Human Resource Development Concepts Explained

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Sunil Kr. Meena
M.Sc Scholar
Department of Extension Education, PGI Akola
Dr. PDKV Akola (Ms)
Human
resources
management
Prepared By
Sunil Kr. Meena
M.sc Scholar
Department of Extension Education
Post Graduate Institute Akola
Dr. PDKV Akola (Ms)
Email Id- Sunilmeena989@gmail.com

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
1 & 2 -HUMAM RESOURCE DEVELOPMENT
Definition, meaning and importance
What is HRD:
 It is a new concept.
 The term was first applied in 1968 in George Washington University.
 It was used in Miami at the conference of American Society of Training and development in
1969. The term gained more importance in 1970 as alternative term for training and
development.
WHAT IS IT:
 HRD is the framework (structure for giving shape) for helping employees to develop their
personal and organizational skills, knowledge and abilities.
 HRD is the process of equipping individual with the understanding, skills and access to
information, knowledge and training that enables them to perform effectively.
 HRD includes such
 Opportunities as employee training,
 Employee career (line of business) development,
 Performance (act) management and development,
 Coaching (instruction),
 Mentoring (helping /teaching/ counselling),
 Succession (sequence) planning,
 Key employee identification,
 Tuition assistance and
 organization development.
View of different scientists on HRD:
Rao (1992) explain that HRD is a process in which employees of an organization are
continuously helped in planning manner to acquire and sharpen capabilities (abilities), which
are required to perform various functions. Through HRD-
 They develop as individuals their general capabilities with their present and future roles,
 Discover and exploit (make use of) their potential for their own and organizational
development purposes.
 Develop an organizational culture (mores/norms/ ways) in which supervisors-sub-ordinate
relationships, team-work and collaboration among sub units are strong and

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 Contribute to professional well- being, motivation and pride(self importance) of
employees.
Nadler (1994) defined HRD as planned and continuous efforts by management
(organization) to improve employees’ capacity levels and organizational performance through
training, education and development programmes.
 Training includes those activities that are conducted to improve overall competence of an
individual in a specific direction and beyond current job.
 Development involves learning opportunities aimed at individual growth but not restricted
to a specific or future job.
HRD is an approach to facilitate (assist) both developments of competencies and
creation of environmental conducive (helpful) to stimulate and nurture (take care of)
continuous growth of individuals and organizations.
Above definitions of HRD are rooted in the context of organizations and employees.
It is assumed that each human being is unique with potential for development
However; one needs analysis of potentials and limitations, clear-cut goals of self development
as well as opportunities for learning and growth.
What would be the focus of HRD approach at grassroots level?
Rural development is a complex process of catalysing social, economic and cultural
factors. Sustainable (prolong) development is possible only when there is active participation
of people in all aspects of the process. It is to establish conditions in which every individual has
opportunities for development of potential. The cultivation of inner motivation (drives) and
social consciousness is key to individual fulfilment through community action.
Thus HRD lays stress on development of individual, the family and village community.
 HRD in rural areas must be understood in the socio-cultural context of the rural
communities. It should focus on development of inner resources of the individual and
country.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 It aims to people to acquire social perspective (outlook) relevant to development of
community.
 This calls for organization of groups and creation of structure which would enable
involvement of one and all in planning and implementation of programmes of
development.
 Such group organization calls for motivated leadership.
Mehta (1983) reported that rural poor can participate in their own development only when
they are able to develop necessary skills, readiness (willingness) and motivation for moving
towards organizing themselves in various ways and for various purposes.
He listed following skills and knowledge as necessary prerequisite for encouraging
participation of rural people in development.
 Skill in group work.
 Readiness for identifying one’s own problem with those of the community and
understanding community problems as his own.
 Focus on community thinking and communities.
 Skills in understanding and identifying important problems with a view to move towards
problem solving and action planning.
 Skill in farming and managing self-help organization.
 Awareness of legal rights and responsibilities.
 Interface (crossing) with officials.
Rolling (1988) has elaborated HRD approach to extension work in terms of five functions as
detailed below:
1) Mobilization: Extension workers should act as animator (Conscious) rather than information
disseminator. They should encourage dialogue and discussion on problems in its analytical
process. Thus people can visualise together the depth issues and reasons behind them. Such
realisation can inspire them to take some concrete step for amelioration (upgrade)

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
2) Organization: People need forum to plan together and put plan in action. Existing forum may
be revitalised or alternative organizations may be created to provide equal opportunity of
participation.
3) Training: self development is not so easy. People need skills to work together as group.
Activities need to be initiated so that people learn through mutual discussion and work. They
must be made aware of their rights and responsibilities.
4) Technical support: Local resources and technologies should be supported with external ones
with help and support from development organizations.
5) System management: In order to install the four functions, maintain balance and ensure self-
sustenance, it requires coordination and management.
HRD approach to extension requires-
- Active farmers’ participation should be the basic of extension work.
- It should be based on physiological orientation towards raising consciousness of people
through dialogue- based participatory education.
- It should aim basically to empower people to gain competencies in dealing with their
problems confidently.
- Methods used to work with farmers need to be interactive and mutually rewarding.
Farmers should take part in the process through range of methods such as PRA, RRA,
story writing, songs, farmer to farmer training, village level workshops etc.
- It requires multi- institutional collaboration to be successful. Extension, research, farmers
and other organizations must work in hand in hand.
IMPORTANCE OF HRD:
Human resource or Human capital is the most important and vital factor of economic
development or it can be said that humans are the agent of development. Some importance
are-
1. Country develops if the human resource is develop:

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
To enhance economic development state constructs road, buildings, bridges, dams,
powerhouses, hospitals etc. To run these units doctors, engineers, scientist, teachers are
required. So if the state invests in a human resource it plays dividend (bonus) in response.
2. Increase in productivity: The better education, improved skills and provision of healthy
atmosphere will result in increase in economic production.
[
3. Eradication of social and economic backwardness: HRD has an ample effect on
backwardness economy and society. Provision of education increases literacy which will
produce skills in human resource. Similarly provision of healthy facilities will result in
healthy human resource which will contribute to the national economic development.
4. Entrepreneur development: Education, clean environment, good health, investment on
human resource will have its positive effect. Job opportunities will be created in the
country and business environment will flourish in the state which creates many job
opportunities.
5. Social revolution: Because of HRD the social economic life of the people changes
drastically. Overall look changes, thinking phenomenon changes. Progressive thoughts
are endorsed (allowed) in to the mind of peoples.
Human Resource Development ( Additional Information)
HRD — SOME CONCEPTS
A definition of HRD is "organized learning activities arranged within an organization in order to
improve performance and/or personal growth for the purpose of improving the job, the individual,
and/or the organization" (1). HRD includes the areas of training and development, career development,
and organization development. This is related to Human Resource Management -- a field which includes
HR research and information systems, union/labor relations, employee assistance,
compensation/benefits, selection and staffing, performance management systems, HR planning, and
organization/job design (2).
HRD is mainly concerned with developing the skill, knowledge and competencies of people and it
is people-oriented concept. When we call it as a people-oriented concept the question of people being
developed in the larger or national context or in the smaller organizational context? Is it different at the
macro and micro level? HRD can be applied both for the national level and organizational level.
But many personnel managers and organizations view HRD as synonymous to training and
development. Many organizations in the country renamed their training departments as HRD
departments. Surprisingly some organizations renamed their personnel department as HRD departments.
Some educational, institutions started awarding degrees and diplomas in HRD even though the concept is
not yet crystal clear.
HRD from organizational point of view is a process in which the employees of an organization are
helped/motivated to acquire and develop technical, managerial and behavioral knowledge, skills and

