A set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands

1. Training and
Development
By Abiy k

2. Chapter one
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3. Chapter one
Introduction to Employee training
and Development
A set of systematic and planned activities
designed by an organization to provide its
members with the necessary skills to meet
current and future job demands
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4. Primary Functions of HRM
 Human resource planning
 Equal employment opportunity
 Staffing (recruitment and selection)
 Compensation and benefits
 Employee and labor relations
 Health, safety, and security
 Human resource development
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5. Importance of training and
Development
 Maintains qualified products / services
 Achieves high service standards
 Provides information for new comers
 Refreshes memory of old employees
 Achieves learning about new things; technology, products / service delivery
 Reduces mistakes - minimizing costs
 Opportunity for staff to feedback / suggest improvements
 Improves communication & relationships - better teamwork
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6. The stricture of Human
resource in Hotel industry
Human Resources
The human resources department is given the responsibility to handle employee
recruitment, arrange staff training, make promotion and disciplinary decisions, and
check staff attendance.
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7. KEY COMPONENTS OF LEARNING
The overall goal of training and development is learning.
Learning refers to employees acquiring knowledge,
skills, competencies, attitudes, or behaviours.
Learning needs to demonstrate how it contributes to the company's
competitive advantage through improving employee performance
and contributing positively to business outcomes such as quality,
productivity, development of new products, and retaining key
employees.
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8. Training Refers to a planned effort by a company to facilitate learning of job-
related competencies, knowledge, skills, and behaviours by
employees.
The goal of training is for employees to master the knowledge, skills,
and behaviours emphasized in training and apply them to their day-to-
day activities.
Development is similar to training, except that it tends to be more future-
focused. Development refers to training as well as formal education,
job experiences, relationship, and assessments of personality, skills,
and abilities that help employees prepare for future jobs or positions.
Formal training and development refers to training and development
programs, courses, and events that are developed and organized by the
company.
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9. Informal learning
refers to learning that is does not occur in a formal
learning setting;' Informal learning occurs without a
trainer or instructor.
Informal learning can occur through :casual
unplanned interactions with peers, e-mail, informal
mentoring, or company-developed or publically
available social networking websites such as Twitter
or Facebook.
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10. DEFINING THE TERMS: TRAINING, EDUCATION,
DEVELOPMENT, LEARNING AND HRD
Training : a planned process to modify attitude, knowledge or skill behavior
through learning experience to achieve effective performance in an
activity or range of activities. Its purpose, in the work situation, is to
develop the abilities of the individual and to satisfy the current and
future needs of the organization.
Training – improving the knowledge, skills and attitudes of employees for
the short-term, particular to a specific job or task – e.g.,
 Employee orientation
 Skills & technical training
 Coaching
 Counseling
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11. Education
Education is defined as: activities which aim at developing the
knowledge, skills, moral values and understanding required in all
aspects of life rather than a knowledge and skill relating to only a
limited field of activity. The purpose of education is to provide the
conditions essential to young people and adults to develop an
understanding of the traditions and ideas influencing the society in
which they live and to enable them to make a contribution to it.
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12. Development
Development is: the growth or realization of a person’s ability,
through conscious or unconscious learning. Development programs
usually include elements of planned study and experience, and are
frequently supported by a coaching or counseling facility.
Development occurs when a gain in experience is effectively
combined with the conceptual understanding that can illuminate it,
giving increased confidence both to act and to perceive how such
action relates to its context.
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13. Learning
learning may be defined as: a relatively permanent change of
knowledge, attitude or behavior occurring as a result of formal
education or training, or as a result of informal experiences.
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14. Slide Title
Human capital refers to knowledge (know what), advanced skills (know how),
system understanding and creativity (know why), and motivation to deliver
high-quality products and services (care why).
Human capital may be more valuable than physical capital (equipment or
technology) or financial capital (monetary assets, cash) for providing a
company with an advantage over its competitors, because it is difficult to
imitate or purchase and it is unique to the company.
• knowledge
• Abilities
• Skills
• Education
• Training
• Experience
• Judgment
• Wisdom
• Creativity
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15. Training practice
 Keep to an agenda. A key prerequisite to classroom success is
preparing a training agenda and sticking to it.
 Know your students. Everyone’s learning style is different. So, if at all
possible, familiarize yourself in advance with the background of
students registered for the session.
 Check retention periodically. Independent of any formal testing that
may be necessary, it is important to assess students’ grasp of course
content informally at various intervals across the training session.
