This document discusses frameworks for human resource development (HRD) processes. It describes a common framework involving four phases: needs assessment, design, implementation, and evaluation ("A DImE"). It provides details on each phase, including defining need, types of needs assessments, levels of need assessment, designing objectives and selecting delivery methods, and evaluating training impact and costs. Kirkpatrick's four levels of evaluation (reaction, learning, behavior, results) are also discussed. The document presents models and best practices for conducting effective HRD from needs identification through evaluation.

3. TOPICS COVERED
HRD Need
Assessment
Creating A HRD
program
HRD Program
Implementation
Evaluation
of HRD
Program
HRD
FRAMEWORK

4. A Framework for the HRD
Process
HRD efforts should use the following four phases (or
stages):
 Needs ssessment
esign
plementation
valuation
(“A DImE”)

5. The HRD Process: A DImE

6. Definition Of Need:
Before delving deep into need assessment, it is of
paramount importance to know, what is the meaning of
“need.”
Need- The concept of need refers to a discrepancy or
gap between what an organization expects to
happen and what actually occurs.

7. Various Types of Needs
Performance
Diagnostic
Factors that can prevent problems from occurring
Analytic
Identify new or better ways to do things
Compliance
Mandated by law or regulation

8. Need Assessment
 A process by which an organization’s HRD needs are
identified and articulated.
It identifies:
a) an organizations goals and its effectiveness in reaching
these goals.
b) Gaps between current skills and the skills needed to
perform the job successfully.
c) Gaps between employees’ skills and the skills required for
effective current job performance.
d) The conditions under which the HRD activity will occur.

9. “There is nothing so useless as doing
efficiently that which should not be done at
all.”
- Peter F. Drucker

10. Benefits
 Through needs assessment, we try to answer
questions like:
1. Need for the needs assessment,
2. Accomplishment of type of learning,
3. Expected changes in the behavior and
performance,
4. Probability of achieving the results,
5. Cost benefit analysis of HRD solutions.
6. Root causes of performance gaps

11. Levels of Need Assessment
1. Organizational analysis
Where is training needed and under what conditions?
2. Task analysis
What must be done to perform the job effectively?
3. Individual analysis.
Who should be trained and how?

12. Organizational Analysis
It looks at the effectiveness of the organization and
determines where training is needed and under what
conditions it will be conducted.
Why
Ties HRD programs to corporate or organizational goals
Strengthens the link between profit and HRD actions
Strengthens corporate support for HRD
Makes HRD more of a revenue generator
 Not a profit waster

13. Source of Organizational
Analysis
Mission statement
HRM inventory
Skills inventory
Quality of Working Life indicators
Efficiency indexes
System changes
Exit interviews

14. Task Analysis
 It provides data about a job or a group of jobs and the
knowledge, skills, attitudes and abilities needed to
achieve optimum performance.

15. How to Collect Information
For a Task Analysis
 KSA analysis
 Performance standards
 Observe the job/sample the work.
 Perform the job.
 Job inventory questionnaire.
 Review literature about the job.
 Ask questions about the job.
 Analysis of operating problems.

16. INDIVIDUAL ANALYSIS
It analyzes how well the individual employee is doing
the job and determines which employees need training
and of what kind.
Based on many sources of data
Summary Analysis
Determine overall success of the individual
Diagnostic Analysis
Discover reasons for performance

17. SOURCES FOR INDIVIDUAL ANALYSIS
 Performance evaluation.
 Performance problems.
 Observation.
 Work samples.
 Interviews.
 Questionnaires.
 Attitude surveys.
 Checklists or training progress charts.

18. FOUR STEPS TO CONDUCTING A
NEEDS ASSESSMENT:
STEP 1. PERFORM A "GAP" ANALYSIS.
 The first step is to check the actual performance of our
organizations and our people against existing
standards, or to set new standards.
There are two parts to this:
 Current situation
 Desired or necessary situation
 The difference the "gap" between the current and the
necessary will identify our needs, purposes, and
objectives.

