HRD Human Resource Development by Jinuachan Vadakkemulanjanal

Human Resource Management
Module-3. Human Resource Development -HRD

Jinuachan Vadakkemulanjanal
Administrator
Vimal Jyothi College for MTech, MBA, BTech
Chemperi Po Kannur, Kerala-60632

HRM Module-3 jinuachan@gmail.com 1

Objectives of Module 3
1. Human resource development (HRD)
2. Training and development TD
3. Assessment of training needs and training
methodologies
4. Evaluation of training schemes
5. Performance appraisal
6. Career planning and development


3.1 Human resource development
(HRD)
• HRD is the framework for helping employees
develop their personal and organizational
skills, knowledge, and abilities - Susan M.
Heathfield
• It aims at development of Human capital.
• It is a denotes the use of
training, organization, and career development
which aims to improve individual, group and
organizational effectiveness.

HRD includes
• HRD develops the key competencies that enable
individuals in organizations to perform current and
future jobs through planned learning activities.
• HRD consists of TD + OD
• Executive and supervisory/management career
development,
• New employee orientation, induction, employee
training
• Professional skills training, CM
• Coaching, mentoring, succession planning, key
employee identification

• Technical/job training, customer service
training,
• Sales and marketing training,
• Health and safety training, OSHA
• http://www.osha.gov/pls/oshaweb/owastand.display_standard_group?p_toc_level=1&p_part_number=1910

• Performance management and development.


TD: Definition
Training is the formal and systematic modification
of behavior through learning which occurs as a
result of education, instruction, guidance and
planned experience.
Training is the acquisition of technology, which
permits employees to perform their present job
to standards. It improves human performance
on the present job. It is given when new
technology/ Machinery is introduced into the
workplace.

Trained Work Force


Development
• Development is any learning activity, which is directed
towards future needs, and is concerned more with
career growth than immediate performance.
• Development is training people to acquire new
horizons, technologies, or viewpoints.
- It enables leaders to guide their organizations onto new
expectations by being proactive rather than reactive.
-It enables workers to create better products, faster
services, and more competitive organizations.
-It is learning for growth of the individual, but not related
to a specific present or future job


Management Process


Education
Education is training people to do a different
job. It is often given to people who have
been identified as being promotable, being
considered for a new job either lateral or
upward, or to increase their potential.
Unlike training, which can be fully evaluated
immediately upon the learners returning to
work, education is of long term nature


Distinction between Training and Education
The following table draws a distinction between training
and education more clearly.

Training Education
Application Theoretical orientation
Job Experience Classroom learning
Specific Tasks General concepts
Narrow perspective Broad perspective


Distinction between Training and Development

Learning Training Development
Who Non-managers Managers
What Technical Theoretical
Why Specific job General
When Short term Long term


Purpose of Training
• To increase productivity and quality
• To promote versatility and adaptability to new
methods
• To reduce the number of accidents
• To reduce labour turnover
• To increase job satisfaction displaying itself in lower
labour turnover and less absenteeism
• To increase efficiency


When does the need for training arise?

• The installation of new equipment or techniques
• A change in working methods or products produced
• A realization that performance is inadequate
• Labour shortage, necessitating the upgrading of some
employees
• A desire to reduce the amount of scrap and to
improve quality
• An increase in the number of accidents
• Promotion or transfer of individual employees.
• Ensures availability of necessary skills and there could
be a pool of talent from which to promote from.

Role/Advantages of Training
1. Leads to improved profitability and/or more positive
attitudes toward profits orientation.
2. Improves the job knowledge and skills at all levels of the
organization.
3. Improves the morale of the workforce.
4. Helps people identify with organizational goals.
5. Helps create a better corporate image.
6. Fasters authenticity, openness and trust.
7. Improves the relationship between boss and
subordinate.
8. Aids in organizational development.
9. Learns from the trainee.
10. Helps prepare guidelines for work.

