MODULE 2
HRD
Human resource development (HRD) is a process that helps employees develop
their skills, knowledge, and abilities to improve their performance and advance in
their careers. HRD is an integral part of human resource management (HRM).
BENEFITS OF HUMAN RESOURCE DEVELOPMENT
Enhancing the quality of work
Improving employee retention rates
Building productive workplace relationships
Making it easier to implement change
Building productive workplace relationships
Making it easier to implement change
Encouraging workplace collaboration
Basis Training Development
Development refers to the
Training refers to the process of
overall growth of the
increasing the knowledge,
Meaning employees. These are learning
skills, and abilities of
opportunities that are designed
employees for doing work.
for employees to grow.
Its main aim is to help the Its main aim is the overall
Aim
employee to do the job better. growth of employees.
Orientation It is job oriented. It is career oriented.
It has a narrow scope as it is a It has a broader scope as it
Scope of learning
part of development. includes training.
It is more suitable for technical It is more suitable for
Suitability
staff. managerial staff.
It involves teaching technical It involves teaching technical,
Skills
skills. human, and conceptual skills.
It is a long-term process as it is
Duration It is a short-term process.
career oriented.
Trainees are non-managerial
Level of trainees involved Trainees are managerial here.
here.
Knowledge is imparted for the
Depth of knowledge Knowledge is imparted for
growth of an employee in all
imparted doing a specific kind of job.
TRAINING ENVIRONMENT
A training environment is an educational setting designed to assist individuals in
gaining new skills or familiarizing themselves with a product.
A training environment is a workplace or educational setting designed to assist
individuals in gaining work related skills or competencies.
The physical environment in which training is conducted can have a significant
impact on the effectiveness of the training. So an organization should establish a
proper environment before starting training process.
Likewise necessary steps are to be taken to reduce anxiety and stress in the
training environment
Facilities and materials available at the training venue fall in to two groups- the
essential, without which training cannot proceed
CONT…
Physical environments: Classrooms, labs, and training centers
Virtual environments: Virtual training labs, digital whiteboards,
and video conferencing
Simulated environments: Sandbox environments or box trainers
for practicing specific skills
Blended environments: A combination of different types of
training
On-the-job training: Learning by doing while performing regular
duties
SET-UP OF TRAINING VENUE
Training venue should be set up well in advance of the commencement of the session.
Firstly
arrange the room for training. While selecting and designing room the following attributes
should be
kept in mind.
a. Size :-
Arrange a room that is suitable to accommodate the number of participants.
b. Training requirements :-
-Space in the room must adequate the training requirements.
c. Accessible location
d. Free from distractions
e. Does not obstruct the view of participants
f. Appropriate seating arrangements and furniture
IMPORTANCE OF APPROPRIATE TRAINING
ENVIRONMENT
The physical environment in which training is conducted can have a significant
impact on the effectiveness of the training.
Skills acquisition may be adversely affected by environments in which either
those being trained or the trainers themselves feel uncomfortable, or the facilities
are inadequate for the requirements of the training session.
Where participants are being brought to a central point for training, attention also
needs to be paid to ensuring that their travel arrangements have been efficiently
planned, that they are provided with adequate shelter, and that food and drink is
available for them during the training period.
Responsiveness to training will be significantly diminished if basic living needs
have not been satisfactorily organised.
AREAS OF TRAINING
The management should identified the weakness of employees
related with their job and training is given.
The following are the important areas which need training ;
➢New employees to have the basic knowledge and skills to perform
their task efficiently
➢To assist the employees to update their knowledge and skills which
compete the present atmosphere
➢To improve communication, leadership, and team work
➢To cope up with new production techniques, marketing, HRM etc.
CONT…
Company Policies and Procedures: This area of training is to be provided with
a view to acquainting the new employee with the Company Rules, Practices,
Procedures, Tradition, Management, Organization Structure, and Environment
Product! Services offered by the company etc.
Training in Specific Skills: This area of training is to enable the employee more
effective on the job. The trainer trains the employee regarding. Various skills
necessary to do the actual job.
Human Relations : Human relations training assume greater significance in
organizations as employees have to maintain human relations not only with other
employees but also with their customers. Employees are to be trained in the
areas of self-learning, interpersonal competence, group dynamics, perception,
leadership styles, motivation, grievance redressal, disciplinary procedure, and the
like. This training enables the employees for better team work, which leads to
improved efficiency and productivity of the organization.
CONT…
Problem Solving : Most of the organizational problems are common to the
employees dealing the same activity at different levels of the organization.
Further some of the problems of different managers may have the same root
cause. Hence, management may call together all managerial personnel to discuss
common problems so as to arrive at effective solutions across the table.
Managerial and Supervisory : Even the non- managers sometimes perform
managerial and supervisory functions like planning, decision-making, organizing,
maintaining inter-personal relations, directing and controlling. Hence,
management has to train the employee in managerial and supervisory skills also.
