kyun

2.  Training - Altering behavior
 Development - Increasing knowledge
 Learning - Permanent change in
behavior

3.  Training is a process of learning a
sequence of programmed behaviour. It
tries to improve their performance on
the current job or prepare them for an
indented job.

4. 1. Identifying Training needs
2. Getting ready for the job
3. Presentation of the learner
4. Presentation of operations & knowledge
5. Performance try out
6. Follow up

5. IdentifyingTraining needs: It must be on the
basis of organisational analysis, operational
analysis & individual analysis.
Getting ready for the job: Under this step, it is
to be decided who is to be trained – new
comer or old employee, supervisor or
manager.

6.  Preparation of the learner: It includes
putting the learner at ease, stating the
importance & ingredients of job, explain the
process of training, familiarizing him with the
equipment, materials, tools, & trade terms.
 Presentation of operation &
knowledge:The trainer should clearly tell
show, demonstrate & question in order to put
over the new knowledge & operations.

7.  Performance try out: Under this, the
trainee is asked to go through the
job several times slowly, explaining him
each step. Mistakes are corrected.
 Follow – Up:This step is undertaken
with view to testing the effectiveness of
training efforts.

8.  Training of employees:
Employees are trained after being posted.
 Transfer of employees-This is done
according to employees ability,
competency & experience, & according
to the needs of org.

9.  Promotion of employees-This is done
on the basis of merit & seniority of
employee.
Evaluation of employees qualities:
Employees performance is being
evaluated & verified his suitability for
the job.

10.  HRD is a series of organised activities
conducted within a specific time and
designed to produce behavioural
change.
Nadler (1970)

11.  The discipline of HRD is the study of
how individuals and groups in
organisations change through learning.
Chalofsky and Lincoln (1983)

12.  HRD consists of programmes and activities,
direct and indirect, instructional and/or
individual that possibly affect the
development of the individual and the
productivity and profit of the organisation.
Smith (1988)

13.  HRD can be described as training members of
an organisation in such a way that they have
the knowledge and skills needed within the
context of the (changing) objectives of the
organisation.
Bergenhenegouwen (1990)

14.  HRD is concerned with the provision of
learning, development and training
opportunities in order to improve individual,
team and organisational performance. It is
essentially a business-led approach to
developing people with a strategic
framework.
Armstrong (1999)

15.  HRD refers to educational training and
development activities related to working
life. It relates to development and learning
activities for those who are at work and have
completed their basic professional or
vocational education and training.
Nyhan (2002)

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

17.  The term human resource development has
been in common use since the 1980s.
However, the concept has been around a lot
longer than that.To understand its modern
definition, it is helpful to briefly recount the
history of this field.

18.  Early ApprenticeshipTraining Program
 The origins of HRD can be traced to
apprenticeship training programs in the
eighteenth century. During this time, small
shops operated by skilled artisans produced
virtually all household goods, such as
furniture, clothing, and shoes.To meet a
growing demand for their products, craft-
shop owners had to empl additional workers.

19. EarlyVocational Education Programs
 In 1809, a man named DeWitt Clinton founded
the first recognized, privately funded vocational
school, also referred to as a manual school, in
NewYork City.The purpose of the manual school
was to provide occupational training to unskilled
young people who were unemployed or had
criminal records. Manual schools grew in
popularity, because they were a public solution
to a social problem: for “misdirected” youths.
 1917, Congress passed the Smith-Hughes Act,

20. Early Factory Schools
 Due to Industrial Revolution during the late
1800s,machines began to replace the hand tools .
Factories increased production by using machines
and unskilled workers. Fueled by the rapid
increase in the number of factories, the demand
for skilled workers soon inc the supply of
vocational school graduates.To meet this
demand, factories created mechanical and
machinist training programs,which were referred
to as “factory schools.” first factory school, in 1872,