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
abilities, and mould the values, beliefs, attitude necessary to perform present and future roles by
realizing highest human potential with a view to contribute positively to the organizational, group,
individual and social goals.
A comparative analysis of these definitions shows that the third definition seems to be
comprehensive and elaborate as it deals with the developmental aspects of all the components of human
resources. Further, it deals with all types of skills, the present and future organizational needs and aspect
of contribution to not only organizational also other goals.
The analysis of the third definition further shows that there are three aspects, viz.,
1.Employees of an organization are helped/motivated;
2.Acquire, develop and mould various aspects of human resources; and
3. Contribute to the organizational, group, individual and social goals.
The first aspect deals with helping and motivating factors for HRD.
These factors may be called â€˜Enabling factorsâ€™ which include: Organization structure, organizational
climate, HRD climate, HRD knowledge and skills to managers, human resource planning, recruitment and
selection. The second aspect deals with the techniques or methods which are the means to acquire
develop and mould the various human resources.
These techniques include: Performance, appraisal, Potential appraisal, Career planning and Development,
Training, Management development, Organizational development, Social and Cultural programs, and
Workersâ€™ participation in management and quality circles. The third category includes the outcomes
contribution of the HRD process to the goals of the organization, group, individuals and the society.
HRD
People are the real assets of an organization. If treated well, they can take organizations to
commanding heights. Two plus two could be four or even ten. Human Resource Development (HRD)
stresses that human beings have the potential to do things better and hence it is a very positive concept
in the human resource management. It is based on the belief that an investment in human beings is
necessary and will invariably bring in substantial benefits in the long run. Therefore, HRD is a process in
which the employees of an organization are helped/motivated to acquire and develop technical,
managerial and behavioral knowledge, skills and abilities, and mould the values, beliefs, attitude
necessary to perform present and future roles by realizing highest human potential with a view to
contribute positively to the organizational, group, individual and social goals.
According to Prof. TV Rao, HRD is a process by which the employees of an organization are helped in a
continuous and planned way to:
1) Acquire or sharpen capabilities required to perform various functions associated with their present or
expected future roles
2) Develop their capabilities as individuals and discover and exploit their own inner potential for their
own and organizational development.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
3) Have an healthy organizational culture in which a relationship between a superior and subordinate ,
team work , and a correlation between the sub units is strong and contribute to the professional well
being of the employees.
Relationship Between HRM and HRD
Human resource management (HRM) encompasses many functions
Human resource development (HRD) is just one of the functions within HRM
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
HRD Functions
Training and development (T&D)
Organizational development
Career development
Training and Development (T&D)
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
Development – preparing for future responsibilities, while increasing the capacity to perform at a
current job
 Management training
 Supervisor development
Organizational Development
The process of improving an organization’s effectiveness and member’s well-being through the
application of behavioral science concepts
Focuses on both macro- and micro-levels
HRD plays the role of a change agent
A Framework for the HRD Process
HRD efforts should use the following four phases (or stages):
Needs assessment
Establishing HRD priorities
Defining specific training and objectives
Establishing evaluation criteria
Design
Selecting who delivers program
Selecting and developing program content
Scheduling the training program
Implementation
Implementing or delivering the program
Evaluation

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
9. SOCIAL AND ORGANIZATIONAL CULTURE:
A) What is organizational culture:
No one definition of organizational culture has been emerged in the literature. One of the issues
involving culture is that is defined both in terms of its causes and effect. For example, these are the
two ways in which cultures often defined.
1. Out comes-Defined culture as a clear pattern of behaviour- Many people use the term culture to
describe patterns of cross individual behavioural consistency (CIBC). For example, when people say
that culture is “ The way we do things around here,” they are defining consistent way in which people
perform task, solve problems, resolve conflicts, treat customers and treat employees.
2. Process- defining culture as a set of mechanisms creating cross individual behavioural consistency – In
this case culture is defined as the informal values, norms and belief that control how individuals and
groups in an organization interact with each other and with people outside the organization.
Both of these approaches are relevant to understanding culture. It is important to know on what
types of behaviour culture has greatest impact (outcomes) and how culture works to control the
behaviour of organizational members.
Functions of Organizational culture:
1. Behaviour control
2. Encourages stability
3. Provide source of identity.
Liabilities of culture:
1. Barrier to change and improvement
2. Barrier to diversity
3. Barrier to cross departmental and cross organizational cooperation
4. Barrier to mergers and acquisitions
B. SOCIAL CULTURE:
a) Caste system: In India caste system is developed and prevalent since ancient times as a great thorn
(spike) and mystery (anonymous) in the flesh (tissue)of Mother India. It is believed to have been
adopted by the Brahmins to express their superiority and to maintain it. Then the Aryan races swept in
to India from the North and they wanted them to be superior to the insiders and so they maintained
the prevalent caste systems. Gradually the caste system becomes formalized (official) in to four major
groups each with its own rules and organizations and code of conduct. At the top ladder- Brahmin

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
who have maintained themselves as priests and arbiter (authority) regarding religious and financial
problems. Then come Kshatriyas or solders or administrators. They are followed by the Vaisyas who
are the artists and commercial class members and lastly comes the Sudras who represent the
peasants and the farming class. These caste have come from the body of Lord Brahma e.g. Brahmin
from mouth, Kshatriyas from arms, Vaisyas from the thighs and Sudras from his feet. Each caste has
further inner divisions which are mainly controlled by the type of work the person undertakes. Behind
all these comes sect of people framed as untouchables or Harijans or Children of God as called by
Gandhiji who work for their upliftment and betterment. Now a days due to better education and
Westernization the caste system has weakened. Mostly Hinduism is based upon caste system. The
other religions like Islam, Christianity, etc don’t profess caste divisions. To improve lower caste people,
Government has come out with special packages like public sector jobs, Parliamentary and college
seats for them. But still caste systems pose(create) a great threat(danger) for the upliftment of our
country due to frequent upheaval (disorder)regarding reservations.
b) Multi-Lingual Country : In India English is use as associate official language, though 18 languages
have been adopted by the Constitution and there are about 1500 dialects local to various states and
UTs of India. Eighteen main languages are Assamese, Bengali, Gujrati, Hindi, Kannada, Kashmiri,
Konkani, Malyalam, Manipuri, Marathi,Nepali, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telgu and Urdu.
Hindi is the most important language spoken by 20-40% (Bihar, MP, Raj, UP) of the total population
and is official language of Indian Government.
c) The Indian Woman: India has equal number of men and women. Almost half of the women belong to
uneducated category recently number is dwindling. They have come out of their houses armed with
pens. Indian girls mostly preferred arranged marriages. Most of the rural women do the jobs of both a
householder and wage-earning labourer. They wear flowers on her hair with colourful bangles on her
wrists and sporting a lengthy sari neatly tucked in. Indian women are noted for their pious (moral)
nature and mostly occupied in religious pujas, fasts, and prayers. 20th
century is the rising Women’s
movements. Women of today are making great inroads as getting around 30 % in Parliamentary seats
and some allocations in Armed Forces. India gives its women the image of ‘Mader’ or ‘Devi’ liable to
great worship. Some percentage of women has risen to top ladder, e.g. Indira Gandhi, Medha Patkar
and P.T.Usha.
d) Secular India: India is a secular country with total freedom of worship according to one’s beliefs and
faith. There are different religions, they have some common rituals and practices and all of them
stress on the importance of God, the Supreme Being. Indians spend more time in the per suit of
religion like prayers, rituals, fasts, and pilgrimages than any other people in the world.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
Hinduism + Buddhism+ Islam+ Jainism and so on= Secular India
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10 a. ORGANIZATIONAL ETHICs---
Definition:
Ethics in an organization refers to rules (standards, principles and values) governing the
conduct of organizational members and the consequences of organizational decisions.
What is organizational ethics?
Organizational ethics is defining appropriate behaviour establishing organizational
values nurturing individual responsibility providing leadership and oversight relating
decisions to stakeholder’s interests, developing accountability relating consequences
auditing and improvement.
Importance :
 'Ethics' focuses on the disciplines that study standards of conduct.
 Ethics is defined as a method, procedure, or perspective for deciding how to
act and for analyzing complex problems and issues.
 Ethics promote the aims of research, such as knowledge, truth, and
avoidance of error.
 Ethical standards promote the values that are essential to collaborative
work, such as trust, accountability, mutual respect, and fairness.
 Many of the ethical norms help to ensure that researchers can be held
accountable to the public.
 Organizational ethics promote a variety of other important moral and social
values, such as social responsibility, human rights, animal welfare,
compliance with the law, and health and safety.
Some of the Codes of ethics:
 Honesty: Be honest in organization.
 Objectivity (avoid bias)
 Integrity (strive for consistency of thought and action.)
 Carefulness (critically examine your own work and the work of your peers)
 Openness (Be open to criticism and new ideas)

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 Respect for Intellectual Property: Honor patents, copyrights, and other forms of intellectual
property.
 Confidentiality: Protect confidential communications/trade secrets.
 Respect for colleagues: Respect your colleagues and treat them fairly.
 Social Responsibility: Strive to promote social good and prevent or mitigate social harms through
public education, and advocacy.
 Non-Discrimination: Avoid discrimination against colleagues on the basis of sex, race, ethnicity,
or other factors that are not related to their scientific competence and integrity.
 Competence: Maintain and improve your own professional competence and expertise through
lifelong education and learning.
 Legality: Know and obey relevant laws and institutional and governmental policies.
Myths about organizational ethics:
 It’s easy to be ethical.
 Unethical behaviour is part of any organization.
 There are no rewards for being ethical.
 Ethical behaviour will prevent me from being successful.
 Work is like a sport, push the rules and try not to get caught.
Who are the primary stakeholders that shape organizational ethics?
 Employees
 Customers
 Suppliers
 Community
 Government
 Shareholders
 other

