1. Facilitated by
Pratap Kumar Pathak

4. “ If you wish to plan for a year,
sow seed;
If you wish to plan for ten years,
plant trees;
If you wish to plan for a life time,
develop human resource.”

5. “Staff determine the success and
failure
of organizations”
“Develop and empower staff to drive
productivity and effectiveness”

6.  Human resource is “human capital” which is the
combination of knowledge, skills, capabilities and
behaviour of human at work/to be in work that have
economic and socio-cultural values to theeconomic and socio-cultural values to the
organization.organization.
 Staff feel committedStaff feel committed to their work and the
organization if the organization develops a feeling of
belonging in them.
 Employee’s commitment to their work increases if
they get adequate opportunity to discover and useget adequate opportunity to discover and use
full potentialfull potential.
 Capability of staff can be developed and multiplied
through appropriate and systematic efforts.appropriate and systematic efforts.

7.  “Staff”
 is the dynamic workforce of the organization with acquired and potential
competencies to perform.
 refers to human value, attitude, culture and perceptions, expectations and
needs.
 “Development”
 refers to qualitative and desired change in a planned and progressive way.
 refers to desired change in terms of conceptual, technical, interpersonal and
spiritual conditions.
 "Staff development"
 is a planned action by which the individuals, organizations, institutions and
societies develop “abilities” and “willingness” (individually and collectively)
to perform, to behave and to move forward with enhanced strength and
required productivity.
 is a continuous process to ensure and build dynamism, effectiveness,
competency and motivation of individuals and groups in a systematic and
planned manner.
 is unfoldment of capabilities and skills.

8. Staff development is a strategicStaff development is a strategic
intervention to reinvent and renewintervention to reinvent and renew
staff capability giving effect tostaff capability giving effect to
organizational effectiveness byorganizational effectiveness by
attaining new skills, knowledge andattaining new skills, knowledge and
technology; gaining increasing levelstechnology; gaining increasing levels
of professional competence;of professional competence;
developing culture of excellence; anddeveloping culture of excellence; and
enhancing adaptability in theenhancing adaptability in the
dynamic marketdynamic market..

9.  Staff development process encompasses the identification of individual
staff development needs, the design of individual development plans,
the provisioning of appropriate development activities along with
follow up and improvements.
 Staff development is improving conceptual, technical, interpersonal
and spiritual enhancement for achieving higher productivity and
effectiveness among the staff.
 It also aims to preparing people for performing roles, tasks or
functions which they may be required to perform in the future as they
go up on the organizational hierarchy or as the organization takes up
new tasks through diversification, expansion and modernization.
 It promotes team building and collaborative climate as well as
enabling organizational culture where the staff use their initiative, take
risks, experiment, innovate and make things happen.

11. “Staff development is an
effective and efficient way for
attaining organizational
objectives with competitive
outcomes.”

13.  Globalization and competitive environment
 Need of Competitive Professionalism
 Advancement in technology and extensive
application of information technology
 New Public Management and Managerialism
 Workforce diversity and social inclusion
 Demanding society and social accountability
 Effective public service delivery
 Increased virtuality, collaboration and
networking

14. 1. To provide a framework for allowing appropriate
development opportunities that are designed to improve
the knowledge, skill and behaviour of staff which will
enhance personal growth and effectiveness of individuals,
teams and the organization in pursuit of excellence in all
of its activities and strategies,
2. To strategize staff development plans and institutional
strategy,
3. To facilitate the process of change and management of
change,
4. To promote a innovation and creativity and develop
learning environment, and
5. To embed and mainstream all staff development activities
into the organizational systems.

18. 1. Staff development as the organizational priority by
 Providing staff with training opportunities to achieve
maximum effectiveness in the shortest possible term;
 Ensuring that staff develop their skills and capabilities to be
able to operate flexibly and respond rapidly to changes within
their orgnaisations;
 Ensuring that the best use is made of the natural abilities and
individual skills of all employees for the benefit of the
organisation and their career.
1. Capacity development and training as the continuous
and systematic process of professional staff
development.
2. Staff development should build culture, capacity and
competency to contribute for organizational excellence.
3. Staff development should be collaborative and
participative so as to give effect to accountability and

19.  Long term commitment is required.
 Providing equitable, appropriate and equal
opportunities.
 Motivation and utilization of staff is key.
 Ensure the maintenance and active promotion
of equal opportunities as well as inclusion.
 Improve current as well as future job
performance and capabilities.

