandinavian journal of educational research. 1998 Jun 1;42(2):193-205.
7. Snadden D, Thomas ML, Griffin EM, Hudson H. Portfolio‐based learning and general practice vocational training. Medical Education. 1996 Mar;30(2):148-52.
8. Smith K, Tillema H. Long-term influences of portfolios on professional development. Scandinavian journal of educational research. 2001 Jun 1;45(2):183-203.
9. Beck RJ, Livne NL, Bear SL. Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education. 2005 Oct 1;28(3):221-44.
10. Bradshaw LK, Hawk PP. Portfolios for the Continuing Licensure of Beginning Teachers: Their Development and Assessment.
11. Bunker A, Leggett M. Being wise about teaching portfolios: Exploring the barriers to their development and maintenance. Research and development in higher education. 2004;27.
12. Lyons, N., & Evans, L. (1997). Portfolio: A tool for self-directed learning at work. Paper presented at the Self-directed Learning: Past and Future Symposium, Montreal, Quebec, Canada, Sept 1997.
13. Orland-Barak L. Portfolios as evidence of reflective practice: What remains ‘untold’. Educational research. 2005 Mar 1;47(1):25-44.
14. Knowles, M. Self-directed learning: A guide for learners and teachers.1975. Chicago: Follet.
15. Joyce P. A framework for portfolio development in postgraduate nursing practice. Journal of Clinical Nursing. 2005 Apr;14(4):456-63.
16. Kicken W, Brand-Gruwel S, Van Merriënboer J, Slot W. Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills. Instructional Science. 2009 Sep 1;37(5):453-73.
17. Corsello J. Maximizing talent management through the cloud. Human Resource Management International Digest. 2012 Jun 1.
18. Rothwell W. Effective succession planning: Ensuring leadership continuity and building talent from within. Amacom; 2010 Apr 21.
19. Gillespie KH, Robertson DL, Bergquist WH. A guide to faculty development. San Francisco, CA: Jossey-Bass; 2010.
20. Dickson DA, Mitchell M, Ott J, Paulus N, Wild L. Academic Leadership (Department Head) Development: Research and Implementation Plan. The Wallace Center at RIT Faculty Development Department v. 2012;1:1-23.
21. Canale AM, Herdklotz C, Wild L. Academic Leadership Development Program Report Academic Year 2012-2013.
22. Addo SK. Challenging Work as a Driver of Employee Engagement.,2020.
23. Garbellano, S., Ughetto, E., & Esfahani, H. D. Talent Acquisition and Development in Global Companies (based on a study on Nexans Group).2020..
24. Nijs S, Gallardo-Gallardo E, Dries N, Sels L. A multidisciplinary review into the definition, operationalization, and measurement of talent. Journal of World Business. 2014 Apr 1;49(2):180-91.
25. Roe R. Using competences in employee development. The wiley blackwell handbook of the psychology of training, development, and performance improvement. 2015:303-35.
26. Sutton A, Allinson C, Williams H. Personality type and work-related outcomes: An exploratory application of the Enneagram model. European Management Journal. 2013 Jun 1;31(3):234-49.
27. Goldman E, Wesner M, Karnchanomai O. Reciprocal peer coaching: A critical contributor to implementing individual leadership plans. Human Resource Development Quarterly. 2013 Mar;24(1):63-87.
28. Deanna M O'Donnell, Patricia M Livingston, Timothy Bartram. Human resource management activities on the front line: A nursing perspective. Contemporary Nurse .2012.41, 198-205.
29. Iqbal MZ, Khan RA. The growing concept and uses of training needs assessment. Journal of European Industrial Training. 2011 Jun 7.
30. Nair N, Bhatnagar D. Understanding workplace deviant behavior in Nonprofit Organizations: Toward an integrative conceptual framework. Nonprofit Management and Leadership. 2011 Mar;21(3):289-309.
31. Renkema A, Schaap H, van Dellen T. Development intention of support staff in an academic organization in The Netherlands. Career development international. 2009 Feb 20.
32. Rigopoulou I, Kehagias J. Personal Development Planning under the Scope of Self-Brand Orientation. International Journal of Educational Management. 2008;22(4):300-13.
33. Guthridge M, Komm AB, Lawson E. Making talent a strategic priority. McKinsey Quarterly. 2008 Jan;1:48.
34. Gandolfi F. Personal development and growth in a downsized banking organization: Summary of methodology and findings. Human Resource Development International. 2006 Jun 1;9(2):207-26.
35. Clarke N. HRD and the challenges of assessing learning in the workplace. International Journal of Training and Development. 2004 Jun;8(2):140-56.
36. C.Short E. Forms of Curriculum Inquuiry. Translated by Mahmoud Mehrmohammadi. 2009. Tehran : Samt Publication.