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
10 b. ORGANIZATIONAL COMMITMENT:
Organizational commitment in the fields of ‘Organizational behaviour and industrial/
organizational Psychology is, in a general sense, the employee’s psychological attachment to the
organization. It can be contrasted with other work – related attitudes,
Such as job satisfaction, which is defined as an employee’s feelings about their job, and
organizational identification which is defined as the degree to which an employee experiences a
‘sense of oneness’ with their organization. Beyond this general sense, organizational scientists have
developed many definitions of organizational commitment and numerous scales to measure them.
Exemplary of this work is-
Meyer & Allen’s model of commitment, which was developed to integrate numerous
definitions of commitment that had proliferate ( grow) in the literature.
Meyer & Allen’s model of commitment:
According to Meyer & Allen’s (1991) three component model of commitment, prior research
indicated that there are three ‘mind sets’ which can characterize an employee’s commitment to the
organization.
1. AFFECTIVE COMMITMENT (AC) : In Affective Commitment an employee who is affectively
committed, strongly identifies with the goals of the organization and desires to remain a part of
the organization. This employee commits to the organization because he/she “wants to”. In
developing this concept, Meyer & Allen drew largely on Mowday, Porter and Steer’s (1982)
concept of commitment, which in turn drew on earlier work by Kanter (1968).
2. CONTINUANCE COMMITMENT (CC): The individual commits to the organization because he/she
perceives high cost of losing organizational membership including economic costs and social
costs (friendship ties with co-workers) that would be incurred. The employee remains a member
of the organization because he/ she “has to”.
3. NORMATIVE COMMITMENT (NC): the individual commits to and remains with an organization
because of feelings of obligation (compulsory).These feelings may drive from many sources. For
example, the organization may have invested resources in training an employee who then feels a
‘moral’ obligation to put forth efforts on the job and stay with the organization to ‘repay the
debt’. It may also reflect an internalized norm, developed before the person joins the organization
through family or other socialization processes, that one should be loyal to one’s organization. The
employee stays with the organization because he/she “ ought to”.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
11. Motivation productivity
Motivation is a term that refers to a process that elicits, controls, and sustains certain behaviors.
Motivation is a group of phenomena which affect the nature of an individual's behavior, the strength of the
behavior, and the persistence of the behavior. For instance: An individual has not eaten, he or she feels
hungry, as a response he or she eats and diminishes feelings of hunger.
There are many approaches to motivation: physiological, behavioural, cognitive, and social. It's
the crucial element in setting and attaining goals—and research shows you can influence your own levels
of motivation and self-control.
According to various theories, motivation may be rooted in a basic need to
minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting,
or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such
as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused
with either volition or optimism. Motivation is related to, but distinct from, emotion
Intrinsic and extrinsic motivation
Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and
exists within the individual rather than relying on any external pressure. Intrinsic motivation is based on
taking pleasure in an activity rather than working towards an external reward. Intrinsic motivation has been
studied by social and educational psychologists since the early 1970s. Students who are intrinsically
motivated are more likely to engage in the task willingly as well as work to improve their skills, which will
increase their capabilities. Students are likely to be intrinsically motivated if they:
 attribute their educational results to factors under their own control, also known as autonomy,
 believe they have the skill that will allow them to be effective agents in reaching desired goals (i.e. the
results are not determined by luck),
 are interested in mastering a topic, rather than just rote-learning to achieve good grades.
Extrinsic motivation refers to the performance of an activity in order to attain an outcome, which then
contradicts intrinsic motivation. It is widely believed that motivation performs two functions. First one is
often referred to the energetic activation component of the motivation construct. The second one is
directed at a specific behaviour and makes reference to the orientation directional component. Motives can
be divided into two types: external and internal. Internal motives are considered as the needs that every
human being experience, while external indicate the presence of specific situations where these needs
arise.
Social psychological research has indicated that extrinsic rewards can lead to over justification and
a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who
expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time
playing with the drawing materials in subsequent observations than children who were assigned to an

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Dr. PDKV Akola (Ms)
unexpected reward condition. For those children who received no extrinsic reward, self-determination
theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their
values and beliefs and therefore helps to fulfill their basic psychological needs.
Staying motivated is a struggle — our drive is constantly assaulted by negative thoughts and anxiety
about the future. Everyone faces doubt and depression. What separates the highly successful is the
ability to keep moving forward.
Reasons We Lose Motivation
There are 3 primary reasons we lose motivation.
1. Lack of confidence – If you don’t believe you can succeed, what’s the point in trying?
2. Lack of focus – If you don’t know what you want, do you really want anything?
3. Lack of direction – If you don’t know what to do, how can you be motivated to do it?
Motivation productivity
Employee motivation has always been a central problem for leaders and managers. Unmotivated
employees are likely to spend little or no effort in their jobs, avoid the workplace as much as possible, exit
the organization if given the opportunity and produce low quality work. On the other hand, employees who
feel motivated to work are likely to be persistent, creative and productive, turning out high quality work that
they willingly undertake. There has been a lot of research done on motivation by many scholars, but the
behavior of groups of people to try to find out why it is that every employee of a company does not perform
at their best has been comparatively unresearched. Many things can be said to answer this question; the
reality is that every employee has different ways to become motivated. Employers need to get to know their
employees very well and use different tactics to motivate each of them based on their personal wants and
needs.
The dictionary Webster's defines motivation as something inside people that drives them to
action. This motivation varies in different people. We can also say that motivation is the willingness to work
at a certain level of effort. Motivation emerges, in current theories, out of needs, values, goals, intentions,
and expectation. Because motivation comes from within, managers need to cultivate and direct the
motivation that their employees already have.
Motivation comes from within us such as thoughts, beliefs, ambitions, and goals. The people who
are most interested in motivation studies are managers of people because they may provide insights into
why people perform at work as they do, and as a result provide managers with techniques to improve
worker productivity.
11.2 job descriptions- It is a list of the general task or functions and responsibilities of a position.
Typically, it also includes to whom the position reports, specifications such as the qualifications needed
by the person in the job, salary range for the position, etc.
A job description is usually developed by conducting a job analysis which includes
examining the task and sequences of task necessary to perform job. The analysis looks at the of

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Dr. PDKV Akola (Ms)
knowledge and skills needed by the job. A job usually includes several roles. The job description might be
broadened to form a person specification. An alternate terminology used under the UN system is Terms
of Reference (TOR)
What is a job description?
A job description sets out the purpose of a job, where the job fits into the organization structure, the
main accountabilities and responsibilities of the job and the key tasks to be performed.
A job description identifies essential and non-essential tasks that are assigned to a specific position. It also
identifies reporting relationships and may also describe required qualifications, minimum requirements,
working conditions, and desirable qualifications. Supervisors are responsible for developing and
maintaining accurate and current job descriptions for their staff. The duties should be appropriate for the
classification and consistent with the class specification. It is not uncommon for duty statements to vary
within the same classification due to the various departmental settings and organizational structures.
Why is a job description important?
A job description has four main uses:
Organization - it defines where the job is positioned in the organization structure. Who reports to who.
Recruitment - it provides essential information to potential recruits (and the recruiting team) so that
they can determine the right kind of person to do the job (see person specification)
Legal - the job description forms an important part of the legally-binding contract of employment
Appraisal of performance - individual objectives can be set based on the job description
What are the Uses of a Job Description?
fficiently enabling supervisors to better control workload
Serves as recruitment tool
-of- class situations
accommodation, limited duty, workers compensation, fitness for duty and disability retirement.
Contents of a Job Description
The main contents of a job description are:
- Job Title: this indicates the role/function that the job plays within an organisation, and the level of
job within that function (e.g. Finance Director would be a more senior position than Financial
Accountant - although both jobs are in the "finance department")
- Reporting responsibilities: who is the immediate boss of the job holder?

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- Subordinates; who reports directly TO the job holder?
- Main purpose - who is involved in the job overall
- Main tasks and accountabilities: description of the main activities to be undertaken and what the job
holder is expected to achieve (e.g. in the case of the Management Accountant, this might include
"Complete monthly management accounts by 10th working day of each month and prepare report on all
key performance variances")
- Employment conditions
How To Write A Job Description
Job descriptions are an important for attracting the right job candidates, helping employees understand
their responsibilities, evaluating employees' performance, and much more. Here are tips for writing good
job descriptions.
Following is a quick look at the categories that make up a well-written job description:
 Title of the position
 Department
 Reports to (to whom the person directly reports)
 Overall responsibility
 Key areas of responsibility
 Consults with (those who the person works with on a regular basis)
 Term of employment
 Qualifications (necessary skills and experience required)
Purpose of JD:
To have a clear outline of duties and responsibilities to make the screening process as direct and
focused as possible.
What are the Essential Elements of Job Descriptions?
Job descriptions generally include:
and title of supervisor, and effective date of duties.
or position, list classifications supervised.
class specification, usually under the definition of the class)
employee and supervisor acknowledge by signing the duty statement that they have discussed the
expectations of the position.

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12. PERFORMANCE APPRAISAL (PA)
PA is one of the important components in the rational (realistic) and systematic process of HRM. The
information obtained through performance appraisal provide foundation for recurring and selecting
new hires, training and development of existing staff and motivating and maintaining quality work
force by adequately and properly recording their performance. Without a reliable performance
appraisal system, a HRM system falls apart, resulting in to total waste of valuable human asset a
company has.
There are two primary purposes of Performance appraisal (PA):
a) Evaluative and b) Developmental
a) Evaluative purpose is intended to inform people of their performance standing. The collected
performance data are frequently used to reward high performance and to punish poor
performance.
Development purpose is intended to identify problems in employees performing the assigned task.
The collected performance data are used to provide necessary skill training or professional
development.
The purpose of performance appraisal must be clearly communicated both to ratters and rates.
Because their reaction to the appraisal process is significantly different depending on the intended
purpose. Failure to inform about the purpose or misleading information about the purpose may
result in inaccurate and biased appraisal report.
Critical criteria of developing for Performance Appraisal System:
In order for PA system to be useful, the performance appraisal system must be able to constantly
produce reliable and valid result. Important item in a performance appraisal system must be design
in such a way that result of rating are consistent, regardless of the raters and the timing of the
assessment.
Another critical criterion in developing a performance appraisal system is the validity of the
measurement. It is important to make sure that the appraisal items are really measuring the
intended performance or target behaviour. If they are not, the performance appraisal system
encourages the wrong kind of work behaviour and produces unintended, frequently negative
organizational outcome.