19. FOUR STEPS TO CONDUCTING A NEEDS
ASSESSMENT
STEP 2. IDENTIFY PRIORITIES AND IMPORTANCE
 It must be seen whether the identified needs are real, if they
are worth addressing, and specify their importance and
urgency in view of organizational needs and requirements (1).
For example (2):
 Cost-effectiveness
 Legal mandates
If some of our needs are of relatively low importance, we would
do better to devote our energies to addressing other human
performance problems with greater impact and greater value.

20. FOUR STEPS TO CONDUCTING A
NEEDS ASSESSMENT
 Step 3. IDENTIFY CAUSES OF PERFORMANCE
PROBLEMS AND/OR OPPORTUNITIES.
 We must know what our performance requirements are,
if appropriate solutions are to be applied. We should ask
two questions for every identified need: (3)
 Are our people doing their jobs effectively?
 Do they know how to do their jobs?
 This will require detailed investigation and analysis of
our people, their jobs, and our organizations -- both for
the current situation and in preparation for the future.

21. FOUR STEPS TO CONDUCTING A NEEDS
ASSESSMENT
 Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH
OPPORTUNITIES.
 "If it ain't broke, don't fix it."
 But if our people ARE NOT doing their jobs effectively:
 TRAINING may be the solution, if there is a knowledge
problem.
 Organizational Development activities may provide
solutions when the problem is not based on a lack of
knowledge and is primarily associated with systematic
change. These interventions might include strategic
planning, organization restructuring, performance
management and/or effective team building.

22. CAVEAT
Figuring out what is really needed
Not always an easy task
Needs lots of input
Takes a lot of work
“Do it now or do lots more later”
First step in both the ISD and HRD process models

23. Phase Two: Designing the Training
or HRD Intervention
Key activities include:
 Setting objectives
 Selecting the trainer or vendor
 Developing lesson plans
 Selecting methods and techniques
 Preparing materials
 Scheduling training

24. Phase Two: Design

25. Werner & DeSimone (2006) 25
Objectives
 Performance
 Conditions
 Criterias
PERFORMANCE:
 Increase upper body strength
 Assemble a chair
 Catch a football pass
 Graduate from college

26. Werner & DeSimone (2006) 26
Conditions
Conditions under which performance is done – e.g.,
 … using standard conditioning equipment
 … using a screwdriver and hammer
 … at a full run under man-to-man coverage
 … without cheating or outside help

27. Werner & DeSimone (2006) 27
Criteria
The level of acceptable performance – e.g.,
 … by 25 percent within one year
 … within one hour without mistakes
 … at least 80% of the time without penalties
 … within 5 years and with a “B” average

28. Werner & DeSimone (2006) 28
“Make or Buy” Decisions
 You cannot be an expert on everything
 You can’t afford to maintain a full-time staff for once-a-
year training
 You can’t afford the time or money to build all of your
own training programs
 Implication: Much training is purchased, rather than
self-produced

29. Werner & DeSimone (2006) 29
Factors to Consider Before
Purchasing an HRD Program
 Level of expertise available/required
 Timeliness
 Number of trainees
 Subject matter
 Cost
 Size of HRD organization
 “X” Factor (other conditions)

30. Werner & DeSimone (2006) 30
Other Factors to Consider
 Vendor credentials
 Vendor background
 Vendor experience
 Philosophical match (between vendor and
organization)
 Delivery method

31. EIGHT POINT STRATEGY FOR
HRD PROGRAMS
 Jerry Gillet and Seteven Eggland (2002) identified for
managers of HRD an eight-point strategy for designing
cost-effective, reputable HRD programs that can
survive economic crises and internal/external changes
affecting the organization.
 Establish a written HRD philosophy.
 Establish HRD policy.
 Obtain support of top management.
 Integrate HRD into the long-range organizational
plan.

32.  Conduct extensive needs assessments.
 Encourage collaboration.
 Establish criteria for participation in HRD programs.
 Be introspective but focus on results.

33. The Learning Pyramid
By Permission: Yin (2004)

34. Training Delivery Methods
Three basic categories:
 On-the-Job Training
 Off- the- Job Training
 Classroom Training
 Self-Paced Training
Note: Computer-based training can be in a classroom,
or individual/self-paced.

