Human Resource Development.

Introduction
Scope of HRD
 Training to Facilitating Continuous Learning.
 Can learn from formal training, peers and
experience.
 Train for: Orient new, Improve deficient,
Prepare for future.
 Technical Training.
 Management & Supervisory Skills.
 Sensitization Training.
 Train the Trainer.
 Remedial Training.
Strategy for HRD

 Organizational success.
 Increases employees capability to perform.
 Fosters learning culture to reinvent.
 Increases organizations competitiveness.
 Increases employee loyalty and results in
retention.
 Results in competency building.
 Facilitates change management.
8

Training
Process
Objectives

 To understand the challenges in training

process.
 To understand the training process.
Training Challenges…
 Buy Vs Train
 When is training necessary?
 What makes training programs effective?
 What are costs and benefits of training?
 Training Challenges

 Is training really the solution to the

problem?
 Are the goals of training clear
and realistic?
 Is training a good investment?
 How will we know whether the training
worked?
Training Challenges

 Who designs training?

 Who plans for budget, duration,
performance, other outcomes?
 How the training will be done?
 How are training outcomes measured?
 How will training be evaluated?
Training Development
 Training Development

Current job Current / Future jobs

Individuals Individuals or groups
Immediate Long term
Fix skill deficit Future demands
Key Terms

 Training
– Improving employee competencies needed
today or very soon
– Typical objective is to improve employee
performance in a specific job.
 Development
– Improving employee competencies over a
longer period of time
– Typical objective is to prepare employees
for future roles.
Key Terms (cont’d)

 Socialization
– Learning how things are done in the
organization

Objective is to teach new

employees about the
organization’s history, culture
and management practices.
Learning Organizations
 In The Fifth Discipline, Peter Senge
described learning organizations as
places where:
– People continually expand their capacity
to create the results they desire
– New and expansive patterns of thinking are
nurtured
– Collective aspiration is set free
– People are continually learning how to
learn together
Learning Organizations
 Learning organizations are proficient
in a number of activities
– Systematic problem solving
– Experimentation with new approaches
– Learning from their own experience and
history
– Learning from the experiences and best
practices of others
– Transferring knowledge quickly and
efficiently throughout the organization
Learning Organizations
 Learning in firms such as Xerox and
General Electric has a three-stage
learning perspective:
– Cognitive
– Behavioral
– Improvement of performance

 Learning organizations do not simply

appear
– Encouraging learning is essential
Learning Organizations

 Learning recognized as a source of

competitive advantage
 Use knowledge management:
– Make sure knowledge from employees,
teams, and units is captured,
remembered, stored and shared
– Technologies provide software to
share knowledge electronically
– Chief Learning/Knowledge Officer
coordinates activities
What Can Impede Development
of Learning Organizations?
Training and Development within
an Integrated HR System

Other HR Activities Needs Analysis

• Fairness/legal • Organization Outcomes
• HR Planning • Job
•Attitudes
• Job Analysis • Person
• Recruitment • Demographic •Skills
• Selection •Behavior
• Measuring •Performance
Performance Key Design •Advancement
Choices •Retention
Global Environment • Focus
• Labor Market • Who receives?
• Technology • Who delivers?
• Where and when? Evaluation
• What methods? and Revision
Organizational • Content
Environment
The Strategic Importance of
Training
and Development
• Competencies that match
strategy
• Cohesiveness and commitment
Socialization • Improved recruitment and
Training retention
• Improved performance
Development • Legal compliance and protection
• Smoother mergers and
acquisitions
Introduction to Training

 Training is the systematic process of

altering employee behavior in a way
that will achieve organizational goals
– It should be related to present job skills
and abilities
– It has a current orientation
– It helps employees master the specific
skills and abilities needed to be successful
Introduction to Training
 A training program is an opportunity
for employees to acquire skills,
attitudes, and knowledge
– Learning is the act by which an individual
acquires skills, knowledge, and abilities
that result in a relatively permanent change
in behavior
– Any behavior that has been learned is a
skill
– Motor, cognitive, and interpersonal skills
are training targets
Improving Performance
 Improving Service
 Training for Customers
 Productivity
 New Technology
Roles and Responsibilities in
Training and Development