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What to evaluate:
The first important stage in developing performance appraisal system is to determine which
aspect of performance to evaluate-
The most frequently use appraisal criteria are trait, behaviour and task outcome:
1. Trait: many employees are assessed according to their traits such as personality, aptitudes,
attitudes, skills and abilities. But traits are not always directly related to job performance. Trait based
assessment lack validity and thus frequently raises a legal questions.
2. Behaviour: For many jobs, desirable behaviour can be identified and an asset is believes that such
behaviour lead to successful performance. Such behaviour focuses assessed in the belief that such
behaviour lead to successful performance. Such behaviour –focused assessment encourage
employees to adopt desirable behaviour pattern in the work place.
3. Task outcome: When information about task outcome is readily available, it is the most appropriate
factor to use in evaluating performance. When an organization has a clear and measurable goal as in
the case of a sales force, this approach is recommended. There is a problem if employee behaviours
are not directly related to the task out come. Too narrow a focus on measuring out come only
sometimes results in unintended negative consequences. When sales staff narrowly focuses on
target sales figure to increase performance measure, e.g. They are encourage to help few large
volume customers and ignore many small buyers, This may result in poor customer service on the
floor.
Who evaluate?
1. The most common raters of performance are employees’ immediate supervisors. Who are usually in
best position to know and observe employees job performance. Their evaluation is a powerful tool in
motivating employees to achieve successful and timely completion of tasks. However, as a result of
working together over a long time with a same employee, the immediate supervisor may build up a
fixed impression about each employee and use it every time he or she has to evaluate performance.
2. Some companies find that subordinates are in an excellent position to observe and evaluate their
managers’ performance, especially when it comes to measuring effective management of their
department. Ask them how they are managed. Such evaluation may turn in to popularity contest.
Accurate and objective assessment may not be obtained if employees are fearful of possible
retaliation from their supervisors.
3. Other raters frequently used in some companies includes- peers, customers and employees
themselves. Peer pressure is some time a powerful motivator in encouraging team work among
members while customer satisfaction is vital to a company’s success and can be used in performance

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appraisal. Self assessment by employee is also a useful means, especially when the performance
appraisal is intended to identify the training and development needs of potential employees.
PERFORMANCE APPRAISAL METHODS:
To ensure the reliability and validity of a P A system, company must design the evaluation process
carefully and develop appropriate measuring scales. Among the many assessment methods developed by
HRM experts commonly used ones include-
(1) Graphic Rating Scale: Simplest, most popular method for PA offers a list of areas related to job
performance. Manager rates each employee on listed areas using numerical scores.
(2) Behaviourally Anchored Rating Scale: BARS offers rating scale for actual behaviours that exemplify
various levels of performance. Because raters check off specific behaviour patterns of rate. Results
are more reliable and valid than GRS.
(3) Narrative Technique: is a written essay about an employee’s job performance prepared by a rater,
which normally describes the rate’s job- related behaviours and performance. Instead asking rater to
describe activities, achievements and level of performance in a complete open ended format
(unstructured narration) they can be provided with some structure to use in evaluation eg. Describe
briefly the activities, achievements and level of performance of staff in following areas (10 work
habit (2) Planning and organising the task (3) management skills, communication and development
of others.
(4) Critical incident Method : Similar to narrative Technique involves keeping a running log of effective
and ineffective job performance . This is based on unsatisfactory incidence such as- argued with
customer, refused to try a new work procedure and satisfactory incidence such as- trained new
employees, Helps others to complete their assignments.
(5) Multi-person Comparison Method: MPCM asks raters to compare one person’s performance with
that of one or more others. It is intended to effectively eliminate the possibility of giving the same
rating to all employees. The ‘Paired Comparison Method’ is a special case of Multi-person
Comparison method. Everyone in the evaluation pool is compared against everyone else as a pair
and recorded “plus” or “minus” when the target rate is better or worse, respectively. Than his/ her
comparison. The final performance ranks are determined by the number of positives.

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(6) Forced Choice Method and Forced Distribution Method: In order to separate performance scores
among multi employees the Forced Choice or Forced Distribution Methods are adopted.
----0---

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14. HUMAN RESOURCE ACCOUNTING (HRA):
What is HRA:
HRA can be defined as a measurement and reporting of the cost on human resource and their
present values to the organization.
Flamhoitz has defined HRA as accounting for people as an organizational resource. It involves measuring
the cost incurred by organizations to recruit, select, hire, train and develop human assets. It also involve
measuring the economic value of people in the organization,
In HRA a value is placed on the people based on such factors as experience, education,
psychological traits and most importantly future earning power (benefits )to the company. The idea has
been well received by human- resource –oriented- firms, such as those engage in accounting, laws and
consulting. Practical application is limited however, primarily because of difficulty and the lack of uniform,
consistent method of quantifying.
MEANING OF HRA:
HRA is similar in principle to the financial accounting i.e. just as financial accounting reflect the
cost of asset such as building and machinery, human resource accounting shows human resource, as
capital not as expense i.e. it shows the investment the organization makes in its people. In simple words
HRA is a sophisticated way to measure the effectiveness of personnel management activities and the
use of people in a organization.
WHY HRA: (Reasons for evaluation of HRA):
1. Macro (large scale/ universal) level: The change in production patterns and employment patterns.
Modern economics are changing fast, services, information and technologies are increasingly
important and innovation is taking place at a rapid rate. This ongoing transformation has already
changed production patterns, work organization and employment practices and has thus underlined
the need for adequate responses. The shift from traditional industrial manufacturing to intangible
knowledge production has led to a democratic increase in immaterial production. Change in
technology created a demand for more high skilled labours resulting in to high cost of hiring and
retaining them, Hence HRA came in to picture with the change in technological (production) pattern as
well as employment pattern. The changing role of governments, enterprises and individuals. Many
factors such as globalization of markets, increased competition, the relocation of enterprises to low
wages countries , the need for ever faster product development and innovation, created a need for

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HRA so as to keep the check on such intangible (Indefinable) Human Capital assets cost to become as
competitive as possible in the market.
2. Micro level : Internal purposes: To improve HRM.
Years ago many employees in factories were low skilled and received only the absolute minimum
of training needed to carry out their jobs. Now enterprises and organizations have to invest huge
amounts in training, updating the labour forces education and qualifications, etc. In order to meet
market demands. At the same time, enterprises and organizations have to convince employees that
their present job and employer are more attractive than those on offer in market, as qualified labour
is now a scarce resource in many western countries. This means that management has to invest in
employees while also ensuring that the enterprise or organization maintains a reputation as a good
place to work, i.e. maintaining a high profile on social and ethical issues etc.
This investment in human capital encourages management to measure and to collect data on
human resources and to manage those resources as an important asset for the enterprise.
------------0--------

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19. TEAM DEVELOPMENT (or team building process)
WHAT IS MEAN BY ‘TEAM’
A team is a small number of people with complementary skills who are committed to a
common purpose, performance goals and approach for which they hold themselves mutually
accountable.
Group Team
1. Strong, clearly focused 1. Shared leadership roles.
2. Individual accountability 2. Individual and mutual accountability
3. The group’s purpose is the same as the
broader organizational mission
3. Specific team purpose that the team
delivers.
4. Individual work products 4. Collective work products
5. Runs effective meetings 5. Encourages open ended discussions, active
problems solving meeting.
6. Measures its performance indirectly by its
influence on others ( eg. financial
performance)
6. Measures its effectiveness direct by
collective work products.
7. Discusses, decides and delegates 7. Discusses, decides and does real work
together.
STAGES OF TEAM DEVELOPMENT (or team building process)
1. Forming (Awareness):
Awareness of each other is a starting point of team building. Being aware and knowing each other
cannot possibly be sufficient. It invariably must lead to the activity of setting goals and thereby, give
meaning to the team’s existence. If goals are sea and individuals in the teams are not committed to
them, it is once again a meaningless exercise. Therefore, in the overall theme, of awareness,
commitment to the goals and acceptance of each other constitute the task and relationship- oriented
behaviours. This is a very important stage and a whole approach on team building can get concentrated
on this goal setting approach.
2. Storming ( Conflict):
This stage two has been appropriately termed as storming. Total agreement on goals in the initial
stages is impossibility. It is obvious that either there is a total lack of interest amongst the members or
the goals are being forced down dictatorially (like dictator) . In either case, team development is a futile
(useless) activity from this stage onwards. Therefore, discussion on generating alternatives, listening to
other’s points of view, consensus (agreement on all) seeking, conflict resolution, building an
atmosphere of support and encouragement all become very important activities. This opportunity to
contribute encourages belongings, and evolving group consensus results in conflict resolution.
Therefore, the general theme in this stage is conflict resolution and clarification of tasks, and promoting
a sense of belonging. In many a team development effort the conflict generated at this stage can tear
(Split) the team apart this, therefore, can form a separate approach to team development the
relationship- focused approach. This is positively the most crucial stage of team building.
3. Norming (Cooperation):

