DEPARTMENT OF MANANGEMENT SCIENCES HAZARA
UNIVERITY MANSEHRA
Assignment 06
Subject: Advance HRM
Submitted to: Dr Yasir
Submitted by: Syed Noman Ashraf
Topic
Six-domain model of employee training and development
Six-domain model of employee training and development
The emphasis on the results of employee development fails to measure up to the noteworthy financial
investment organizations make in offering employee development opportunities. Most consideration, as
it shows up, has been centered on the results and advantages of directing preparing - both for employees
who take an interest in preparing and the impacts on associations and networks. Inquisitively, some
notable formative models used to structure these preparation openings have scarcely been refreshed in
decades and are constrained to explicit sorts of learning and development. Expanding on crafted by
these essential models, we propose another "six-domain" model for organizing employee development
activities in associations, which positions learning inside areas arranged in a purposeful formative way.
We close with a conversation about the ramifications of the model and give recommendations to future
research.
Six-Domain Model of Training and Development
They propose a calculated model involved six domains of individual learning and improvement basic
for significant level performance. These domains are arranged on three different levels that reflect
intentional developmental sequencing. The first level incorporates the domains concentrated on inward
human procedures: Significance, Efficacy, and Motivation. The second level reflects capacity building
and incorporates the domains of Knowledge and Proficiency. The last level is that of outer activity and
incorporates the Performance domain. The model is displayed in Figure 1.
Significance: To what extent do employees believe developing a specific capacity is important?
The Significance domain refers to the value one places on developing a specific capacity essential for
high level performance. Krathwohl, Bloom, and Masia (1964) discuss the acceptance of a value as a
form of affective learning, which occurs when a lemur ascribes worth to a phenomenon, behavior, or
object" (Geisert, 1972, p. 3).
Motivation: To what extent are employees willing to do what it takes to develop a specific capacity?
The Motivation domain refers to one's willingness to develop a specific capacity essential for high-level
performance. The importance of the Motivation domain cannot be understated, as Blanchard and
Thacker (1999) assert, "[e]ven when trainees acknowledge the value of the training, they may believe
the effort required to master the learning is just not worthwhile" (p. 114).
Efficacy: To what extent do employees believe they can develop a specific capacup?
The Efficacy domain of employee development reflects employee’s belief in their ability to develop a
specific capacity essential for high-level performance. Self-efficacy related to learning can be defined
as "beliefs re guarding one's capability for learning new skills and utilizing the learned skills in
performance situations Machida-kosuga, 2017. p. 23).
Performance: To what extent do employees successfully exhibit relevant behaviors related to a
specific capacity?
The Performance domain entails demonstrating high-level performance regarding a specific capacity.
Sonnen tag and Frese (2002) note that performance can be seen through two distinct lenses - the first
focused on actual behaviors that one engages in to fulfill job duties, and the second focused on the
outcomes that result from those behaviors. While the latter can be essential in determining the
organization's return on investment for specific training, it can be difficult to rule out any external
factors that may also be related to the outcome (Sonnentag & Frese, 2002). Thus, they propose that the
concept of performance is more accurately reflective of behavior rather than outcome (Sonnentag &
Frese, 2002).
Cognition: To what extent do Employees possess requisite knowledge related to a specific capacity?
The Cognition domain reflects the acquisition of knowledge related to a specific capacity essential for
high level performance. Mirabile (T997) defines this as what employees need to know to successfully
complete a specific job.
Proficiency: To what extent do employees possess relevant skills related to a specific capacity! The
Proficiency domain reflexis the development of skills related to a specific capacity essential for high-
level performance. The concepts of proficiency and skill have a synonymous relationship and are often
likened to other terms such as ability and competence (Auewell, 1990).
Performance: To what extent do employees successfully exhibit relevant behaviors related to a
specific capacity?
The Performance domain entails demonstrating high-level performance regarding a specific capacity.
Sonnen tag and Frese (2002) note that performance can be seen through two distinct lenses - the first
focused on actual behaviors that one engages in to fulfill job duties, and the second focused on the
outcomes that result from those behaviors. While the latter can be essential in determining the
organization's return on investment for specific training, it can be difficult to rule out any external
factors that may also be related to the outcome (Sonnentag & Frese, 2002). Thus, they propose that the
concept of performance is more accurately reflective of behavior rather than outcome (Sonnentag &
Frese, 2002).
Discussion
The Six-Domain Model for Training and Development represents a new and innovative process of
employee development. The model builds on past research and the foundational training models that
precede it and de scribes-an organized and hierarchical approach to the intended aims of a
comprehensive employee development program. The novelty of the model lies in its explicit attention
to aspects of employee’s internal processes and combines the need to attend to these processes with the
cognitive and behavioral goals traditionally em-bedded within most training programs. While it is
important to identify specific targeted domains for training, it is critical to understand that as discussed
earlier, there are relationships between these domains. Thus, enhancing one may result in the
enhancement of another or at a minimum set the stage for learner-openness to development of other
domains.