 Use positive reinforcement. Rewards, no matter how small, are
important devices to enhance knowledge acquisition and
retention.
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16. Training Facts and Figures
What are the facts of employee training?
Training is important because it represents a good opportunity for employees to grow
their knowledge base and improve their job skills to become more effective in the
workplace.
There are several reasons it is important for employers to
initiate training programs for their employees, such as:
 It improves skills and knowledge
Employee training programs help improve the knowledge and skills of employees to
match the various changes in the industry. These improvements will positively affect
the productivity of workers, which can increase the profits and efficiency of an
organization. Some of the things employees may learn through training include work
ethics, human relations and safety.
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17. Training Facts and Figures
It satisfies the
recommendations of
performance appraisals.
It prepares employees for
higher responsibilities.
It shows employees they
are valued.
It tests the efficiency of a
new performance
management system
It improves skills and
knowledge
People 1
People 2
People 3
People 4
The People
on Top
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18. When an organization's employee performance appraisals
suggest the need for improvement on a particular subject or
skill, training programs can be organized for staff members
to help satisfy this requirement.
Training can therefore address an identified problem area
and work toward a solution.
It satisfies the recommendations of
performance appraisals.
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19. Training programs can also help prepare employees who are
moving into higher roles and taking on more responsibilities in
an organization.
These programs will help them learn the skills that are required
to function effectively in their new positions. For example, they
may be trained in leadership skills or in a specific software they
will use in their new role.
It prepares employees for higher
responsibilities.
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20. Implementing training programs in the workplace will help
employees feel like the company is invested in them. By
continuing to teach your employees new skills and abilities,
they will not just become better workers, they will feel like
more productive members of the organization. This will
improve their morale as well as their workplace capabilities.
It shows employees they are
valued.
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21. Employee training programs help an organization test the
efficiency and effectiveness of a new performance management
system, which will help HR establish clearer performance
expectations. Using these systems to train your employees will
reinforce the necessity of meeting goals and help employees better
understand what is expected of them.
It tests the efficiency of a new
performance management system.
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22. Who Provide Training?
 Usually, training and development fall under the human
resource department
 simply stated, employee training is the responsibility of the
organization
 the responsibility of the management is to provide the right
resources and an environment that supports these growth
and development
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23. Prepare to work in Training
 your first step is to specify what you want your trainees to
learn and determine how you will measure it
 clarify key topics and related concepts
 organize material
 plan presentation techniques
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24. End of session one
Thank you
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25. CHAPTER
TWO
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26. Organizational characteristics
that influence training
Roles of Employees and Managers|
Business Conditions
Other HRM Practices
Top Management Support
Extent of Unionization
Integration of Business Units
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27. Need Assessment
 Refers to the process used to determine if training is necessary.
 Because needs assessment is the first step in the instructional design
process:
 If it is poorly conducted, training will not achieve the outcomes or
financial benefits the company expects.
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28. Need Analysis Involves
1. Organizational Analysis – involves determining:
 the appropriateness of training, given the business
strategy
 resources available for training
 support by managers and peers for training
2. Task Analysis – involves:
 identifying the important tasks and knowledge, skill,
and behaviors that need to be emphasized in training
for employees to complete their tasks
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29. Need analysis involves
3. Person Analysis – involves:
 determining whether performance
deficiencies result from a lack of knowledge,
skill, or ability (a training issue) or from a
motivational or work design problem
 identifying who needs training
 determining employees’ readiness for
training
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30. 30
Key Concerns of Upper- and Midlevel
Managers and Trainers in Needs Assessment
Upper level managers Middle level managers Trainers
Organizational
analysis
Is training important to achieve our
business objectives?
How does training support our
business strategy?
Do I want to spend money on
training?
How much?
Do I have the budget to buy
training services?
Will managers support
training?
Person analysis What functions or business units
need training?
Who should be trained?
Managers?
Professionals?
Core employees?
How will I identify which
employees need training?
Task analysis Does the company have the people
with the knowledge, skills, and
ability needed to compete in the
marketplace?
For what jobs can training make the
biggest difference in product
quality or customer service?
What tasks should be trained?
What knowledge, skills, ability,
or other characteristics are
necessary?