25.  INDIVIDUALLY GUIDED STAFF DEVELOPMENTINDIVIDUALLY GUIDED STAFF DEVELOPMENT
 Individuals identify, plan and pursue activities they believe will
support their own learning.
 OBSERVATION and ASSESSMENTOBSERVATION and ASSESSMENT
 Staff are observed directly and given objective data and feedback
about their classroom performance.
 INVOLVEMENT IN A DEVELOPMENT/INVOLVEMENT IN A DEVELOPMENT/
IMPROVEMENT PROCESSIMPROVEMENT PROCESS
 plan, design and improve in a specific problem situation.
 TRAINING and CAPACITY DEVELOPMENTTRAINING and CAPACITY DEVELOPMENT
 Staff engage in individual or group instruction in which they
acquire knowledge or skills.
 SCIENTIFIC INQUIRYSCIENTIFIC INQUIRY
 Staff identify and collect data in an area of interest, analyze and
interpret the data, and apply their findings to their own practice

26.  Identification and understanding
 Planning and designing
 Strategy building
 Execution
 Monitoring and follow-up
 Evaluation
 Reforms

28.  Assessment of Staff Development Needs
 Leadership assessment and Executive
Development
 Training and capacity development
 Career planning and development
 Performance management
 Potential appraisal, Succession planning and
management
 Job reengineering
 Knowledge management
 Peer coaching
 Counseling
 Mentoring

29.  Induction and orientation
 Problem solving exercises
 Action learning
 Professional development interactions
 Exposure visits
 Formation of quality circles
 Management by objectives

31.  Environmental and organizational
assessment
 Identification of priority areas of intervention
 Prioritizing strategic measures
 Formulation of strategies
 Implementation plan for strategy
implementation
 Monitoring the implementation
 Evaluation and reforms

32.  Staff Development Need = ∑(Required
competency - acquired competency)
 Job and psychological readiness to perform
the job at present and in the future
 Ability and willingness factors
 Assessment of potential skills, knowledge
and technologies
 Market trends and dynamics

33.  Improving better leaders in management
 Assessing appropriateness of leadership in terms of
 Competencies
 Culture
 Commitment
 Confidence
 Conduct
 Setting up leadership assessment centers
 Conducting executive development programme
 Placement follow up
 Necessary improvements

34.  Executive development is the whole of activities
aimed at developing executive skills and
competencies (Planning, Strategy Development,
Monitoring, Improvement) of those that (will)
have executive positions in organizations.
 In the best of cases, executive development not
only helps an organization execute its key
strategies, it can also help provide input to the
strategy creation process. In this way, executive
development is much more strategic than typical
corporate training and development which is used
for most employees of an organization.

35.  Training is a systematic transfer of knowledge,
skill, technology and the behaviour to perform
the job efficiently and effectively.
 Capacity development is systematic effort for
developing the readiness in terms of job ability
and psychological ability for performing
according to the future needs.
 Training system is carried out in a life cycle
approach. It is conducted starting from training
needs assessment, objective setting, training
delivery, utilization, follow-up and

36.  Performance is determined by ability and motivation
 Managing performance refers to development and
utilization of ability factors (knowledge, skill,
technology) and motivational factors (desire,
commitment, confidence) among the staff towards
achieving organizational goals
 Management control system for achieving quality
performance
 Performance management is a systematic effort
including performance planning, standardizing,
measuring and improving so as to add value to
organization.
 Performance management asks for performance
appraisal, evaluation, recognition and motivation.

37.  Potential appraisal assesses the staff in terms of the
highest level of work the individual will be able to
handle comfortably and successfully in future
without being over-stretched.
 It assists the organization in discharging its
responsibility of selecting and developing managersselecting and developing managers
for the futurefor the future to ensure its continuous growth.
 Succession planning is assessing and identifying the
capable staff as possible successioncapable staff as possible succession for specific job
responsibility with respect to organizational
effectiveness in the future.

38.  Succession management is an organizational
process to ensure that diverse, highly qualified
staff are prepared to take on critical leadership
and management positions. The process aims
to identify, groom and develop staff for key
leadership and management positions.
 Succession management requires ensuring
appropriate work assignments, external and
internal support, and the opportunities to
demonstrate growing capabilities.

39.  Succession planning includes
 Assessment and analysis of future needs
and demands for skill and competency
 Audit of existing resources and
identifying the projected development
needs
 Planning for staff development
 Performance related training and capacity
development
 Appropriate placement and utilization

40.  An effective staff development model using
developmental feedback, support and assistance within
the peer group for the purpose of refining the skills,
learning new skills and solving the performance
problems.
 Peer coaching is described by
 Companionship for reducing the sense of isolation in case of
successes and failures
 Development feedback for each other’s better performance
 Sharing of analysis of each other’s job performance
 Adaptation for working together to fit to the diversified work
situation
 Support for building capacity

41.  Staff satisfaction and achievement are core needs of
organizational development, increased productivity and
competitiveness
 Career refers to jobs in progression occupied by a staff during
the whole working life in a profession or organization.
 Career planning facilitates and motivates the staff to plan their
career in terms of their capacities with the organization. It is
devising an organizational system of career movement and
growth opportunities throughout the career path.
 It is a staff development technique for mapping out the entire
career of young staff in higher skilled, supervisory and
managerial job positions. It is the discovery and development
of talents and planned deployment and redeployment of such
talents.