Disadvantages of training

1.Can be a financial drain on resources;
expensive development and
testing, expensive to operate?
2. Often takes people away from their job for
varying periods of time;
3. Equips staff to leave for a better job
4. Bad habits passed on
5. Narrow experience


Assessment of training needs


Areas of training


Areas of Training
Knowledge
Here the trainee learns about a set of rules and
regulations about the job, the staff and the products
or services offered by the company. The aim is to
make the new employee fully aware of what goes
inside and outside the company.

Technical Skills
The employee is taught a specific skill (e.g., operating a
machine and handling computer) so that he can
acquire that skill and contribute meaningfully.


Areas of Training Conti.
Social Skills
The employee is made to learn about himself and
other, develop a right mental attitude, towards
the job, colleagues and the company.
The principal focus is on teaching the employee
how to be a team member and get ahead.
Techniques
This involves the application of knowledge and skill
to various on-the-job situations.. It will go a long
way in obtaining employee loyalty, support and
commitment to company activities.

Need for Employee Training
1. Communications: The increasing diversity of today's
workforce brings a wide variety of languages and customs.
Cross culture, high /low context issues

2. Computer skills: Computer skills are becoming a necessity for
conducting administrative and office tasks.

3. Customer service: Increased competition in today's global
marketplace makes it critical that employees understand and
meet the needs of customers.

4. Diversity: Diversity training usually includes explanation about
how people have different perspectives and views, and
includes techniques to value diversity


Need for Employee Training Conti.
5. Ethics: Today's society has increasing expectations about
corporate social responsibility (CSR). Today's diverse workforce
brings a wide variety of values and morals to the workplace.

6. Human relations: The increased stresses of today's workplace can
include misunderstandings and conflict. Training can get along
people in the workplace.

7. Quality initiatives: Initiatives such as Total Quality
Management, Quality Circles, benchmarking, ISO etc., require
basic training about quality concepts, guidelines and standards
for quality, etc.

8. Safety: Safety training is critical where working with heavy
equipment, hazardous chemicals, repetitive activities, etc., but
can also be useful with practical advice for avoiding assaults, etc.

Steps in the Training Process

Conceptualize Plan

Execute


Training Need Analysis(TNA)
• It is an analysis to the design of
effective training models.
• The purpose of training need
analysis is to determine whether
there is a gap between what is
required for effective
performance and present level of
performance.


TNA


Why TNA?
Training need analysis is conducted to determine
whether resources required are available or not.
It helps to plan the budget of the company, areas
where training is required, and also highlights the
occasions where training might not be
appropriate but requires alternate action.


Organizational level
• TNA at this level focuses on strategic
planning, business need, and goals.
• It starts with the assessment of internal
environment of the organization such
as, procedures, structures, policies, strengths, a
nd weaknesses and external environment such
as opportunities and threats.
• HRD assess employees about the required
Knowledge, Skills, and Attitudes (KSAs) based
on the future KSAs requirements at each level

• After the SWOT analysis, weaknesses can be
dealt with the training interventions,
• The identified strengths can further be
strengthened with continued training.
• Threats can be reduced by identifying the
areas where training is required.
• Opportunities can be exploited by balancing it
against costs.


Individual Level
–This level focuses on each and every individual in
the organization.
--Evaluate an employee: is performing at desired
level or the performance is below expectation.
-- If the difference between the expected
performance and actual performance comes out to
be positive, then certainly there is a need of
training. (Pe-Pa)


Individual analysis methods
• Appraisal and performance review
• Peer appraisal
• Competency assessments
• Subordinate appraisal
• Client feedback
• Customer feedback
• Self-assessment or self-appraisal


Operational Level
Here the focus is on the work assigned to the
employees.
The job analyst collect the data on whether the job
is clearly understood by an employee or not.
It is done through technical
interview, observation, psychometric test; closed
ended as well as open ended questionnaires,etc.
Present job and future expectations in job are
analyzed


Training Techniques
We Learn We Remember
1% through taste 10% of what we read
1.5% through touch 20% of what we hear
3.5% through smell 30% of what we see
11% through hearing 50% of what we see and hear
83% through sight 80% of what we say
90% of what we say as we act

3.1 Training Methods
A. On the Job training or shop training
-Job instruction training –JIT World War II
-Coaching
- Mentoring
- Position rotation
- Apprenticeship
- Committee assignment


B. Off the job training

-Vestibule training
-Class room training
-Internship Training for students
-Conferences
-Role plays
-Programmed learning: B F Skinner 1958

.