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31. Needs Assessment
• Should be completed before you start Phase Two
• You know:
– Where training is needed
– What kinds of training are needed
– Who needs to be trained
– Conditions for training
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32. Phase Two: Design
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33. • Setting objectives
• Selecting the trainer or vendor
• Developing lesson plans
• Selecting methods and techniques
• Preparing materials
• Scheduling training
Key activities include:
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34. Objectives
• Three parts:
– Performance
– Conditions
– Criteria
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35. Performance
What is to be done – e.g.,
• Assemble a chair
• Conduct training
• Graduate from college
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36. Conditions under which
performance is done
… using standard conditioning equipment
• … using proper method
• … without cheating or outside help
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37. Criteria
The level of acceptable performance – e.g.,
• … by 25 percent within one year
• … within one hour without mistakes
• … within 5 years and with a “B” average
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38. Sample Objectives –
• After training, be able to identify the four basic
stages involved in HRD within five minutes.
• Completely assemble one child’s bicycle within one
hour using common hand tools and instructions
provided on December 24 without cursing.
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39. Selecting the Trainer
• Training competency
– How well can he/she train?
– If they can’t train, why are they employed?
• Subject Matter Expertise
– How well is the material understood?
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40. If No Subject-Matter
Experts (SMEs) are
Available…
• Use a team to train
• Use programmed instruction
• Train your trainers…
– You are training subject matter experts to be
trainers
– You are not training trainers to be SMEs
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41. Preparing Lesson Plans
• Content to be covered
• Activity sequencing
• Selection/design of media
• Selection of trainee activities
• Timing and phasing of activities
• Method(s) of instruction
• Evaluation methods to be used
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42. Scope of Needs
Assessment
• The scope of a needs assessment can vary
immensely. A small needs assessment may be used
to inform the activities of a single program for the
next year, or a larger needs assessment may be used
to inform regional or national service delivery or
the activities of a whole agency over a period of
years.
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43. key issues to consider when
designing training programs
Your workers also need to be trained in the internal
policies, procedures and practices that apply in your
business and should be formally inducted into these
when they join the company.
Refresher training should be carried out when a
change is made or a policy revised.
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44. Looking at the following
factors
• The type of work being carried out;
• The nature of the risks associated with the work;
• What control measures are in place at the workplace;
• The qualifications and experience of the worker;
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45. Cont …
An induction introduces a new worker to their new role and to
your business.
It’s essential the new workers are inducted into your business by:
1. Explaining the worker’s specific role and requirements;
2. Explaining how the worker’s job fits into the business’s
operations;
3. Describing your products or services;
4. Explaining who your clients or customers are;
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46. 5. Introducing the worker to the workplace by showing them the physical
layout of the workplace, including facilities such as staff kitchen and
toilets;
6. Explaining basic work requirements, including how to log onto
computers, how to use the phones and where stationery is kept;
7. Detailing the safe work practices that are relevant to the worker’s role;
and
8. Explaining how health and safety is managed in the workplace.
Cont …
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47. Selecting and Preparing
the Training Site
SELECT TRAINING SITE
In order to achieve desired business outcomes, following is
suggested criteria for selecting the next location(s) for a
training program.
SEEK CONSISTENCY IN STUDENT AND ATTENDEE EXPERIENCE
When selecting multiple training sites, it is key to seek
consistency in student and attendees’ experience to
maximize your business outcomes.
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48. PLAN FOR ADEQUATE MEETING SPACE
The meeting space assigned for training should provide for
general sessions and break-out rooms. Plan for special or
ancillary functions held before, during and after the training.
BE SURE THE HOST CITY IS EASY TO REACH
Plan for the actual distribution of your personnel. Reasonable
airfares and frequent flights should be available to the
majority of potential attendees traveling to the host city.
Selecting and Preparing
the Training Site
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49. CONFIRM SPACE IS EQUIPPED FOR PRODUCTIVE LEARNING
To teach and develop people effectively, you need somewhere they can
concentrate and immediately engage. Break rooms and refreshments
should be available nearby the classroom to maximize productivity and
minimize distractions. Participants should have a quick and easy option
to step away and quickly return and refocus.
MEET AUDIO-VISUAL AND TECHNOLOGY NEEDS
The facility should have on-site capability to provide the audio-visual and
internet/wireless services required for your training. Verify that staff is
available on-site and software loaded and tested in advance. Verify that
internet bandwidth and computer specs meet or exceed your needs.
Selecting and Preparing the
Training Site
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50. OUTLINE NEEDS FOR PUBLIC SERVICE AREAS
Specify if there will be space needed for attendee registration, networking
receptions or any other events taking place that will utilize additional areas
of the facility.