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The successful completion of stage 2 has to yield place to cooperation. As each individual is
understood, goals clarified and accepted and modified, contribution sought and welcomed, strengths in
each individual recognised, group cohesion develop and norms are laid as to how the task will be
accomplished, the manner in which the team will behave, and the rules and regulations it will follow. As
all these are arrived at through consensus, cooperation become the central theme with involvement
and support functioning the task and relationship behaviour. Norming also implies the expected roles of
each individual in the team obtained through consensus. This once again, can form an approach
towards team building- the role model.
4. Performing (Results):
If the above three stages have been successfully undertaken, getting results now remains a
formality. If the objectives have been duly and correctly evolved, if conflict has been resolved and
norms of individual roles all have been worked out systematically? Therefore, the central theme in this
stage focuses on performing with problem solving and leading to achievement and pride (self
importance) constituting the task oriented behaviour. An approach based on good leadership can be
used to develop teams at this stage.
5. Adjourning (Separating):
As brought out many teams come together for specific assignments and then disperse after the
task is accomplished. In fact, since a very high performance is expected from teams, one cannot hope to
sustain this level indefinitely. As such, it would often be advisable to adjourn (put off) the team when
the mission is completed and recreate another when the need arises. In case of ad-hoc teams the
adjournment may be abrupt while in others it may be in several phases.
SUMMERY OF STAGES OF TEAM BUILDING
1. Forming (Awareness)
Members get acquainted
Establish ground rules
Work
Interpersonal
Confused and Uncertain
How to act
4. Performing (Results/
Productivity)
Questions about relation
And Leadership already resolved
Ready to work
(fully developed, can devote full energy
to work)
2. Storming ( Conflict)
High degree of conflict
Resist control
Hostile to each other
3. Norming (Cooperation)
Become more Cohesive
Identify with Group
Close relationships
Shared feelings
and shared Responsibility
5. Adjourning (Separating)
May Cease Once
Mission Completed
Abrupt in case of Ad-hoc
Others Gradual

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21. CAPACITY BUILDING:
“Specifically, capacity building encompasses (Covers) the country’s human, scientific,
technological, organizational, institutional and resource capabilities. A fundamental goal of capacity
building is to enhance the ability to evaluate and address the crucial questions related to policy choices
and modes of implementation among development options, based on an understanding of environment
potentials and limits and of needs perceived by the people of the country concerned” (Capacity building-
Agenda 21’s definition ( Chapter 37, UNCED, 1992)
In 1991, UNDP and the International Institute for Hydraulic and Environmental Engineering,
Delft defined Capacity building as
 the creation of an enabling environment with appropriate policy and legal framework;
 institutional development, including community participation ( of women in particular)
 human resources development and strengthening of managerial systems.
UNDP recognizes that capacity building is a long-term, continuing process, in which all
stakeholders participate ( ministries, local authorities, NGOs, and users groups, professional associations,
academics and others)----- UNDP Briefing Paper
Capacity Building is much more than training and includes the following-
 Human resource development, the process of equipping individual with the understanding, skills
and access to information, knowledge and training that enables them to perform effectively.
 Organizational development, the elaboration of management structures, processes and
procedures, not only within organizations but also the management of relationship between the
different organizations and sectors (public, private and community).
 Institutional and legal framework development, making legal and regulatory changes to enable
organizations, institutions and agencies at all levels and in all sectors to enhance their capacities.
Why is Capacity Building Needed?
The issues of capacity is critical and the scale of need is enormous, but appreciation of the
problem is low.
 The link between needs and supply is weak.
 There is lack of realistic funding.
 There is need for support for change.
 Training institutions are isolated-communications are poor.
 Development of teaching material is insufficient.

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 Alternative ways of capacity building are not adequately recognized.
Who are the Clients?
The need for the capacity building are always changing. There are no ready solutions and any
programme must be appropriate for the local situation and organization.
Local government, communities and NGOs are the main clients but central govt and the private
commercial sector also need support. Community group often with strong NGOs support need to improve
their capacity to plan, organized and manage their neighbourhoods. Department of local govt play an
increasingly important role in enabling community groups to enhance their capacities and effectiveness.
In its broadest interpretation, capacity building encompasses human resource development
(HRD) as an essential part of development. It is based on the concept that education and training lie at
the heart of development efforts and that without HRD most development interventions will be
ineffective. It focuses on a series of actions directed at helping participant in the development process to
increase their knowledge skills understandings and to develop the attitude needed to bring about to
desire developmental changes.
Another essential mechanism for capacity building is partnership development. Partnership give a
local NGO access to : knowledge and skill, innovative and proven methodology networking and funding
opportunities, replicable models for addressing community needs and managing resources, options for
organizational management and governance, and strategies for advocacy, govt relation and public
outreach.

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Counselling :
What is counselling ?
The term ‘counselling’ includes work with individuals and with relationships which may be
developmental, crisis support, psychotherapeutic, guiding or problem solving . . . The task of counselling is
to give the ‘client’ an opportunity to explore, discover and clarify ways of living more satisfyingly and
resourcefully.
(BAC 1984)
Counselling denotes a professional relationship between a trained counselor and a client. This
relationship is usually person-to-person, although it may sometimes involve more than two people. It is
designed to help clients to understand and clarify their views of their lifespace, and to learn to reach their
self-determined goals through meaningful, well-informed choices and through resolution of problems of an
emotional or interpersonal nature. (Burks and Stefflre 1979)
Counselling is a process that enables a person to sort out issues and reach decisions affecting their life.
Often counselling is sought out at times of change or crisis, it need not be so, however, as counselling can
also help us at any time of our life.
Counselling involves talking with a person in a way that helps that person solve a problem or helps to
create conditions that will cause the person to understand and/or improve his behaviour, character, values
or life circumstances.
Counselling is often performed face-to-face in confidential sessions between the counsellor and client(s).
However, counselling can also be undertaken by telephone, in writing and, in these days of the Internet, by
email or video conferencing.
Counselling can and may take many different formats to bring a person to a better understanding of them
self and others. It can therefore be seen that counselling can be of benefit to a person experiencing
problems in finding, forming, and maintaining relationships.
Relationship counselling is not about giving advice. It is about helping and supporting a person to find an
understanding and answers that work for that person. Counselling is a friendly, supportive and positive
approach to personal development.
Talking about your problems in confidence with a trained listener who has nothing to with the rest of
your life can help you to:
 Clarify your thoughts and feelings in a way which enables you to move forward and make changes
in your life.
 Feel heard and understood by another human being.
 Understand and express feelings which might feel difficult and uncomfortable in your day to day
relationships.
 Recognise old coping strategies and skills which were necessary to you in the past but which may
not be helping in your current circumstances.

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 Understand what you have to contribute to the different intimate(close) working and domestic
relationship s in your life, and also the unconscious ways in which you might sabotage
(damage,disrupt) these relationships.
 Understand and appreciate your own unique value as human being.
 Take an active part in becoming person you really want to be.
Employee Counselling - Definition, Benefits, Outcomes
Employee counseling is a psychological health care intervention which can take many forms. Its aim is to
assist both the employer and employee by intervening with an active problem-solving approach to tackling
the problems at hand.
The costs to industry and commerce each year associated with employees’ poor psychological health are
enormous. A significant proportion of the Gross National Product (GNP) of industrialized countries is lost
each year through ill-health, particularly in respect of stress-related illness.
These costs increase substantially when lost productivity resulting from stress-related inefficiency and
incompetence is taken into account. Stress-related incompetence is not inevitable though.
Employee counselling can do much to prevent the negative effects of stress at an individual level and
ultimately at an organizational level.
Few organizations can now afford to ignore the consequences associated with employees’ psychological
health.

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Mentoring:
Mentoring is the slightly different way of working which has more of a teaching element in it.
 Mentoring involves a more active exploration of your journey as a human soul using a number of
techniques attach visualizations, journal keeping and creative work.
 This can be challenging way of finding meaning and purpose in life and then working towards
specific goals. It embraces the concept of emotional literacy and looks at, in an active way, the
ways in which your unconscious programming stops you reaching your full potential.
 As with counselling, mentoring also provide the emotional support necessary for the exploration
and the healing of the blocks-those areas of yourself which may have been wounded in the past
and which may be preventing you from having choices about how you are, how you relate and
how you experienced your life.
 Mentoring can be particularly suitable for those whose life and/or career appears to have lost
meaning or, alternatively, those in training as counsellors, psychotherapists or any profession
needing emotional literacy, leadership and an understanding of the workings of the human
psyche.