Vestibule training
• Originated after Industrial revolution 1800s
• It combined the benefits of the classroom and on-
the-job training.
• Vestibule is furnished with the same machines as
used in production.
• Six to ten workers per trainer, who were skilled
workers or supervisors from the company.
• The workers are trained as if on the job, but it
does not interfere with the more vital task of
production.
• Classes are small so that the learners received
immediate feedback
• It is expensive, need lot of investment, resource

C. E-learning

-Audio visual training
-Computer enabled Interactive training
-EPSS- Electronic performance support systems
-Tele training -Honda
-Video conferencing
-Training/business portals


4. Evaluation of training schemes

• Evaluate the immediate and long term effect of a
training.
• Identify the trainers and collect data of their
performance and investment
• Formative evaluation – evaluation conducted to
improve the training process.
• Summative evaluation – evaluation conducted to
determine the extent to which trainees have
changed as a result of participating in the training
program.

Need of evaluation of a training
• Every company expect RoI of training in terms
of outcomes, commitment and efficiency
• Strengths, weakness, contents, learning
management,
• To gather data to assist in marketing training
programs.
• To determine the financial benefits and costs of
the programs.
• To compare the costs and benefits of training
versus non-training investments.
• To compare the costs and benefits of different
training programs to choose the best program.

The Evaluation Process
Conduct a Needs Analysis

Develop Measurable Learning Outcomes

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation


Methods
• Satisfaction, motivation criteria
• Out come based evaluation
• Kirkpatrick’s Framework
• Time series analysis
• Cost Benefit Analysis –CBA
• Psychometric analysis


Outcomes Used in Evaluating Training Programs:

Cognitive
Outcomes Skill-Based
Outcomes

Affective
Outcomes

Results
Return on
Investment

6 - 43

Kirkpatrick’s Framework of Evaluation Criteria

Level Criteria Focus
1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills,
attitudes, behavior
3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

• Step 1: Reaction - How well did the learners like the
learning process? Rate the success. Wants follow ups..
• Step 2: Learning - What did they learn? (the extent to
which the learners gain knowledge and skills)
• Step 3: Behavior - (What changes in job performance
resulted from the learning process? (capability to
perform the newly learned skills while on the job)
• Step 4: Results - What are the tangible results of the
learning process in terms of reduced cost, improved
quality, increased production, efficiency, etc.?


5. Performance Appraisal
• According to Newstrom, “It is the process of
evaluating the performance of employees, sharing
that information with them and searching for ways
to improve their performance’’.


• A “Performance appraisal” is a process of
evaluating an employee’s performance of a job in
terms of its requirements


Need/objectives for PA
The Management uses appraisals for DSS
• Basis for Promotions, transfers, and terminations.
• Helps the employees to identify skills and informing the
expected effectiveness
• Appraisals identify training and development needs.
• Helping to formulate the training and developmental
programmes.
• Appraisals also provide feedback to employees on how the
organization views their performance.