ENSURE ADEQUATE PUBLIC ACCESS AND PARKING
Attendees from the host city are as equally important as those traveling
nationally or internationally. The property should be accessible by public
transportation and have enough onsite parking to accommodate local
participants.
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51. PROVIDE ADEQUATE ENTERTAINMENT AND DINING OPTIONS
Most attendees will enjoy visiting local restaurants, bars and other attractions. Ensure
the property and its surrounding area have enough to keep them entertained.
CONDUCT SITE VISITS
When locations are secured after matching your criteria, visit the location to personally
tour the property. If budget does not permit, property photos should be provided.
ESTABLISH A ROOM BLOCK
Ensure the training facility or nearby properties have adequate sleeping rooms (both in
quality and in quantity) for attendees at a reasonable rate.
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52. Choosing Trainers
A Starter Set of Criteria for Selecting Internal Trainers
1. Excellent experience with both the content/subject-matter area of what she or he will be teaching and
with the organization. This means that each selected trainer is viewed by supervisors and peers as someone
who performs well and also has a strong conceptual understanding of the job, the organization and the
changes that are required.
2. Is passionate about and committed to what she or he will be teaching. The potential trainer must
believe in the content of the training and be determined to demonstrate the value of what the learner-
trainees will be required to master.
3. Readily appears credible to learner-trainees. To make training work, the learners must perceive the
trainer as a role model – someone to emulate. The credibility of the trainer transfers to credibility and
desirability of content for those being trained.
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53. End of session Two
Thank you
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54. Chapter three
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55. Traditional Methods Categories
• Presentation Methods
• Hands-on Methods
• Group Building Methods
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56. Presentation methods refer to methods in which
trainees are passive recipients of information.
This information may include:
Facts or information
Processes
Problem – solving methods
Presentation methods include:
Lectures
Audio-visual techniques
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57. Presentation Methods:
Lecture
• Lecture involves the trainer communicating through
spoken words what she wants the trainees to learn.
• The communication of learned capabilities is
primarily one-way – from the trainer to the audience.
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58. Lecture cont.
• One of the least expensive, least time-consuming
ways to present a large amount of information
efficiently in an organized manner.
• Useful because it is easily employed with large
groups of trainees.
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59. • Variations of the Lecture Method
• Standard Lecture
• Student Presentations
• Team Teaching
• Panels
• Guest Speakers
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60. Presentation Methods:
Audio-Visual Techniques
• Audio-visual instruction includes:
– Overheads
– Slides
– Video
• It has been used for improving:
– Communication skills
– Interviewing skills
– Customer-service skills
– Illustrating how procedures should be followed
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61. Hands-on Methods
• Hands-on methods refer to training methods that require the trainee to
be actively involved in learning.
• These methods include:
– On-the-job training
– Simulations
– Case studies
– Business games
– Role plays
– Behavior modeling
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62. On-the-job training (OJT
• On-the-job training (OJT) refers to new or
inexperienced employees learning through observing
peers or managers performing the job and trying to
imitate their behavior.
• OJT includes:
– Apprenticeships
– Self-directed learning programs
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63. • OJT can be useful for
– Training newly hired employees
– Upgrading experienced employees’ skills when new
technology is introduced
– Cross-training employees within a department or
work unit
– Orienting transferred or promoted employees to their
new jobs
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64. Effective OJT Programs Include:
• A policy statement that describes the purpose of OJT
and emphasizes the company’s support for it.
• A clear specification of who is accountable for
conducting OJT.
• A thorough review of OJT practices at other
companies in similar industries
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65. Effective OJT Programs (continued)
• Training of managers and peers in the principles of
structured OJT.
• Availability of lesson plans, checklists, procedure
manuals, training manuals, learning contracts, and
progress report forms for use by employees who
conduct OJT.
• Evaluation of employees’ levels of basic skills before
OJT
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66. • Training of managers and peers in the principles of
structured OJT.
• Availability of lesson plans, checklists, procedure
manuals, training manuals, learning contracts, and
progress report forms for use by employees who
conduct OJT.
• Evaluation of employees’ levels of basic skills before
OJT.
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67. • Employees take responsibility for all aspects of
learning:
– When it is conducted
– Who will be involved
• Trainees master predetermined training content at
their own pace without an instructor.
• Trainers are available to evaluate learning or answer
questions for the trainee.