21. Trg for Semiskilled and Unskilled Workers
 Two histori events. First intro of ModelT by Henry Ford in
1913.The ModelTwas the first car to be mass-produced using
an assy line, in which production req only the training of
semiskilled workers to perform several tasks.With the inc
demand for the ModelT, Ford had to design more assy lines,
and this provided more trg opportunities.Other significant
historical event was the outbreak ofWorldWar I.To meet the
huge demand for mil eqpmt, many factories that produced
nonmil goods had to retool their machinery and retrain their
workers, incl the semiskilled. For instance, the U.S. Shipping
Board was resp for coord the training of shipbuilders to build
warships.. job instruction training (JIT)

22.  The Human Relations Movement
 One of the undesirable by-products of the factory
system was the frequent abuse of unskilled
workers, including children, who were often
subjected to unhealthy working conditions, long
hours, and low pay.The appalling conditions
spurred a national anti-factory campaign.
 Led by Mary Parker Follett and Lillian Gilbreth,
the campaign gave rise to the “human relations”
movement advocating more humane working
conditions.

23. The Human Relations Movement
 The movement continued into the 1940, with WorldWar II
as a backdrop. Abraham Maslow published his theory on
human needs, stating that people can be motivated by
both economic and noneconomic incentives. He proposed
that human needs are arranged in terms of lesser to
greater potency (strength), and distinguished between
lower order (basic survival) and
higher order (psychological) needs.Theories like Maslow’s
serve to reinforce the notion that the varied needs and
desires of workers can become important sources of
motivation in the workplace.

24. Establishment of theTraining Profession
 With the outbreak ofWorld War II, the industrial
sector was once again asked to retool its factories
to support the war effort. The federal government
established theTraining Within Industry (TWI)
TWI had trained over 23,000 instructors, awarding
over 2 million certificates to supervisors from
16,000 plants, unions, and services.
 In 1942, the American Society forTraining
Directors (ASTD) was formed

25.  During the 1960s and 1970s, professional
trainers realized that their role extended
beyond the training classroom.
 Includes coaching, group work, and problem
solving.
 Need for basic employee development
 Need for structured career development
 ASTD changed its name to the American
Society forTraining/ and Development
.(Directors)

26.  Human resource management (HRM)
encompasses many functions
 Human resource development (HRD) is just
one of the functions within HRM

27.  Human resource planning
 To predict how changes in management strategy
will affect future human resource needs. market
demands. HR planners must continually chart the
course of an organization and its plans, programs,
and actions.
 Equal employment opportunity
 prevention of discriminatory policies, procedures,
and practs. incl decisions affecting hiring, trg,
appraising, and compensating employees.

28.  Staffing (recruitment and selection)
 Identification of potential applicants for current
and future openings and for assessing and
evaluating applicants in order to make selection
and placement decisions.
 Compensation and benefits
 administration is resp for estb competitive
benefits package,as well as incentives tied to indl,
team, or org performance.

29.  Employee and labor relations
 Dev a comm system through which employees can
address their problems and grievances.In a unionized org,
labor relations will incl the dev of working relations with
each labor union, as well as contract negotiations and
adm.
 Health, safety, and security
 To promote a safe and healthy work environment.This
can incl actions such as safety trg, employee assistance
prog, and health and wellness prog.

30.  Human resource development
 activities intended to ensure that
organizational members have the skills or
competencies to meet current and future job
demands.This last point, quite obviously, is
the focus of our course.

31.  Organization and job design
 Interdepartmental relations and the organization
and definition of jobs.
 Performance management/ performance
appraisal systems
 Establishing and maintaining accountability
throughout an org.
 Research and information systems
 necessary to make enlightened human resource
decisions.

32.  Training and development (T&D)
 focuses on changing or improving the knowledge, skills,
and attitudes of indl.T&D activities begin when a new
empl enters the org, usually in the form of empl
orientation and skills trg.
 Organizational development
 process of enhancing the effectiveness of an org.The role
of the HRD professional involved in an OD intervention is
generally to function as a change agent.
 Career development
 “an ongoing process by which indls progress through a
series of stages, each of which is characterized by a
relatively unique set of issues, themes, and tasks.Career

33.  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

34.  Development – preparing for future
responsibilities, while increasing the capacity
to perform at a current job
 Management training
 Supervisor development