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26 MANAGEMENT BY OBJECTIVES:
Stategic planning process – management by objectives method.
Management by objectives (MBO) : relies on defining of objectives for each employee and then
comparing and directing their performance against the objectives which have been set. It aims to increase
organizational performance by aligning goals and subordinate objectives throughout the organization.
Ideally, employees get strong input to identifying their objectives, time lines for completion, etc. MBO
includes ongoing tracking and feedback in the process to reach objectives.
MBO was first outlined by Peter Drucker in 1954 in his book “ The Practice of Management” .
According to Drucker managers should avoid ‘the activity trap’, getting so involved in their day to days
activities that they forget their main purpose or objective.
One of the concept of MBO was that instead of just a few top- managers, all managers of a firm
should participate in the strategic planning process, in order to improve the implementability of the plan.
Another concept of MBO was that managers should implement a range of performance systems,
design to help the organization stay on the right track. Clearly, MBO can thus be seen as a predecessor (
forerunner) of value based management.
MBO principles are-
 Cascading ( flowing) of organizational goals and objectives.
 Specific objectives for each member.
 Participative decision making
 Explicit (precise) time period and
 Performance evaluation and feedback.
MBO also introduced the SMART method of checking the validity of the objectives which should be
‘SMART”
SPECIFIC- MEASURABLE- ACHIEVABLE- REALISTIC AND TIME RELATED
-------------------------------
8.Recruitment, Induction staff training and development,
CAREER PLANNING:
To be completed
10.Organizational and Managerial values and ethics,
(to search)
Information Management for HRA and Measurement is HRA:

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To be found
13. HUMAN RESOURCE MANAGEMENT (HRM): Collective bargaining , negotiation skills
27-29. T R A I N I N G
Meaning, determining training need and development strategies, training
types, models, methods and evaluation
Extension training is one of the central concerns of agricultural extension. It has two phases-
training of extension personnel and training of farmers, farm women and youth. The first phase is
predicted on the premise/hypotheses that there cannot be any training of farmers without first training
the extension personnel. Regular training is fundamental to effective training. Extension design and
planning should include training for all staff at all levels as a basic mechanism for inculcating competence,
professionalism and service morale. Operationally, training is needed as part of the linking function that
passes information generated by research through subject-matter specialists. Institutionally, it is needed
initially to bring recruits to an operational competence and thereafter to maintain and increase their skill
levels. The reform of Indian extension along the Training and Visit lines has accorded a pivotal role to
training. An elaborate training infrastructure has already been set up and impressive gains have been made
in training extension personnel at all levels in India through ICAR institutions like KVKs, SAUs and other
private and public institutes.
What is Training:
 Training is a process of acquisition of new skills, attitudes and knowledge in the context of preparing
for entry in to a vocation or improving one’s productivity in an organization or enterprise.
 Training is a process bringing about change in an individual’s knowledge, skills, attitude or behavior
 Training is accepted as a synonym for all of the forms of knowledge, skill and attitudinal development.
 Training as an overt process, a sequence of experiences, a series of opportunities to learn, in which the
trainee is exposed in some more or less systematic way to certain materials or events (Folley, 1967).
 Training aims to maintain and increase the employee’s effectiveness in his present job, prepare him for
promotion by stimulating his potentials and develop his skills and knowledge for greater organizational
effectiveness( Chaturvedi 1983).
 Training as the acquisition and development of those knowledge, skills, techniques, attitudes and
experiences which enable an individual to make his most effective contribution to the combine effort
of the team of which he is a member. (Strayton 1986)
Analysis of different definitions reveals that-

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– Training is a systemic, learning and Communication process.
- Training and education activities are not same.
Education: Provide instruction in through institutions as a design to prepare for life, general cultural
preparation before entering in to public employment.
Training: Provide instruction in vocational context as having vocational purpose, specific preparation just
before entering public employment or later for duties assigned to the individual.
- Training results in change in knowledge (Understood information), skill (ability to things) and attitude
(individual’s predispositions to view object/their job).
- Training improves employees’ productivity.
- Training helps employees to achieve organizational goals.
Why Training needed:
 The availability of efficient human resources at various levels is one of the most important factors
of agricultural development .
 Poor management of human resources constitutes problem in increasing production and
productivity.
 In -spite of availability of modern farm technologies and communication resources, there is
considerable gap in performance among farmers as well as extension professionals.
 The quality of human resources has to be constantly upgraded to keep in pace with the scientific
advancement.
 This gap can only be reduced by improving the competencies of various actors involve in whole
process of TOT through well organised training programmes at different levels.
Components and sub-components of training for extension personnel-
SUBJECT MATTER
EXTENSION METHODS
CLIENTS PROBLEMS & THEIR SOLUTIONS
FARMS, FARM FAMILIES AND FARM SYSTEMS.
COMMUNICATION
TECHNOLOGICAL
DEMONSTRATION
ORGANISATION
TRAINING
DIAGNOSTIC
SERVING CLIENTS
KNOWLEDG
E
SKILLS

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ACQUIRING LATEST TECH.KNOW-HOW
PROBLEM SOLVING
FIELD WORK
SELF DEVELOPMENT
PERSONALITY TRAITS
(Initiative, adaptability, self confidence, patience, tolerance etc)
CONDUCT
EMPATHY FOR CLIENTS
EXPERIENCE
SELF DEVELOPMENT
Multiple effects of Individual Training for Extension Personnel
Individual
training
Knowledge
Skills
Attitudes
Experience
Behaviour
Up-to-date information
Greater self confidence
Better job performance
Greater self efficacy
Better rapport with clients
Greater competence
Better job performance
Greater conformity with
professional standards
PROVIDE
Better service
to clients
(Farmers)
Better
promotion prospects
(Self efficacy is a person’s expectation that he or she can successfully execute the behaviour required to
produce an outcome.)
Benefits of training:
Training will result in substantial benefits both for the people and the organization. These are-
 Increased motivation and satisfaction
 Increased knowledge related to concerned subject matter.
 Development of attitude for change.
 Increased efficiency in work.
 Increased adoption of improved technologies.
 Increased farm production and productivity.
 Reduction in the cost of production and saving in money.
 Overall improvement in organizational productivity.
ATTITUDES
ATTRIBUTES

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
DETERMINING/ ASSESSING TRAINING NEEDS
“Needs assessment is the systematic effort that we make to gather opinions and ideas from a variety
of sources on performance problems or new systems and technologies.” Allison Rossett (1987)
Training needs refers to gap (problem) between ‘what is’ and ‘what should be’ in terms of incumbents’
knowledge, skills, attitudes and behaviour for a particular situation at one point in time or gap between
job requirement and job performance.
_ =
Job requirement - Job performance = Gap in job performance requiring training
Job performance +Training = Job requirement
Training= Overcoming the gap between job requirement and job performance.
Training need assessment (TNA) is the first but important phase of training cycle as the subsequent
phases are dependent on it. Training needs, personal needs and development needs are required to be
differentiated and incorporated in training needs assessment of extension personnel. It is essential to
differentiate the level of training needs eg- individual Trg. needs about KSAOs, Group Trg. .Needs about
performance of Extn. personnel, organizational Trg. Needs about organizational development(MBO,
framing rules & regulations, Development of work culture etc) State Trg,Needs about production and other
priorities in agriculture and allied fields in state , Regional Trg,Needs about production and other priorities
in agriculture and allied fields in the region and National Trg, Needs about production and other priorities
in agriculture and allied fields at national level.
Personnel training sheets trainee Bio-data followed by trainee analysis are essential for assessing training
needs. Similarly while assessing needs for training (1) national production priorities laid down by policy
makers (which crop to grow) (2) farmers felt needs for training (3) Operational agencies of MOA and SDAS
and (4) levels of extn. Personnel are to be considered.
Approaches in training need analysis:
1. Performance analysis: Deals with determination of performance context of training.
Expected job/ role performance --- Actual job/ role performance = Gap/Need
To know the effect of job/ role performance on performance of Extn. organization.
This will answer the question –what training will improve the job performance of employee.
2. Task analysis:
Expected task performance --- Actual task performance = Gap/Need
Desired
performance
Actual
performance
Need

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
To know the effect of task performance on performance of Extn. Organization.
This will answer the question –what training will improve the task performance of employee.
3. Competency study: Popular, inexpensive and fast.
To find what are different qualities needed for an efficient VLW and how to train them
4. Training needs survey: Identification of needs by survey method.
Will answer the question what training will be needed on the basis of opinions of employee.
DATA COLLECTION METHODS TRAINING NEED ASSESSMENT
A. Rational (Reasonable) methods: Logical way of determining the training needs
1. Observation
2. Informal talks
3. Complaints
4. Comparison
5. Analysis of report
6. Opinion poll
7. Buzz session (Pulling suggestions expressed by different buzz group.
8. Analysis of new programme.
B. Empirical Methods:
1. Job analysis
2. Performance evaluation
3. Questionnaire method
4. Tests
5. Critical incidence technique
6. Card sort method (contents potential training needs)
7. SWOT analysis. (Listing out their strength, weaknesses, Opportunities and threats (FEAR).
Regarding their job. Consider area of strength, and opportunities.
TRAINING DEVELOPMENT STRATEGIES/ SYSTEM
Phase I : Training Needs Assessment (TNA)