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68. OJT Programs: Apprenticeship
• Work-study training method with both on-the-job and
classroom training.
• Can be sponsored by companies or unions.
• Most programs involve skilled trades.
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69. Hands-on Methods: Simulations
• Represents a real-life situation.
• Trainees’ decisions result in outcomes that mirror
what would happen if on the job.
• Used to teach:
– Production and process skills
– Management and interpersonal skills
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70. Hand-on Methods: Case Studies
• Description about how employees or an organization
dealt with a difficult situation.
• Trainees are required to:
– Analyze and critique actions taken
– Indicate the appropriate actions
– Suggest what might have been done differently
• Major assumption of this approach is that employees
are most likely to recall and use knowledge and skills
learned through a process of discovery.
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71. Hands-on Methods: Role Plays
• Trainees act out characters assigned to them.
• Information regarding the situation is provided to the
trainees.
• Focus on interpersonal responses.
• Outcomes depend on the emotional (and subjective)
reactions of the other trainees.
• The more meaningful the exercise, the higher the level of
participant focus and intensity.
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72. Hands-on Methods: Behavior Modeling
• Involves presenting trainees with a model who demonstrates
key behaviors to replicate.
• Provides trainees opportunity to practice the key behaviors.
• Based on the principles of social learning theory.
• More appropriate for learning skills and behaviors than factual
information.
• Effective for teaching interpersonal and computer skills.
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73. Group Building Methods
• Group building methods refer to training methods
designed to improve team or group effectiveness.
• Training directed at improving trainees’ skills as well as
team effectiveness.
• Group building methods involve trainees:
– Sharing ideas and experiences
– Building group identity
– Understanding interpersonal dynamics
– Learning their strengths and weaknesses and of their co-workers
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74. Group Building Methods (continued)
• Group techniques focus on helping teams increase
their skills for effective teamwork.
• Group building methods include:
– Adventure learning
– Team training
– Action learning
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75. Group Building Methods:
Adventure Learning
• Focuses on the development of teamwork and leadership skills using
structured outdoor activities.
• Also known as wilderness training and outdoor training.
• Best suited for developing skills related to group effectiveness such as:
– Self-awareness
– Problem solving
– Conflict management
– Risk taking
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76. Adventure Learning (continued)
• To be successful:
– Exercises should be related to the types of skills that
participants are expected to develop.
– After the exercises, a skilled facilitator should lead a
discussion about
• what happened in the exercise
• what was learned
• how events in the exercise relate to job situation
• how to apply what was learned on the job
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77. Group Building Methods:
Team Training
• Involves coordinating the performance of individuals
who work together to achieve a common goal.
• Teams that are effectively trained develop
procedures to identify and resolve errors, coordinate
information gathering, and reinforce each other.
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78. Group Building Methods: Action Learning
• Involves giving teams or work groups:
– an actual problem,
– having them work on solving it,
– committing to an action plan, and
– holding them accountable for carrying out the
plan
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79. Action Learning (continued)
• Several types of problems are used including how to:
– Change the business
– Better utilize technology
– Remove barriers between the customer and
company
– Develop global leaders
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80. Choosing a Training Method
1. Identify the type of learning outcome that you want training to
influence.
2. Consider the extent to which the learning method facilitates learning
and transfer of training.
3. Evaluate the costs related to development and use of the method.
4. Consider the effectiveness of the training method.
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81. Selecting Training Methods
Consider the following:
• Program objectives
• Time and money available
• Resources availability
• Trainee characteristics and preferences
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82. Training Materials
• Program announcements
• Program outlines
• Training manuals and textbooks
• Training aids, consumables, etc.
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83. Scheduling Training
Must be done in conjunction with:
• Production schedulers
• Shift supervisors
• Work supervisors/managers
• Trainees
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84. Training During Normal Working Hours
Issues to consider:
– Day of week preferred
– Time of day
– Peak work hours
– Staff meeting times
– Required travel
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85. Training After Working Hours
• Are workers/trainees getting paid? If so, by whom?
• What about personal commitments?
• What do you do for shift workers?
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86. Registration and Enrollment Issues
• How, when, and where does one register?
• Who is responsible for logistics?
– Travel
– Lodging
– Meals
– Etc.
• How do one cancel/reschedule?
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87. In Other Words…
Are we training:
• the right people
• the right “stuff”
• the right way
• with the right materials
• at the right time?