Apprentice : The Apprentice Act, 1961 requires industrial units of specified
industries to provide training in basic skills and knowledge in specified trades to
educated unemployed /apprentices with a view to improving their employment
opportunities or to enable them to start their own industry this type of training
generally ranges between one year to four years.
PURPOSES OF TRAINING AIDS ARE
1) Every individual has the tendency to forget and to help them to remember more
concepts permanently, training aids are very essential. Training aids help the
trainee to get more time to and make learning permanent.
2) Motivation can help the students to learn better. When you motivate the students
properly through different training aids they put more efforts into learning.
3) Training aids provide correct model for theoretical philosophy. They also provide
a clear image of the subjects easily.
4) Training aids create an interesting environment of interest for the students. Live
and active training aids make the atmosphere alive.
5) Training aids help to increase the vocabulary of the students effectively.
6) They also provide a direct experience to the students through practical training
activities.
CONT…
The key when using training aids and materials is to illustrate and
make the points in simple ways which are easy to understand. For
this reason, images and pictures should be used extensively in your
training.
1) Visual Aids- The aids that use vision senses are known as visual
aids. For example- real objects, models, pictures, charts, flash cards,
black board, chalkboard, chalks, slides etc.
2) Audio Aids- The aids that involve the hearing sense are known as
audio aids. For example- radio, tape recorder, etc.
3) Audio-Visual Aids- The aids that involve both- the sense of vision
and the sense of hearing are called Audio-Visual aids. For example-
television, film projector, etc.
USE OF TRAINING AIDS
•Overheads
•Short training videos of your workplace showing
employees performing their work tasks safely (e.g.
safely using tools, equipment, chemicals, and
appropriate work practices)
•Photos and slides
•Flip Charts
•Video taped examples of your training reviewed
with the employees
•Chalkboards
•Handouts
•Safety and Health Cards (short summaries of each
topic with pictures or graphics)
•Tools, equipment or materials covered in the
training
•Reinforcing training using pictures, pamphlets, or
other aides
HRD AT MICRO AND MACRO LEVELS
Generally, HRD at micro level talks of organisation’s manpower planning, training,
performance appraisal, development potential, appraisal, organisational development,
etc. Its involvement in all these areas is mainly with an objective to develop certain
new capabilities in people concerned to help them perform present job in a better way
and to accept future job challenges.
At macro level, HRD is covered with the people’s development for nations’ well-being.
It takes wealth, capabilities, skills, attitudes of people which are more useful to the
development among them and nation’s overall development as well.
focuses on the development of a country's people as a whole. It's the core of developmental
efforts to improve the quality of life for people in a country.
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MANAGEMENT DEVELOPMENT PROGRAMMES
Management development programme is an attempt to improve managerial
effectiveness through a planned and deliberate learning process.
Unlike general purpose of training, management development programme aims
at developing conceptual and human skills of managers and executives through
organized and systematic procedures.
Management development programs usually enable managers to enhance their
existing skills, such as resolving conflicts and communicating with others.
For top management MDP intends to develop better comprehension & decision-
making power, while for middle level it is meant to develop their intellectual
capability besides awareness of managerial problems.
For specialists MDP is to increase functional knowledge in specific fields and
proficiency in various management techniques.
CHARACTERISTICS
It is an organised process of learning rather than a haphazard or trial and error
approach.
It is a long term process as managerial skills cannot be developed overnight.
It is an ongoing exercise rather than a “one-shot” affair. It continues throughout
an executive’s entire professional career because there is no end to learning.
Management development aims at preparing managers for better performance
and helping them to realise their full potential.
PURPOSE OF MANAGEMENT DEVELOPMENT
To sustain better performance of managers throughout their careers.
To improve the existing performance of managers at all levels.
To encourage existing managers to increase their capacity to assume and handle
greater responsibility.
To enable the organisation to have the availability of required number of
managers with the required skills to meet the present and anticipated (future)
needs of the organisation.
To replace elderly executives who have risen from the ranks by highly competent
and academically qualified professionals.
To provide opportunities to the executives to fulfil their career aspirations.
To ensure that the managerial resources of the organisation are utilised optimally.
TRAINING EVALUATION
Training evaluation is the systematic process of analyzing training programs to
ensure that it is delivered effectively and efficiently. Training evaluation identifies
training gaps and even discovers opportunities for improving training programs.
Benefits
identify issues and improve the overall processes of training programs;
analyze the effectiveness of training materials and other tools;
determine the needed leadership competencies to solve critical problems;
support continuous change in career development; and
assess the overall training experience of the participants.