35. On-the-Job Training (OJT)
 Job instruction training (JIT)
Prepare the worker , Present the task, Practice the task, Follow up.
 Job rotation
Train on different task/ positions, often used to train entry level managers, To
provide back up in production position.
 Coaching
Between worker and supervisor. Can provide specific performance
improvement and correction.
 Mentoring
senior employee paired with a junior employee (“protégé”), Helps to learn the
ropes, Prepares protégé for future advancement

36. OFF-the-Job Training
This occurs when employees are taken away from
their place of work to be trained. Common
methods of off-the-job training include:
Day release
Distance learning / evening classes
Block release courses
Sandwich courses
Sponsored courses in higher education

37. Classroom Training Approaches
Five basic types:
 Lecture - Oral presentation of material ,Some visual
aids can be added, Remains a very popular training
method, Interesting lectures can work well, Good to
supplement with other materials.
 Discussion - Two-way communication,Use questions
to control lesson, Direct: produce narrow responses,
Reflective: mirror what was said, Open-Ended:
challenge learners – to increase understanding

38. Classroom Training
Approaches
 Experimental Methods - Case studies, Business game
simulations, Role Playing, Behavior Modeling,
Outdoor training
 Self-Paced or Computer-Based Training

39. Audiovisual Media
 Brings visual senses (seeing) into play, along with audio
senses (hearing)
 Types:
STATIC MEDIA- Printed materials, Lecture notes, Work aids, Handouts
DYNAMIC MEDIA- Audio cassettes, CDs, Film, Videotape, Video disc
TELECOMMUNICATIONS- Instructional TV, Teleconferencing,
Videoconferencing

40. Computer-Based Training
(CBT)
 Interactive with user
 Training when and where user wants it
 Trainee has greater control over progress
 CBT can provide progress reports and be tailored
to specific instructional objectives
 Trainee works on own with minimal facilitation by
instructor who is elsewhere

41. E-learning
 Intranet
 Internal to site/organization
 Internet
 General communications
 Online reference
 Needs assessment, administration, testing
 Distribution of CBT
 Delivery of multimedia

42. EVALUATION OF Training
 Evaluation of HRD Program helps in gauging the
degree to which a training (or other HRD program)
achieves its intended purpose.
 In other words it measures the effectiveness of the
HRD program.

43. EVALUATION OF Training
Textbook definition:
“The systematic collection of descriptive and
judgmental information necessary to make
effective training decisions related to the selection,
adoption, value, and modification of various
instructional activities.”
“Any attempt to obtain information (feedback) on
the effect of training program and to assess the
value of training in the light of that information
for improving further training.”

44. Effectiveness of HRD Program:
a) The degree to which a training (or other HRD program)
achieves its intended purpose
b) Measures are relative to some starting point
c) Measures how well the desired goal is achieved
In other words:
Are we training:
a) the right people
b) the right “stuff”
c) the right way
d) with the right materials
e) at the right time

45.  Before Training: The learner's skills and knowledge are assessed
before the training program. During the start of training, candidates
generally perceive it as a waste of resources because at most of the
times candidates are unaware of the objectives and learning outcomes
of the program. Once aware, they are asked to give their opinions on
the methods used and whether those methods confirm to the
candidates preferences and learning style.
 During Training: It is the phase at which instruction is started. This
phase usually consist of short tests at regular intervals
 After Training: It is the phase when learner’s skills and
knowledge are assessed again to measure the effectiveness of the
training. This phase is designed to determine whether training has
had the desired effect at individual department and organizational
levels. There are various evaluation techniques for this phase.

46. Purposes of Evaluation:
 Determine whether the program is meeting the
intended objectives
 Identify strengths and weaknesses
 Determine cost-benefit ratio
 Identify who benefited most or least
 Determine future participants
 Provide information for improving HRD programs
 Reinforce major points to be made
 Gather marketing information
 Determine if training program is appropriate
 Establish management database

47. The Training Evaluation should involve:
a) senior management
b) the trainer
c) line management
d) the training manager
e) the trainee

48. Models and Frameworks of Evaluation
There are six frameworks for evaluation
1. Kirkpatrick
2. CIPP
3. Brinkerhoff
4. Kraiger, Ford & Salas
5. Holton
6. Philips
The most popular is that of D. Kirkpatrick:
Reaction
Learning
Job Behavior
Results

49. KIRKPATRIK’S Four Levels

51. A Suggested Framework
Reaction
Did trainees like the training?
Did the training seem useful?
Learning
How much did they learn?
Behavior
What behavior change occurred?
Results
 What were the tangible outcomes?
 What was the return on investment (ROI)?
 What was the contribution to the organization?