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88. Purposes of Evaluation
• Determine whether the program is meeting the
intended objectives
• Identify strengths and weaknesses
• Determine cost-benefit ratio
• Identify who benefited most or least
• Determine future participants
• Provide information for improving HRD programs
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89. Purposes of Evaluation – 2
• Reinforce major points to be made
• Gather marketing information
• Determine if training program is appropriate
• Establish management database
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90. How Often are HRD Evaluations Conducted?
• Not often enough!!!
• Frequently, only end-of-course participant reactions
are collected
• Transfer to the workplace is evaluated less frequently
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91. Evaluation Bottom Line
• Is HRD a revenue contributor or a revenue user?
• Is HRD credible to line and upper-level managers?
• Are benefits of HRD readily evident to all?
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92. Need for HRD Evaluation
• Shows the value of HRD
• Provides metrics for HRD efficiency
• Demonstrates value-added approach
for HRD
• Demonstrates accountability for HRD
activities
• Everyone else has it… why not HRD?
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93. Models and Frameworks of Evaluation
• The most popular is that of D. Kirkpatrick:
– Reaction
– Learning
– Job Behavior
– Results
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94. A Suggested Framework – 1
• Reaction
– Did trainees like the training?
– Did the training seem useful?
• Learning
– How much did they learn?
• Behavior
– What behavior change occurred?
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95. Suggested Framework – 2
• Results
–What were the tangible outcomes?
–What was the return on investment (ROI)?
–What was the contribution to the organization?
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96. Data Collection for HRD Evaluation
Possible methods:
• Interviews
• Questionnaires
• Direct observation
• Written tests
• Simulation/Performance tests
• Archival performance information
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97. Interviews
Advantages:
• Flexible
• Opportunity for
clarification
• Depth possible
• Personal contact
Limitations:
• High reactive
effects
• High cost
• Face-to-face
threat potential
• Labor intensive
• Trained observers
needed
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98. Questionnaires
Advantages:
• Low cost to
administer
• Honesty increased
• Anonymity
possible
• Respondent sets
the pace
• Variety of options
Limitations:
• Possible
inaccurate data
• Response
conditions not
controlled
• Respondents set
varying paces
• Uncontrolled
return rate
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99. Direct Observation
Advantages:
• Nonthreatening
• Excellent way to
measure
behavior change
Limitations:
• Possibly disruptive
• Reactive effects
are possible
• May be unreliable
• Need trained
observers
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100. Written Tests
Advantages:
• Low purchase cost
• Readily scored
• Quickly processed
• Easily
administered
• Wide sampling
possible
Limitations:
• May be threatening
• Possibly no relation
to job performance
• Measures only
cognitive learning
• Relies on norms
• Concern for racial/
ethnic bias
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101. Simulation/Performance Tests
Advantages:
• Reliable
• Objective
• Close relation to
job performance
• Includes cognitive,
psychomotor and
affective domains
Limitations:
• Time consuming
• Simulations often
difficult to create
• High costs to
development and
use
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102. Choosing Data Collection Methods
• Reliability
– Consistency of results, and freedom from collection
method bias and error
• Validity
– Does the device measure what we want to
measure?
• Practicality
– Does it make sense in terms of the resources used to
get the data?
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103. Summary
• Training results must be measured
against costs
• Training must contribute to the
“bottom line”
• HRD must justify itself repeatedly as
a revenue enhancer, not a revenue
waster
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104. Human Resource Development
Chapter Four

105. 105
Strategic Management & HRD
• Strategy, according to Johnson and Scholes (1993), is concerned
with a number of dimensions:
– the range of an organization’s activities;
– the matching of the organization’s activities to the environment;
– the matching of the organization’s activities to available resources.
• Strategic management aims to ensure organizational effectiveness for the
foreseeable future – e.g., maximizing profits in the next 3 to 5 years
• HRD aims to get managers and workers ready for new products, procedures, and
materials
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106. Strategic HRD
• Integration of HRD with strategy formulation and
implementation
• Long-term view of HR policy
• Horizontal integration among HR functions
• Vertical integration with corporate strategy
SHR as core competitive advantage
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107. Strategic HRD enables:
• the organization to respond to challenges and opportunities
through the identification and delivery of HRD interventions;
• individuals, supervisors, line managers and top managers to be
informed of their roles
• and participate in HRD delivery; management to have operational
guidelines which explain the reasons for investment
• in HRD; information to be disseminated which explains the training,
education, development
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108. HR and Sustainable Competitive Advantage
• In some industries, people are the most important factor in success
- advertising and creative development
- leisure and tourism
- management consulting
- hospitals and medical professions
• The adaptability of people to changing environments is an important skill
• “The ability to learn faster than your competitors may be the only sustainable
advantage” – Arie De Geus, former head of planning at Royal Dutch Shell
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109. • Factors discouraging HRD
– The business cycle of peaks and troughs tends to
have a significant effect on the delivery of
– training and development because it is sometimes
seen as a cost rather than an investment.