Need/objectives for PA
• Helps to avoid work/team alienation issues. Role
identification is enhanced
• Helps to identify grievance at its controllable stage. Helps
for redressal
• Helps to develop interpersonal relationship/ foster
organizational culture
• Appraisals are used as the basis for reward allocations.
• Facilitates research in personnel management
•


Essentials of an effective appraisal system

• Mutual trust
• Clear objectives
• Standardizations
• Training
• Job relatedness
• Documentation
• Feedback and participation
• Individual differences
• Post appraisal review
• Review and appeal

Steps in performance appraisal
Establishing job standards

Designing an appraisal programme

Appraise performance

Performance interview

Use appraisal data
For appropriate purpose

PA v/s PM
PERFORMANCE APPRAISAL PERFORMANCE MANAGEMENT
 Top down assessment.  Joint process through
 Annual appraisal dialogue.
meeting.  Continuous review with one
or more formal reviews.
 Use of rating.  Rating less common.
 Monolithic system.  Flexible process.
 Focus on quantified  Focus on value and
objectives behaviors as well as
objectives.
 Often linked to pay.  Less likely to be direct link to
 Bureaucratic- complex pay.
paperwork.  Documentation kept to be
minimum.
 Owed by the HR
department.  Owed by line managers.

Traditional Methods

1. Paired comparison
6. Free essay method
2. Graphic Rating
7. Critical Incidents
scales
8. Group Appraisal
3. Forced choice
9. Field Review Method
Description
10.Confidential Report
method
11.Ranking
4. Forced
Distribution
Method
5. Checks lists


Modern Methods

1. Assessment Center
2. Appraisal by Results
or Management by
Objectives -MBO
3. Human Asset
Accounting
4. Behaviorally
Anchored Rating
scales -BARS
5. 3600 appraisal


6. Career planning and development

Career Planning is a process of identifying, selecting
career goals and acquiring skills to achieve these
goals
Objectives:
• Offer careers v/s jobs
• Effective utilization of the HR for productivity
• Reduce attrition rate
• Motivate employee and enhance their morale
• Plan the HR requirement in different strata


Career development
• It involves managing career either within or
between organizations.
• It includes learning new skills sets and making
improvements to career. Career development
is an ongoing, lifelong process to learn and
achieve more in career.


Organizational career planning process

Projected Outcome

Career planning options

Transitions

Career Time

Direction


Organizational career planning process
1. Direction
– Assessing employee wants and organizational needs
– Common goal setting
– Horizontal and vertical development
2. Career time
– Growth style in an organization
– How far & how fast can an employee move on career path??
– Seniority and other criteria related with time
3. Transition
– Relates to changes expected to a career goal
– Analyzing transition factors
– Setting goals, getting jinuachan@gmail.com
HRM Module-3 shift in career style 57

Contd…
4. Career planning options
– Advancement.
– Lateral
– Change to Lower Grade
– Mobility.
– Job Enrichment
– Exploratory Research
5. Projected Outcome
– Calculate the risks attached
– How well will it pay off?

Organizational Initiatives
1. A job posting system
2. Mentoring activities
3. Career Resource Centers
4. Managers as career
counselors


5. Career development workshops
6. Human resource planning and forecasting
7. Performance appraisals
8. Career pathing programs.


Individual Initiatives
1. Identifying personal/professional profile
2. Career Planning and analyzing opportunities
3. SWOT of the profile
4. Interests, Values, and Competency Analysis
5. Career Awareness / Developing alternatives
6. Developing contingency plans
7. Career Resource Center Utilization
8. Monitoring career plans


Career Models
• Pyramidal Model
• The obsolescence model
• Modern models
• The Japanese Model;
life time, seniority based


Career Models for the 21st Century
1. The experts whose primary career decision is to master a
particular area or skill
2. The traditionalist who thrives on being part of an organization
and exerting influence within it
3. The portfolio manager whose life voyages include a variety of
work experiences, skills, and accomplishments
4. The planful entrepreneur with an eye always toward applying
skills developed in a large organization to start their own
business
5. The spontaneous entrepreneur, who is passionate enough
about an idea to sacrifice the comforts that other models
afford.
Ref: Jim Biolos Source: Harvard Business Publishing Newsletters 1 Publication date: May 01, 1997. Prod.
#: U9705C-PDF-ENG


Jinuachan Vadakkemulanjanal
AP cum Administrator
Vimal Jyothi College for MTech, MBA, BTech
Chemperi Po Kannur, Kerala-60632, India


HRD Human Resource Development by Jinuachan Vadakkemulanjanal

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