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
Phase II: Training Plan Development (TPD) - After TNA appropriate training plana are required to be
developed on the basis of assessed trg. needs. It take in to consideration existing man power stock,
project man power needs for future and quantity of training requirement for each category of extn.
Personnel indicate date, duration, subject and institution for training. May be short term , long term or
both. Training Plan can be territorial (national/state/ District), sect oral (agri./ horti./ dairy, special for
new recruited etc.
Phase III: Design of Training Programme- is designing of appropriate training programme which
include (1) Statement of objectives: Objectives should not more than 4-5 in nos. Simple, in strait forward
language, clearly stated the KSAOs the trainee will acquire after training and should SMART ( Simple,
Measurable, Attainable, Realistic and Time bound).
- Indentified needs have to be translated in to objectives.
- Objectives will act as a foundation of effective training by specifying what is to be
accomplished through training.
- Training objectives give direction to entire training programme
- Helps to know what will be the outcome of the training at the end.
- Helps the trainers to decide upon knowledge and skill components to be imparted.
- Helps in evaluation of training programme.
(2) Skill Mix: i. Technical skills ii. Human skills and iii. Conceptual skills. Mix of skills will be different for
different levels of personnel .
(3) Curriculum Development/ course content: It is syllabi of the training based upon objectives.
1. Care has to be taken to sequence the contents in a logical way so as to provide meaningful learning
experience.
2. While preparing course content principles of designing course contents be considered such as ‘balance
of theory and practical exercise’ and ‘maximum interaction among trainees as well as between
trainees and trainer.
3. Use principles of content sequencing-
 Move from known to unknown : for base formation
 Move from simple to complex :Eg.Traditional methods of pest control then IPM
 Move from general to specific: Start from concept, meaning, importance etc
 Follow a logical order: Eg. In training on paddy cultivation start with land preparation-sowing-
irrigation-Nutrient management- water management- harvesting.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 Adopt problem centered sequencing: Introduce and discuss a general problem first which is
followed by discussion on different factors which contributes to the problem and ways to solve it.
 Concentric Circles approach to curriculum: i.Use inner circle for what must be known ii. Middle
circle for what should be known iii) Outer circle for what could be known and concentrate on
inner circle.
4. Selection of appropriate training Methods / training aids. Important step in designing TP.
(A) Training methods : refers to combination of instructional technologies which are used in
presenting contents of training to achieve learning objectives at a shortest time possible and to make
learning process an interesting one.
Training methods:
 Described as ‘arteries’ and ‘veins’ of the training system.
 Training messages reach the trainees and trainers receive concurrent feedback on training
programme through training methods.
 Appropriate training methods certainly enhance the training effectiveness.
 Are the means for attainment of training objectives?
 An array of training methods is available suited to different training objectives
DIFFERENT TRAINING METHODS:
 Lecture: A formal verbal presentation of organised information by a single speaker on a pre
assigned subject. Its serious handicap is that it is difficult to sustain interest of audience due to its
passive role as mere listener. Can also organised in series.
 Demonstration : Presentation illustrate task, procedure or use of equipment.
 Brain- storming : Group based creativity technique design to encourage lateral thinking around
problem. Helps in generating many ideas to solve problem.
 Group Discussion: Exchange of ideas by two or more people (small group) on a selected topic.
 Seminar: a specialised study under the leadership of an expert. The leader may give brief, opening
presentation and guide general discussion. Generally reserved for advanced study and it provide
opportunity for in-depth study of an issue.
 Workshop : A gathering for providing practical experience, widely used and has a mix of theory and
practice. The method provides flexibility and emphasizes individual proficiency.
 Symposium:( Ancient concept) An informal discussion during and after dinner by a group on a subject
of mutual interest. It is used for exploration of the topic, rather than for problem solving or discussion of
highly controversial issues. A series of speeches by experts on a subject presented. No discussion among
the speakers is allowed.

39
Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 Syndicate: A group of 6-8 participants with Chairman and Secretary to work on its own on an
suggested problem. Its end result is a report containing recommendations for action.
 Panel: .Provides in-depth informed opinion on the single subject by experts usually representing
different field or disciplines. Audience benefits by observing interaction among panellists and questioning
panellists.
 Buzz Session: A small group activity which is required to consider an issue in 4-5 minutes, come up
with a result and report it to a larger group of which it is a part.
 Conference: An assembly of different organizations, departments. It has an agenda for its
deliberations. Its end result is usually a set of recommendations for policy makers and others
.
 Simulation (recreation) Methods
 Role playing: A simulation (recreation) in which participants enact different roles to obtain insite in to a
behaviour, problem or situation.
 In basket exercises
 Games
 Case study:
 Colloquy: it is a act of conversing. It is a modified version of panel with 3-4 experts with audience
having greater participation by raising issue and asking questions Round table: So named because
experts sit around table to discuss a subject. Strictly not a training method
 Clinic : A meeting of a group of people with common interest, it is established for the purpose of
diagnosing, analysing and seeking solutions to specific problems.
 Buzz- Session: A small group activity which is required to consider an issue in 4-5 minutes, come
up with a result and report it to a large group of which it is a part. Due to time constraint reporting
to larger group is oral.
Factors determining selection of training methods:
Objectives 2. Subject matter 3. Participants’ experience, size of group 4. Resource availability --Time ,
location, budget etc.
(B)Select training aids properly. Considering the purpose of use:
Instructional material for-
1. Speaker aid: Speaker determines the use of instructional material at specified point such as black board,
Overhead transparencies, and flip chart etc.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
2. Stand alone: Lesson is prepared on audio visual format with interactive style. Without any human
intervention. Eg. CDs. Videodisc. Most costly.
3. Shared time : A live presenter shares burden of training with media segments.(Type 1&2)
4. Audience Characteristics: Age, education, experience etc.
5. Training objectives: If related to knowledge gain- Speakers aid or stand alone position will work well and
if related to skill acquisition then decision regarding use of aids become complex.
6. Training Environment: : Physical facilities (size, shape of room, size of trainee group, electricity, seating
arrangement.
7. Production consideration: Organizations ability in preparation, expertise available, time needed etc.
8. Cost effectiveness Cost to be justified based on benefits and nature of training.
Types of Instructional materials.
Printed Materials: Training manual, books, leaf-lets, folders etc.
Audio Materials:Audio cassettes, PA System
Visual Materials:
Non projected: Black/white board, Flash cards, photos, model, Flip charts.
Projected: Overhead transparencies, slides, film strip, LCD without multi media.
Audio visual materials: Film, interactive multi media, LCD with multi media, computer aided video disc.
Phase IV DEVELEPMENT OF COURSE DESCRIPTION DOCUMENT
The course description document provides its content. It is a preparation of document or brochure through
which the prospective trainees are informed about the course. It should give an overview of entire course.
Different elements in preparation of Course Description Document:
Course Title: Should be short, specific and reflect the purpose of the course.
Example: MOTIVATION DEVELOPMENT FOR EXTENSION MANAGERS
Course purpose: Rational, need an advantages of the course.
Course objectives: State Simple, Measurable, Attainable, Realistic and Time bound
Brief outline of contents: Should be based on objectives and should take in to account the knowledge, skill
and attitude domain of each objective.
Training Methods: List of different pedagogical methods to be used to achieve the objectives. Highlight the
use of interactive methods. Eg. Lectures, structured experiences, group discussion, case studies, field visits
etc.
Participants of training: Participants illegibility- Post, qualification etc.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
Eg. This training course is open for Agril Extension officers working at block/ district/ regional level and
employed by govt.or Non Govt .Agencies.
Training venue: Details with regards to place where the programme is to be conducted with information on
location map, how to reach, weather, climate during training period etc
Training cost: Cost for items like registration, course materials, boarding & lodging and other facilities
available, travel and other expenses.
Course duration: Duration in days and dates.
Course Director/ Associate Course Director: names, address, e-mail, fax/Ph No.
Resource persons: list of faculty members who will handle different topics with name of institute.
Registration form: to be used by trainee participants for registering their name for training.
TYPES OF TRAINING:
A. Pre-service training
B. In-service training
1 .Orientation or induction training: Given as soon as employment in organization to introduce newly
employed employee to his/her position.
2. Induction training: is given to new extn, personnel before they are assigned to work in particular
area.
3. On –the-job- training: organised at work place to acquire new skills and expertise through practicing
them under guidance and supervision of an experienced employee.
4. Refresher training: Offered at later part of career of employees to impart specialised subject matter
knowledge to the incumbents to update knowledge.
5. Retraining: Designed to prepare an individual for new assignment or for broadened the old
speciality.
6. External training: Consist of deputing employee to other training institute for advanced training
programme.
7.Overseas training: Refers to training in foreign country in the areas in which expertise is not
available.
TRAINING EVALUATION:
Evaluation: is
 A process of determination of the extent to which the desire objectives of the training programme
have been achieved or the amount of movement that has been made in the desired direction.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
 A process of determining the value or amount of success in achieving predetermined objectives.
 An attempt to obtain information (feedback) on the effect of training programme.
 The measurement of programme against the predetermined goals.
 It is to be under taken before, during and after training.
It involves analyzing –
-The strengths and weakness of the programme.
- Reactions of participants and overall impact on behavioural change and job performance of
the participants.
Steps in evaluation: (1) Collection of relevant data at various phases
(2) Analysis of data to assess effectiveness of the training activity.
Criteria for effective evaluation:
 Clearly defined objectives
 Valued instruments of measurement
 Reliability (Trustworthiness)
 Objectivity (impartiality)
 Accurate evidence of change
 Practicability
TYPES OF TRAINING EVALUATION
A. According to stages of Training Process:
1. Planning Evaluation: Consists 2 phases
1. Assessment of training needs using different approaches.( covers performance & task analysis,
competency study, training needs survey/ Skill gap analysis)
2. Assessment of training methods and technology.
2. Process Evaluation:
o Also known as formative evaluation pertains to implementation stage.
o It is performed to detect defects in the procedural design of training during
implementation.
o This is done when training is running.
o Helps in solving problems arise during implementation of programme.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
In Process evaluation investigations are made on-
a) Monitoring of training to know whether it goes on as per the plan.
b) Appropriateness of training methods or A.V. Aids used.
c) Effectiveness of delivery or presentations.
d) Effectiveness of proper mix of theory and practical.
e) Changes in knowledge, skill and attitude among participants.
f) Satisfaction of trainees with boarding and lodging facilities.
g) Effective utilization of finance.
3. Terminal Evaluation: Also known as summative evaluation.
a) It is done at the end of the programme to determine effectiveness of training activity.
b) It is performed to find out to what extent the objectives and desired benefits of the programme
have been achieved.
c) Strengths and weakness of programme as perceived by the participants are analysed.
d) Results of terminal evaluation help in making future improvement in programme.
e) Through this evaluation gain in training are determined based on pre-post training scores
f) What was taught and what was learned is evaluated.
4. Impact evaluation: Helps in -
a) Assessing on-the- job- behaviour i.e. programmes impact on job performance of
trainees.
b) Assessing the benefits to the participants / organization as a result of improved job
Performance.
c) Assessing the problems in applying the skills learned in the real work situation.
d) Helps in getting additional feedback on how appropriate this new behaviour is in the
work place.
B. According to levels of training evaluation:
1. Reaction (level) Evaluation: Concerned with reaction of trainees to different components of
training programme like topics covered, training methods and aids used, Physical facilities
provided.
2. The learning (level) Evaluation: is concerned with gains to trainees in respect of knowledge,
skills, attitudes and other things as a result of training programme.