109
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110. 110
Firm Capitals
• Human Capital
– Knowledge, skills, abilities of individuals
• Social Capital
– Relationships in social networks
• Structural, cognitive, relational dimensions
• Intellectual capital
– Knowledge and knowing capability of social collectivities
• Procedural/declarative; tacit/explicit; individual/social
• Value and Uniqueness of capitals
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111. • The HRD sector
– There are three main areas with which human
resource development is involved,
– individual, occupational, and organizational
development.
111
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112. • Individual development. This area can be exceptionally broad and
addresses such areas as skill development, interpersonal skills, career
development, etc.
• Occupational and group development. Training and development needs
frequently occur for groups of workers such as the need to integrate cross-
functional workers through a teambuilding programme, or for informing
and training employees about new products and services.
• Organizational development (OD). This category encompasses the whole
organization and may involve the introduction of a new culture or ways of
operating.
112
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113. The ASTD research of McLagan and Suhadolnik also identified
35 areas of competence for those involved with HRD
• Technical Competencies
1.Adult Learning Understanding*
2.Career Development Theories and
Techniques Understanding
3.Competency Identification Skill*
4. Computer Competence
5.Electronic Systems Skill
113
6. Facilities Skill
7. Objectives Preparation Skill*
8. Performance Observation Skill
9. Subject Matter Understanding
10. Training and Development
Theories and Techniques
Understanding
11. Research Skill
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114. • Business Competencies
– 12. Business Understanding*
– 13. Cost-benefit Analysis Skill
– 14. Delegation Skill
– 15. Industry Understanding
– 16. Organizational Behaviour Understanding*
– 17. Organizational Development Theories and Techniques Understanding
– 18. Organization Understanding
– 19. Project Management Skill
– 20. Records Management Skill
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115. • Interpersonal Competencies
– 21. Coaching Skill
– 22. Feedback Skill*
– 23. Group Process Skill
– 24. Negotiation Skill
– 25. Presentation Skill*
– 26. Questioning Skill*
– 27. Relationship Building Skill*
– 28. Writing Skill*
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116. • Intellectual Competencies
– 29. Data Reduction Skill
– 30. Information Search Skill*
– 31. Intellectual Versatility*
– 32. Model Building Skill
– 33. Observing Skill*
– 34. Self-knowledge
– 35. Visioning Skill
• *core competency.
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117. 117
A Framework for the HRD Process
HRD efforts should use the following four phases (or
stages):
• Needs assessment
• Design
• Implementation
• Evaluation
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118. 118
Needs Assessment Phase
• Establishing HRD priorities
• Defining specific training and objectives
• Establishing evaluation criteria
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119. 119
Design Phase
• Selecting who delivers program
• Selecting and developing program content
• Scheduling the training program
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120. 120
Evaluation Phase
Determining program effectiveness – e.g.,
• Keep or change providers?
• Offer it again?
• What are the true costs?
• Can we do it another way?
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121. Attitudinal Training
• Introduction to Attitude
Attitude refers to our evaluations of the
people, group and other type of subject
in our social world. Attitudes are an
important area of study because they
impact both we perceive the world and
how we behave.
121
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122. Components of attitude
 Affective
 Cognitive and
 Behavioral
A number of researchers have considered how these three components contribute to
the formation and expression of attitudes.
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123. Affective component of attitudes
Refers to feelings or emotions associated with an attitude
object. Affective responses influence attitudes in a number
of ways. A primary way in which feelings affect attitudes is
due to affective reactions that are aroused in the individual
after exposure to the attitude object. For instance, many
people indicate that spiders make them feel scared. These
negative affective responses are likely to produce a negative
attitude towards spiders. Feelings can become associated
with attitude objects in several ways.