Line Managers HR Professionals Employees

• Link business plans • Identify needs, with • Identify own needs
to T&D line mgrs
• Accept
• Participate in • Help employees to responsibility for
delivery identify needs finding opportunities
• Help employees • Communicate T&D • Actively participate
identify needs opportunities and in T&D activities
consequences
• Support employee • Assist with T&D of
• Develop/administer
participation coworkers
T&D activities
• Reinforce transfer of • Participate in
• Train trainers
learning evaluation of T&D
• Evaluate activities
• Do OTJ training
 Partnership Perspective

Cooperate
Managers Support
Train

Assist
Identify HR Communicate
Accept Employees
Professionals Train
Participate
Training

The process of providing

employees with specific skills or
correcting deficiencies in their
performance.
 The Training Process

Needs Assessment Phase Design, Development

•Organization Needs and Implementation of Training
•Task Needs •Location
•Person Needs •Presentation
•Type

Evaluation
 Training and Development
Process
Assessment Training and Evaluation
Phase Development Phase Phase
Assess needs: • Select training media • Develop
• Organizational and learning principles criteria
• Job • Conduct training • Pretest
• Person • Establish conditions for • Monitor
• Demographic maintenance training
• Evaluate
Training Needs and Objectives

 Needs assessment involves

analyzing:
– The organization’s needs
– The knowledge, skill, and ability
needed to perform the job
– The person or jobholder’s needs
– The firm’s long- and short-term
objectives
Training Needs and Objectives
 These things are also typically
reviewed:
– Objectives
– Ratios
– Organization charts
– Historical records on absenteeism
– Quality of production
– Efficiency
– Performance appraisals

 Employee needs must also be

considered
 Training Needs and Objectives

 To determine employee training needs:

– Observe
– Listen
– Talk to supervisors
– Examine the problems employees have

 Gaps between expected and actual

results suggests
a need for training
The Training Process: Phase 1
Needs Assessment

 Organizational
Analysis

 Task Analysis

 Person Analysis
Needs Assessment

 A needs assessment is conducted

through:
– Interviews
– Surveys
– Reviews of records
– Observation
– Discussions with management and SMEs
Organizational Needs Analysis
 Assess short-and long-
term strategic
objectives
 Analyze:
– Human resource needs
– Efficiency indices
– Training climate
– Resources and
constraints
 Clearly state T and D
objectives
Job Needs Analysis

 Identify specific skills, knowledge and behavior

needed in present or future jobs
 Use job analysis with competency modeling
Person Needs Analysis
 Identify the gap
between current
capabilities and those
that are necessary or
desirable using:
 Output measures
 Self-assessed training
needs
 Career planning
discussions
 Attitude surveys
Demographic Needs Analysis
 Determine needs of
specific populations of
workers
 May be used to
determine if all are
given equal access to
growth experiences and
developmental
challenges
 Toyota example
 Needs Assessment
 The information gathering provides a
profile of:
– What type of training is needed
– Who should be trained
– When training should be conducted
– Whether training is the preferred approach

 Instructional objectives lead to the

selection and design of instructional
programs:
– If assessment and program design are done
carefully, training and development can be
monitored and evaluated
The Training Process: Phase 2
Design & Development
• Determine budget
• Identify institutional support
• Identify training objectives
• Research content
• Determine time on specific content
• Determine methods of delivery
• Develop handouts
Goals of Training
Goals of Training
 Important goals of training:
– Training validity
– Transfer validity
– Intra-organizational validity
– Inter-organizaitonal validity

 The goals result in evaluation

procedures to determine what the
training and development
accomplished
Setting Up a Training and
Development System
 Creating the Right Conditions:
– Insight
– Motivation
– New skills and knowledge
– Real World Practice
– Accountability
Learning Theory and Training
 Learning principles can be applied to job training:
– The trainee must be motivated to learn
– The trainee must be able to learn
– The learning must be reinforced
– The training must provide for practice of the
material
– The material presented must be meaningful
– The material must be communicated effectively
– The training taught must transfer to the job
 Developing Program Content
Affective Cognitive
Outcomes Knowledge

