The document discusses the key aspects of human resource development (HRD) programs in organizations. It notes that the primary functions of HRD are training and development, organizational development, and career development. It also outlines the typical phases of designing and implementing an HRD program, including assessment of needs, design, implementation, and evaluation. Kirkpatrick's model is discussed as a framework for evaluating HRD programs at different levels, from reaction to learning to job behavior and results.

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Sutapa Bhattacharjee
Assistant Professor, IBA
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 HRD can be defined as a set of systematic and planned
activities designed by an organization to provide its
members with the opportunities to learn necessary skills to
meet current and future job demands.
 HRD activities should begin as soon as an employee joins
an organization and should continue throughout his/her
career.
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 An ASTD sponsored study revealed that the primary
functions of HRD are as follows:
 Training and development
 Organizational development
 Career development
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 OD is defined as the process of enhancing the
effectiveness of an organization and the well being of its
members through planned interventions that apply
behavioral science concepts.
 HRD professionals involved in the OD interventions act
as change agents. Facilitating changes often requires
consulting with and advising line managers on strategies
that can be used to affect the desired change.
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 Career development is a ongoing process by which
individuals progress through a series of stages, each of
which is characterized by a relatively unique set of issues,
themes and tasks. Career development involves two
distinct processes:
 Career planning
 Career management
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 T&D focus on changing or improving the knowledge,
skills and attitudes of individual.
 Training typically refers to an organization’s planned effort
to facilitate employees’ learning of job-related
competencies.
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 Development refers to formal education, job
experiences, relationships and assessments of
personality and abilities that help employees prepare
for the future.
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 T&D program starts with employee orientation, which is a
process by which new employees learn important
organizational norms and values, establish working
relationships and learn how to function within their jobs.
 Skills and technical training programs then narrow in
scope to teach the new employee s particular skill or area
of knowledge.
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 Once new employees become proficient in their jobs,
HRD professional may focus on coaching and counseling.
 In the coaching process, individuals are encourage to
accept responsibility for their actions, to address any
work-related problems and to achieve a sustain superior
level of performance.
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Assessment
• Prioritize needs
Design
• Define objectives
• Develop lesson
plan
• Develop/ acquire
materials
• Select trainer/
leaders
• Select methods of
training
• Schedule the
program/interventi
on
Implementa
tion
• Deliver the
HRD program
or intervention
Evaluation
• Select evaluate
criteria
• Determine
evaluation
design
• Conduct
evaluation or
program
intervention
• Interpret
results

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• Where is training needed and in what
conditions will the training be
conducted?
Strategic/Organ
izational
• What must be done to perform the job
effectively?Task
• Who should be trained?
• What kind of training do they need?
Person
 The following activities are typically carried out during
this phase:
 Selecting the specific objectives of the program
 Developing an appropriate lesson plan for the program
 Developing or acquiring appropriate materials for the
trainees to use
 Determine who will deliver the program
 Selecting the most appropriate method(s) to conduct the
program
 Scheduling the program

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 Conditions of practice that influence learning
 Active practice
 Massed vs. spaced practice
 Whole vs. part learning
 Overlearning
 Knowledge of results
 Meaningfulness of material
 Degree of original learning
 Interference

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 Positive transfer: job performance improved
 Zero transfer: No change occurred
 Negative transfer: job performance is worse.
To translate program objectives into an executable training
session, the development of a lesson plan is recommended.
A lesson plan should specify:
 Content to be covered
 Sequencing of activities
 Selection of development of experiential exercise, or both
 Timing and planning of each activity
 Selection of the method of instruction to be used
 Number and type of evaluation items to be used.

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A few challenges faced in this phase include executing the
program as planned, creating an environment that
enhances learning, and resolving problems that may arise.
• Job instruction training
• Job rotation
• Coaching
• Mentoring
On-the-job
training (OJT)
• Lecture
• Conference/discussion
• Audiovisual
• Experiential techniques (case study, business
games, role play, behavioral modeling)
• Computer based training
Classroom
• Paper-based training
• Computer based trainingSelf-paced

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Job instruction training is defined as a sequence of
instructional procedures used by the trainer to train
employees while they work in their assigned job. The
content of a JIT program is distinguished by its simplicity.
The simple four step process of JIT is given in the next
slide:
• Put trainee at ease
• Find out what trainee wants
• Motivate
• Set up the task
Step 1: Prepare the
worker
• Tell
• Show
• Explain
• demonstrate
Step 2: Present the task
• Have trainee perform the task
• Have trainee explain the steps
• Give feedback on performance
• Reinforce correct behavior
Step 3: Practice
Step 4: Follow Up
•Have trainee perform on his or her own
•Encourage questioning
•Check performance periodically
•Gradually taper off training

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 Under job rotation approach, the trainee is generally
expected to learn more by observing and doing than by
receiving instruction.
 Rotation, as the term implies, involves a series of
assignments to different positions or departments for a
specified period.
 During this assignment, the trainee is supervised by a
department supervisor, who is responsible for orienting,
training and evaluating the trainee.
 Lectures
A verbal method of presenting information, lectures are
particularly useful in situations when the goal is to impart
the same information to a large number of people at one
time. Since they eliminate the need for individual training,
lectures are among the most cost-effective training methods.
But the lecture method does have some drawbacks. Since
lectures primarily involve one-way communication, they
may not provide the most interesting or effective training. In
addition, it may be difficult for the trainer to gauge the level
of understanding of the material within a large group.