123
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124. The cognitive component of attitudes
Refers to beliefs thoughts and attributes we associate with a particular object. In
many cases, a person’s attitude might be based primarily upon a consideration
of the positive and negative attributes about the attitude object. For example,
when one of us recently bought a new car, he devoted considerable attention to
factors such as different vehicles’ safety records, petrol mileage, resale value and
repair costs. In this example, attitudes towards the different cars were formed via
a conscious consideration of the positive and negative characteristics of each car.
124
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125. The behavioral component of attitudes
• Refers to past behaviors with respect to an attitude object. For
instance, people might infer that they have a negative attitude
towards nuclear power plants if they recall having previously signed
a petition against having a nuclear power plant built near their
neighborhood. The idea that people might infer their attitudes on the
basis of their previous actions was developed by Bem. According to
Bem’s (1972) self-perception theory, individuals do not always
have access to their opinions about different objects (see also
Nisbett & Wilson, 1977). Bem argued that this is especially likely
when the person’s attitude is particularly weak or ambiguous.
125
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126. 5.4 THE STRUCTURE OF ATTITUDES
 What are the two basic perspectives on attitude structure?
 In addition to considering the content of attitudes, another important issue
concerns how positive and negative evaluations are organized within and
among the affective, cognitive and behavioral components of attitudes. It is
typically assumed that the existence of positive feelings, beliefs and behaviours
inhibits the occurrence of negative feelings, beliefs and behaviours. For
example, this framework suggests that an individual with positive feelings,
beliefs and behaviours about the some thing is unlikely to have negative
feelings, beliefs and behaviours about this thing.
126
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127.  one-dimensional perspective of attitudes, the positive or negative elements are stored in memory at
opposite ends of a single dimension, and people tend to experience either end of the dimension or a
location in between.
 two-dimensional perspective of attitudes, which suggests that positive and negative elements are stored
along two separate dimensions (Cacioppo, Gardner & Berntson, 1997). One dimension reflects whether the
attitude has few or many positive elements, and the other dimension reflects whether the attitude has few or
many negative elements. This view proposes that people can possess any combination of positivity or
negativity in their attitudes.
127
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128. Characteristics of attitude are discussed below:
• Attitude are predispositions.
• Attitude are evaluative statement.
• Attitude influence human behavior.
• Attitude have intensity.
• Attitude are learnt.
128
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129. Scope of Attitude
improve the satisfaction of employees
 Reduce the chance of conflict
 Facilitate management
 Helps in motivation
 Increases organizational efficiency
 Develops positive attitude
 Helps in performance appraisal
129
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130. What is the role of attitude?
Attitudes provide meaning for life, also can help us organize and structure our experience.
Having a positive attitude helps employees to take better decisions, in an objective manner. Having
a positive attitude helps in motivating employees to overcome obstacles that they may face during the
course of their job.
What role does attitude play in the workplace?
A positive attitude benefits both employee and employer. It leads to greater happiness, fulfillment,
and productivity. Employers should promote and encourage positive outlooks in the workforce, but
ultimately, it's employees who have to bring positive attitudes to work with them.
How does employee attitude affect the organization?
When an employee have weather positive or negative to work, his attitude affects his work
performance and can have an impact on the employee morale around him. Generally, workers with
good attitudes have stronger performance, and workers with poor attitudes exhibit less-than-superior
performance.
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131. Employee Attitude Vs. Job Performance
An Employee's Attitude
An attitude is based on many factors that an employee brings to the workplace. The deep roots of an
employee's attitude make it hard to change. Her attitude is the product of her upbringing, including patterns
of thought and ways of looking at the world that she has learned over many years from peers, parents,
teachers, coaches.
Impact of Attitudes on others
An employee's attitude has a potential to impact his interactions with others and his individual work
performance. Attitude affects an employee's reactions to others, including colleagues, supervisors and
customers; attitude performance affects his perception of his job and his value to the organization, according
to Performance Magazine.
Signs of Poor Attitude
Some signs of negativity in employees are all-or-nothing thinking, overgeneralization and labeling,
personalization and blame, jumping to conclusions and focusing on the negative. When a manager observes
negative patterns of thinking in a group situation, he can ask himself which kind of thinking is affecting each
employee.
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132. Factors influencing attitude are beliefs, feelings, and action tendencies of an individual or group of
individuals towards objects, ideas, and people.
 Social Factors.
 Direct Instruction.
 Family.
 Prejudices.
 Personal Experience.
 Media.
 Educational and Religious Institutions.
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133. Thank you
133
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