OUTCOMES USED IN THE EVALUATION OF TRAINING
PROGRAMS
•Learning outcomes: Whether trainees learned or perceived the skills and abilities
•Behavior changes: Whether trainees use the knowledge and skills on the job
•Results: Whether the training achieved desired results, such as sales, productivity, or
accident prevention
•Participant satisfaction: How satisfied trainees are with the training program
•Test scores: The results of any tests given to trainees
•Course completion rates: The percentage of trainees who complete the course
•Job satisfaction: How satisfied trainees are with their jobs
•Task performance: How trainees perform tasks
PROCESS
1. Choosing the appropriate model
2. Determine indicators of training effectiveness
New skills and knowledge
Learning experience
Employee happiness
Cultural impact
Efficiency impact
Financial impact
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3. CHOOSING THE RIGHT METHOD AND COLLECTING DATA
Questionnaires – these are sets of questions commonly used for gathering statistical
information from participants on a particular topic. This can be used as a tool when
conducting surveys for trainees after the completion of the training program.
Interviews – this can be conducted either face-to-face or online. This method allows
practitioners to delve deeper into the responses of the participants. Interviews can help
provide practitioners with more valuable and detailed information on the employee’s
experience with the training.
Focus groups – these are facilitated discussions among a small group of participants who
underwent the same training program. This is helpful if the goal of the practitioners is to
explore the participant’s insight and feelings towards the training and to gather some
feedback on how the training can be improved.
Observation – this method is done by observing the participant’s behavioral change in a
workplace setting. The practitioner or assigned evaluator will observe how they complete
tasks or engage with processes and team activities.
4. Analyze Data
MODELS OF TRAINING EVALUATION/MEASUREMENT OF
EFFECTIVENESS OF TRAINING
Kirkpatrick’s Four-level Model
This training evaluation process is used globally by businesses that aim to get a return on
investment (ROI) through cost-effective and time-efficient training sessions. This model breaks
down the evaluation process into 4 levels:
Level 1: Reaction – Assesses how the learner’s responded to the training. This is commonly
measured with the use of a survey form given to the participants to complete after the training
program.
Level 2: Learning – This level measures what participants have learned from the training. Short
quizzes and tests are used in this level to measure the changes in participant’s knowledge and
skills.
Level 3: Behavior – This assesses behavioral change from the participants as a result of training.
This is measured through workplace observations, comparing before and after training behaviors.
Level 4: Results – The final step measures and evaluates the result of the training program
against the organization or stakeholder’s expectations. It reviews whether participants of the
training have met their learning objectives. Some metrics or factors organizations will be
measuring are productivity, morale, quality, sales, efficiency, and customer satisfaction ratings.
Some example questions you can use to evaluate training using the Kirkpatrick
Model include:
•How satisfied are you with the training?
•How relevant was the content to your job?
•How likely are you to recommend this session to your colleagues?
•How can we improve this session in the future?
THE CIRO MODEL
The CIRO (context, input, reaction, and output) model evaluates the effectiveness of management training courses. It focuses
on measurements taken before and after carrying out the training program. Similar to the other models, the training
evaluation process is also broken down to 4 stages:
Stage 1: Context – This stage assesses the organization or business’s operational situation to identify and evaluate the
training needs and objectives. In this stage, a training needs analysis is conducted to see which area of operations the
organization is lacking. Once training needs are defined they are set to the following 3 levels:
The ultimate objective – this objective aims to eliminate organizational deficiencies like poor performance, low profit, low productivity, or
poor customer service.
Intermediate objectives – these objectives require changes in employee’s work behavior in order to achieve the ultimate objective.
Immediate objectives – these objectives involve acquiring new skills and knowledge and even changing employee attitudes to change their
behavior.
Stage 2: Input – In this stage, practitioners of the training evaluation gather information by analyzing available resources in
the organization to determine the best choice of training technique or method to achieve training objectives.
Stage 3: Reaction – In this stage, feedback from the participants is collected. The information gathered from this stage is
used to further improve the training program.
Stage 4: Outcome – This stage evaluates the results of the training program. The outcome is measured on the following 4
levels:
The learner level
The workplace level
The team or department level
The business level
PHILLIPS ROI MODEL
The Phillips ROI model evaluates the training program’s return on investment (ROI). This model basically
emulates the scope and sequence of the Kirkpatrick’s Model, but with an additional step. The five levels
of the model are as follows:
Level 1: Reaction – similar to the Kirkpatrick Model, the model starts with evaluating the participant’s
reaction and satisfaction to the training program.
Level 2: Learning – this level measures the skills and knowledge gained by the participants
Level 3: Application and implementation – similar to the Kirkpatrick Model, this level measures
whether the participants of the training program learned anything from training upon returning to the
workplace. However, it improves that scope by determining whether an issue (if any) resides with the
application of the learning or its implementation.
Level 4: Impact – in the Phillips model, instead of results it focuses on measuring the overall business
impact of the training program. It is much broader compared to Kirkpatrick’s model as it identifies
whether other factors aside from training affected the outcome.
Level 5: Return on investment (ROI) – This added level is designed to measure the ROI with the use
of cost-benefit analysis to compare the monetary value of the business outcomes with the costs of the
training program(s).