35.  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

36.  Ongoing process by which individuals
progress through series of changes until they
achieve their personal level of maximum
achievement.
 Career planning
 Career management

37. First, business strategy should be at the hub or center
of all HRD efforts
Second, the upper right spokes depict traditional
human resource management functions
Third, the lower right spokes portray how other
organizational disciplines, such as sales,
production,and finance,
Finally, and most importantly for our purposes, the
left side of the diagram depicts an expanded view of
human resource development.You can still see the
core functions of training and development, career

38. By Permission: Naughton & Rothwell (2004)

39.  Implements HRD programs and procedures
 On-the-job training (OJT)
 Coaching/mentoring/counseling
 Career and employee development
 A “front-line participant” in HRD

40.  Depends on company size, industry and
maturity
 No single structure used
 Depends in large part on how well the HRD
manager becomes an institutional part of the
company – i.e., a revenue contributor, not
just a revenue user

41.  Executive/Manager
 HR StrategicAdvisor
 HR Systems Designer/Developer
 Organization ChangeAgent
 Organization Design Consultant
 Learning Program Specialist

42.  Instructor/Facilitator
 Individual Development and Career Counselor
 Performance Consultant (Coach)
 Researcher

43.  Integrates HRD with organizational goals and
strategies
 Promotes HRD as a profit enhancer
 Tailors HRD to corporate needs and budget
 Institutionalizes performance enhancement

44.  Consults with corporate strategic thinkers
 Helps to articulate goals and strategies
 Develops HR plans
 Develops strategic planning education and
training programs

45.  Assists HR manager in the design and
development of HR systems
 Designs HR programs
 Develops intervention strategies
 Plans HR implementation actions

46.  Develops more efficient work teams
 Improves quality management
 Implements intervention strategies
 Develops change reports

47.  Designs work systems
 Develops effective alternative work designs
 Implements changed systems

48.  Identifies needs of learners
 Develops and designs learning programs
 Prepares learning materials and learning aids
 Develops program objectives, lesson plans,
and strategies

49.  Presents learning materials
 Leads and facilitates structured learning
experiences
 Selects appropriate instructional methods
and techniques
 Delivers instruction

50.  Assists individuals in career planning
 Develops individual assessments
 Facilitates career workshops
 Provides career guidance

51.  Advises line management on appropriate
interventions to improve individual and group
performance
 Provides intervention strategies
 Develops and provides coaching designs
 Implements coaching activities

52.  Assesses HRD practices and programs
 Determines HRD program effectiveness
 Develops requirements for changing HRD
programs to address current and future
problems

54.  Changing workforce demographics
 Competing in global economy
 Eliminating the skills gap
 Need for lifelong learning
 Need for organizational learning

55. By 2020, it is predicted that:
 African-Americans will remain at 11%
 Hispanics will increase from 9% to 14%
 Asians will increase from 4% to 6%
 Whites will decrease from 76% to 68%
 Women will increase from 46% to 50%
 Older workers (>55) will increase to 25%

56.  New technologies
 Need for more skilled and educated workers
 Cultural sensitivity required
 Team involvement
 Problem solving
 Better communications skills

57.  Example: In South Carolina, 47% of entering high school
freshmen don’t graduate.
 Best state isVermont, with 81% graduating
 Employees need to be taught basic skills:
 Math
 Reading
 Applied subjects
 Need to improve U.S. schools!

58.  Organizations change
 Technologies change
 Products change
 Processes change
 PEOPLE must change!!

59.  Organizations must be able to learn, adapt,
and change
 Principles:
 Systems thinking
 Personal mastery
 Mental models
 Shared visions
 Team learning

60. HRD efforts should use the following four
phases (or stages):
 Need assessment
 Design
 Implementation
 Evaluation

62.  Establishing HRD priorities
 Defining specific training and objectives
 Establishing evaluation criteria

63.  Selecting who delivers program
 Selecting and developing program content
 Scheduling the training program

64.  Implementing or delivering the program

65. Determining program effectiveness – e.g.,
 Keep or change providers?
 Offer it again?
 What are the true costs?
 Can we do it another way?