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
3. Job behaviour level- performance evaluation: Concerned with evaluation of application of
knowledge, skills, attitudes and other things gained by trainee to their jobs.
4. Impact (level) Evaluation: concerned with overall effect of training on farmers rural
community served by the trainees in terms of productivity, production and per capita income.
Steps of evaluation:
 Formulate overall objectives.
 Clarify the objectives and make them specific.
 Identify indicators of the type of evidence that will indicate movement towards objectives.
 Develop techniques and measurements.
 Consider and decide on the design of the evaluation.
 Select samples and collect data.
 Organise and analyze data and interpret results.
Evaluation Methods.
1. Pre- Post test: Identical test (usually written) given before and after training.
2. Opinion and attitude questionnaire: Open ended questions to elicit the reactions to
trainers or the programme eg. Design, materials used, trainees attitude and relevance of
training to trainees felt needs.
3) Trainers observation: May be organised in several ways-
o Listing problems encountered during delivery, summarizing strengths and weakness of each
session/ whole programme.
o Observation regarding programme design, trainee reactions, facilities/ arrangements consultant
trainers.
4) Trainer/ trainee Group Evaluation Session: Separate sessions of trainers as well as trainees to
evaluate most of the activities of the training programme is organised
5) Past training Practice Session: Session in which trainees uses the skills and techniques presented in
training (Practicing session)
6) Follow up Trainee Evaluation Forms: This is followed after 2-3 months by trainer to measure
results and behaviour changes in relation to trainee job, point out needs for new thing.
7) Follow up Supervisory Evaluation Forms: This is followed after 2-3 months by Supervisor(s) of
Trainees. Since he did not attend the training cannot evaluate the programme directly hence judge
the behavioural attitude and skill changes on the job.

45
Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
30 FACILITIES FOR TRAINING
1. Classroom facilities;
1) Well equipped training hall
2) Competent trainers
2. Hostel facility
Boarding/ lodging facility
3. Transport facility
4. Recreation facility
5. Library facility
6. Communication facility: Phone/ Post office//Fax
7. Laboratory facility
8. Funding Agency

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
PRACTICAL
EXTN- 507
(HRD)

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
EXTN 507 (2+1) HUMAN RESOURCE MANAGEMANT (PRACTICAL)
Exercise No. 1 Visit to different training organizations to review ongoing
activities and facilities.
Extension training has two phases- 1. Training of extension personnel and 2. Training of
farmers, farm women and youth. The first phase is predicted on the premise/hypotheses that
there cannot be any training of farmers without first training the extension personnel. Regular
training is fundamental to effective training. Extension design and planning should include
training for all staff at all levels as a basic mechanism for inculcating competence, professionalism
and service morale. Operationally, training is needed as part of the linking function that passes
information generated by research through subject-matter specialists. Institutionally, it is needed
initially to bring recruits to an operational competence and thereafter to maintain and increase
their skill levels. The reform of Indian extension along the Training and Visit lines has accorded a
pivotal role to training. An elaborate training infrastructure has already been set up and
impressive gains have been made in training extension personnel at all levels in India through
ICAR institutions like KVKs, SAUs and other private and public institutes.
Five tiered structure in training extension personnel under t & v system
Jurisdiction Training institute Level of trainees Field of training
National
(All India)
1. ICAR Research & Other
institute
Senior Sub. Matter
2. Project Directorate of ICAR
3. National Research Centres
4. Advanced Centres of
Training
5. State Agril. Universities
Senior & Middle Sub. Matter
6. Central Govt. Organizations
7. National Centre for
Management of Agril.
Extension (MANAGE)
Regional 1. Extension Education
Institutes
Middle Extn.Mngt.
State 1. State Agril. Universities Middle Extn. Methods & Commu.
Media
2. State Training Institutes Middle & Field level Technology &
Communication
Divisional 1. Regional Res. Stations/ SAUs Middle Monthly workshops
2. Extension Training Centres Field Lev. Extn. Methods &
Technology
Sub-
Divisional
Sub_Divisional Agril.Officer Field Lev. Fortnightly Trg. Sessions.
ASSIGNMENT: Students may visit one of the training organizations in university jurisdiction organizing
short/ medium/ long term trainings for farmers, extension personnel, KVK Scientists,
collect necessary information about training activities organised since establishment and
procedure followed for organization of trainings .

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
PROFORMA
1. Name of training institute at the time of establishment:
2. Renaming if any :
3. Year of establishment :
4. Sponsoring/ funding organization :
5. Specialization of training institute :
6. Reason if any for specialization :
7. Types of trainings organised by the centre:
S.N
o
Year Specialised
workshops
(Mandatory)
National training
courses
(sponsored)
Other trainings for
farmers/students
etc
Courses
organised
Trainees
benefitted
Courses
organised
Trainees
benefitted
Courses
organised
Trainees
benefitted
1 Up to 1990
2 1991- 1995
3 1996-2000
4 2001 -2005
5 2006 -2010
2010
onward
Total
8. Staffing pattern:
1. Name & Designation of Head of the training institute:
2. Name & Designation of Course Director/ Coordinator:
3. Supporting staff. --------------Nos.
9. Facilities available and status: (students to take observation and write details
about adequacy etc.)
a) Training Hall :
b) Seating arrangement in the hall. :
c) Capacity of hall (Seating) :
d) Aeration/ light/ decoration / sound system etc. :
e) Surrounding environment: quite /disquiet.
f) A.V. Aids: a) Traditional --------- ------------ ----------- ----------- -----------
b) modern ----------- ------------- ------------ ----------- ------------
FACILITIES
g) Hostel (Lodging / boarding arrangement) :
h) Reception cum Registration counter
i) Recreation :
j) Library :
k) Transport :
l) Communication: Phone/FAX/ other if any.:

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Sunil Kr. Meena
M.Sc Scholar
Dr. PDKV Akola (Ms)
10. How training courses are planned and organised?
--------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
------------------------------------
11. Who is responsible to assess training needs before planning training courses?
12. How the slot/s for training specifically for extension functionaries is/are
decided?
13. How the training details are informed to trainees or nominating agencies to
achieve good participation?
14. What activities to be performed before actual start of training.
(Registration/Unfreezing/ introduction/ status report presentation etc)
15. For smooth organization, what care to be taken during implementation of the
course?
16. How to conclude training session?
17. Which factors you feel contribute more for training effectiveness? (Please
tick)
1. Subjects covered and its relevancy ------2. Topics covered and its relevancy ---------
3 Utility of topics---------4. Relevancy of reading material provided......5. Fulfilment of
expectations....... 6.Ratio of Theory & Practical -------7. Gain in knowledge by trainees-
-------8. Competency of the trainers-------- 9. Facilities provided...........10. Overall
quality of training------ 11. Other if any.
Place:
Date of visit:

Human Resource Development Concepts Explained

Human Resource Development Concepts Explained

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