Program
Content

Skill-Based Outcomes
 Cognitive Knowledge
 Includes:
– Information people
have (what they know)
– The way people
organize information
– Strategies for using
information
 Most training
addresses what
people know.
Topics Covered by Training
Focusing on Cognitive
Knowledge
 Company Policies and
Practices
– e.g., orientation programs
 The Big Picture
– Organization structure,
products, services, business
strategies and environment
Training for Skills

 Skills demonstrated by behaviors

 Learning involves practicing desired
behaviors
 For example:
– Technical skills
– Motor skills
Training for Affective Outcomes
 Objective Is to Change
– Motivation
– Attitudes
– Values
 Example of Objectives
– Build team spirit
– Enhance self-confidence
– Build emotional intelligence (self-
awareness, self-management, social
awareness, relationship management)
Training Activities
 Instructor-led training is the
preferred and dominant method of
delivering training, followed by:
– Public seminars
– Case studies
– Performance support
– Web-based self-study
– Role playing

 Use of the Internet, intranet, and

extranet has increased each year for
the past five years
 Training Activities

 These types of training rely heavily on e-

learning and traditional classroom
methods:
– Computer systems/applications
– Computer systems/programming
– Technological skills/knowledge
– Management skills/development
Training Process: Phase 3
Implementation
What is important for
effective training?
Training Process: Phase 3
Implementation
Comfortable room temperature
Workspace / Chairs
Adequate lighting
Good sightlines for all
Appropriate room set up
Maximizing Learning
Setting the Stage for Learning

Increasing Learning During Training

Maintaining Performance after Training

Following up on Training
Setting the Stage for Learning

 Provide clear instructions

 Model appropriate behavior
Increasing Learning During
Training
 Provide active participation
 Increase self-efficacy (trainee’s beliefs
about task-specific ability)
 Match techniques to trainee self-efficacy
 Provide opportunities
 Ensure specific, timely, diagnostic and
practical feedback
 Provide opportunities for practice of new
behaviours
The Training Process: Phase 4
Evaluation

 reactions to training at the time of

training
 learning during training
 application of new skills / knowledge
back on the job
 overall training effectiveness
The Training Process: Phase 4
Evaluation (cont’d)
• Questionnaires
• Focus groups
• Interviews
• Test ability or knowledge
 Evaluation of Training & Development
 Evaluation is the final phase of the training and
development program
– Cost-benefit analysis is more feasible for training
and development than for many other HRM
functions
– Costs are relatively easy to compute:
direct costs + indirect costs
 The evaluation is made by comparing the results
(the benefits) with the objectives that were set
– The criteria used to evaluate the program depend
on the objectives and who sets the criteria:
management, trainers, or trainees
Criteria for Evaluation
 Three types of criteria for evaluating
training:
– Internal
– External
– Participants’ reaction
 Internal criteria are directly associated with
the content of the program, such as whether
the employee learned the facts covered
 External criteria are related to the ultimate
purpose of the program, such as improving
the effectiveness of the employee
A Matrix Guide for Evaluation
Evaluating Training and
Development: Long-Term
Consequences
 Organizational  Individual
– Improved productivity – Reduced stress
– Lower cost – Increased job
– Improved customer satisfaction
service – Career advancement
– Improved retention – Family satisfaction
– Increased applicant – Employability
pool
Training Effectiveness

 Formal training and development are

more effective than informal training,
or no training at all
– However, training and development
programs tend to be assumed rather than
evaluated
For Successful Training,
 tie training content to work functions and
day to day operations.
 include everyone in the process.
 be flexible when / where training happens.
 use a variety of training methods.
 provide ongoing feedback.
 ensure employee confidentiality.
 get the support of top management.
.
Activity

 Identify the training needs for fresh

Management Graduates who join the
organization – Managerial Effectiveness
Programme.
 Use Mind mapping as a technique to
identify TNA.
 Identify the competencies which the
TNA addresses.