52. Advantages and Disadvantages
of Techniques
Methods Advantages Disadvantages
1. Interview •Flexible
•Opportunity for clarification
•Depth Possible
•Personal Contact
•High Reactive effects
•High cost
•Face-to-Face Threat Potential
•Trained Observers Needed
2. Questionnaire •Low cost
•Anonymity Possible
•Respondent Sets Pace
•Variety Of Options
•Possibly Inaccurate Data
•Return Rate Beyond Control
3. Observation •Non- Threatening
•Excellent way to Measure Behavior
Change
•Possibly Disruptive
•Reactive Effect Probable
•Trained Observers Needed
4. Written Test •Low Purchase Cost
•Readily Scored and Quickly
Processed
•Easily Administered
•Wide Sampling Possible
•Possible low Relation to Job
Performance
•Reliance on Norms May Distort
Individual Performance
•Cultural Bias
5. Simulation/ Performance Test •Reliable
•Objective
•Close Relation to Job Performance
•Time consuming
•Simulation often Difficult and
Costly

53. Ethical Issues Concerning
Evaluation Research
a) Confidentiality
b) Informed consent
c) Withholding training from control groups
d) Use of deception
e) Pressure to produce positive results

54. Evaluation of Training Costs
• Cost-benefit analysis
• Compares cost of training to benefits gained such as
attitudes, reduction in accidents, reduction in employee sick-
days, etc.
• Cost-effectiveness analysis
• Focuses on increases in quality, reduction in scrap/rework,
productivity, etc.

55. Types of Training Costs
a) Direct costs
b) Indirect costs
c) Development costs
d) Overhead costs
e) Compensation for participants

56. Problems with the
Traditional View
 Misuse of the terms “evaluation” and “evaluating
effectiveness”
 Failure to explicitly address the different purposes
for evaluating HRD activities
 Narrow view of stakeholders and their agendas
 Outdated range of subjects for HRD evaluation
 Insufficient research methods (definition of units
of analysis and tools for understanding them)

57. HRD Evaluation Steps
 Analyze needs.
 Determine explicit evaluation strategy.
 Insist on specific and measurable training
objectives.
 Obtain participant reactions.
 Develop criterion measures/instruments to measure
results.
 Plan and execute evaluation strategy.

58. Benefits of Evaluation
Improved quality of training activities
Improved ability of the trainers to relate inputs to outputs
Better discrimination of training activities between those that are
worthy of support and those that should be dropped
Better integration of training offered and on-the job development
Better co-operation between trainers and line-managers in the
development of staff
Evidence of the contribution that training and development are
making to the organization
Reduction in preventable accidents measured
 Reduction in scrap/rework measured in cost of labor and
materials

59. Bibliography
 Gent, Michael J. and Gregory G. Dell'Omo. "The Needs
Assessment Solution." Personnel Administrator, July
1989: 82-84.
 McGehee, W. and P-W. Thayer. Training in Business
and Industry. New York: Wiley, 1961.
 Werner and DeSimone ,Human Resource
Development: Foundation. Framework and
Application , 2006 edition[Reprint 2008]

60.  Brinkerhoff, R.O., Achieving Results from Training,
Jossey-Bass Inc., San Francisco, 1987, p. 39.
 Zemke, R., & Gunkler, J., "Using Small Group
Techniques for Needs Assessment, Data Gathering,
and other Heinous Acts", seminar notes, American
Society for Training and Development Southern
Minnesota Chapter, Minneapolis, July 9, 1985.
 Margolis, F.H., and Bell, C.R., Understanding Training:
Perspectives & Practices, University Associates, San
Diego, 1989, pp 13-15.

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