42.  Career development is development of capacity and
professionalism of a staff in a job, vertically (promotion) and
horizontally(professional competence).
 Career development is done by
 Training and capacity development
 Succession planning
 Challenging assignments
 Job enrichment, enlargement and rotation
 Opportunities for self-development
 Career development is done strategically in four stages of
career cycle:
 Exploratory stage: new job
 Establishment stage: developmental feedback
 Maintenance stage: self-development opportunities
 Reinventing stage: Preparation for new challenges

43.  Knowledge is “justified personal belief”
 Practice and scientific research are the source
of knowledge
 The processes of KM involve knowledge
acquisition, creation, refinement, storage,
transfer, sharing, utilization, feedback and
improvements.
 Involves socialization, externalization,
combination and internalization of knowledge

44.  Knowledge management has following
perspectives:
Techno-centric: A focus on technology
that enhances knowledge, techniques
and skill
Organisational: Organizational system
to facilitate the knowledge process
Ecological: Adaptation through
environmental interaction

45.  Making job challenging and interesting for
motivation
 Enhancing job productivity
 Job enrichment, job rotation and job
enlargement
 Improving job standards
 Basis for capacity development

46.  Professional guidance provided to
analyse job performance and job
behaviour in order to increase job
effectiveness.
 Directive, non-directive and
participatory counseling used in staff
development.

47.  Systematic orientation, coaching,
guidance and follow-up to develop staff.
 It is the process to refine skills,
competencies, knowledge and behaviour
of staff.
 Appreciates the performance
development and motivation.

48.  Balanced Scorecard is a strategic management system for staff
development that forces managers to focus on the important
competency metrics that drive success.
 It balances all critical perspectives of staff development with
tangible and intangible factors/elements of organizational
performance including customer, internal management process,
resource management and learning & growth perspectives.
 Balanced Score Card (BSC) Method is the integral part of
comprehensive analysis of staff development process.
 Among the newer techniques used to measure and improve the
staff performance of an organisation developed by Robert
Kaplan and David Norton in 1996.

50. 1. Quality enhancement
2. Quality assurance
3. Assessment and audit
4. Validation
5. Impact measurement
6. Cost-benefit analysis
7. Problem identification and solution
8. Guidance for improved system

53.  Leadership assessment
 Supervision and control
 Performance management
 Strategic management
 Managing change
 Planned progression and
succession planning
 Persuasive partnerships and
Networking
 Research and development
 Building professionalism
 Team building
 Innovation and creativity
 Entrepreneurship
development
 Human resource
information system
 Job reengineering
 Training and capacity
development
 Workforce diversity and
affirmative action

60.  Dynamic adjustment to external stimulus
 Generation of competitive knowledge
and skill for survival and betterment
 Innovation and creativity for improving
dynamic competitiveness
 Transformative capability for
effectiveness
 Managing knowledge for optimization

61.  Enabling and Supportive Environment
 Competent institution
 Human resource development culture and systems
 Human resource management information system
 Willingness and participation of staff
 Plan, programme and resources
 Collaboration and networking
 Strong monitoring and follow up
 Involvement of experts and independent evaluation
 Research and development
 Reforms and improvements
 Quality circles

62.  Staff members have a common and coherent
set of goals and objectives
 High priority on staff development and
continuous improvement in capacity
development
 Effective and participatory leadership
 Formal and informal processes of monitoring
and quality assessment
 Encouraging innovation and creativity
 Research-driven improvements
 Networking for staff development effectiveness

63.  Strategic level
 Structural level
 Human resource level
 Systemic and
methodological level
 Behavioural level
 Individual
 Group
 Organization
 Institution
 Market

64.  Leaders support and encourage faculty
development in basic skills, and the
improvement of teaching and learning is
connected to the institutional mission
 The faculty play a primary role in needs
assessment, planning and implementation staff
development programmes and activities in
support of basic skills programmes.

65.  Staff development programmes are
structured and appropriately supported to
sustain them as ongoing efforts related to
institutional goals for the improvement of
teaching and learning.
 Staff development opportunities are
flexible, varied, and responsive to
developmental needs of individual staff
faculty, diverse staff and integrated team.
 Faculty development is clearly connected to
intrinsic and extrinsic faculty reward
structures for positive reinforcement.

66.  Strategic priority and Leadership
support
 Mainstreaming staff development
 Competent execution mechanism
 Collaboration and partnerships
 Effective monitoring
 Evaluation and continuous reforms