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 Case Study
The case method is a non-directed method of study whereby
students are provided with practical case reports to analyze. The
case report includes a thorough description of a simulated or
real-life situation. By analyzing the problems presented in the
case report and developing possible solutions, students can be
encouraged to think independently as opposed to relying upon
the direction of an instructor. Independent case analysis can be
supplemented with open discussion with a group. The main
benefit of the case method is its use of real-life situations. The
multiplicity of problems and possible solutions provide the
student with a practical learning experience rather than a
collection of abstract knowledge and theories that may be
difficult to apply to practical situations.
 Role Playing
In role playing, students assume a role outside of themselves
and play out that role within a group. A facilitator creates a
scenario that is to be acted out by the participants under
the guidance of the facilitator. While the situation might
be contrived, the interpersonal relations are genuine.
Furthermore, participants receive immediate feedback
from the facilitator and the scenario itself, allowing better
understanding of their own behavior. This training method
is cost effective and is often applied to marketing and
management training.

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 Simulations
Games and simulations are structured competitions and
operational models that emulate real-life scenarios. The
benefits of games and simulations include the
improvement of problem-solving and decision-making
sskills, a greater understanding of the organizational
whole, the ability to study actual problems, and the power
to capture the student's interest.
 Audiovisual Training
Audiovisual training methods include television, films, and
videotapes. Like case studies, role playing, and
simulations, they can be used to expose employees to "real
world" situations in a time-and cost-effective manner. The
main drawback of audiovisual training methods is that
they cannot be customized for a particular audience, and
they do not allow participants to ask questions or interact
during the presentation of material.

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 Computer-Based Training
Computer-based training (CBT) involves the use of
computers and computer-based instructional materials as
the primary medium of instruction. Computer-based
training programs are designed to structure and present
instructional materials and to facilitate the learning
process for the student. A main benefit of CBT is that it
allows employees to learn at their own pace, during
convenient times.
 In this final phase, the effectiveness of HRD intervention
is measured. Careful evaluation provides information on
participants’ reaction to the program, how much they
learned, whether they use what they learned back on the
job, and whether the program improved the organization’s
effectiveness.

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 Kirkpatrick’s evaluation framework:
 Reaction: The focus is on the trainees’ perceptions about the
program and its effectiveness. The main limitation of
evaluating HRD programs at this level is that this information
cannot indicate whether the program met its objectives beyond
ensuring participant satisfaction.
 Learning: Measuring whether someone has learned something
in the training may involve a quiz or test - clearly a different
method from assessing the participants’ reaction to the
program.
 Job Behavior: This is a critical measure of training success. If
learning does not transfer to the job, the training effort cannot
have an impact on employee or organizational effectiveness.

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 Results: It measures whether the organization’s effectiveness
has been improved or whether the organization is more
efficient, profitable, or better able to serve its clients or
customers as a result of the training program. Meeting this
criterion is considered the bottom line as far as most managers
are concerned.
 An organization’s conscious effort to provide its managers
(and potential managers) with opportunities to learn, grow
and change, in hopes of producing over the long term a
cadre of managers with the skills necessary to function
effectively in that organization.

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 Begin by moving out and up to business strategy
 Put job experiences before classroom activities, not vice
versa
 Be opportunist (in a positive manner)
 Provide support for experience based learning
 Ties to an organization’s strategic plan
 Thorough needs assessment
 Involvement in and commitment of senior management in
all phases
 Variety of developmental activities
 Motivation to participate
 Modify and update needs

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 Coaching is a process used to encourage employees to
accept responsibility for their own performance, to enable
them to achieve and sustain superior performance, and to
treat them as partners in working toward organizational
goals and effectiveness.
Mentoring is most often defined as a professional
relationship in which an experienced person
(the mentor) assists another (the mentee) in developing
specific skills and knowledge that will
enhance the less-experienced person’s professional and
personal growth.

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
No. People often confuse mentoring and coaching.
Though related, they are not the same. A mentor may
coach, but a coach is not a mentor. Mentoring is
“relational,” while coaching is “functional.” There are
other significant differences.
Coaching characteristics: Managers coach all of their staff as a
required part of the job
 Coaching takes place within the confines of a formal manager-
employee relationship
 Focuses on developing individuals within their current jobs
 Interest is functional, arising out of the need to ensure that
individuals can perform the tasks required to the best of their
abilities
 Relationship tends to be initiated and driven by an individual’s
manager
 Relationship is finite - ends as an individual transfers to
another job

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Mentoring characteristics: Takes place outside of a line
manager-employee relationship, at the mutual consent of a
mentor and the person being mentored
 Is career-focused or focuses on professional development that
may be outside a mentee’s area of work
 Relationship is personal - a mentor provides both professional
and personal support
 Relationship may be initiated by a mentor or created through a
match initiated by the organization
 Relationship crosses job boundaries
 Relationship may last for a specific period of time (nine
months to a year) in a formal program, at which point the pair
may continue in an informal mentoring relationship