What is HRD?

Human Resource Development (HRD) is the framework for helping employees

develops their personal and organizational skills, knowledge, and abilities. Human
Resource Development includes such opportunities as employee training, employee
career development, performance management and development, coaching,
mentoring, succession planning, key employee identification, tuition assistance, and
organization development.

The focus of all aspects of Human Resource Development is on developing the most
superior workforce so that the organization and individual employees can
accomplish their work goals in service to customers.

-Performance Appraisal –

http://www.humanresources.hrvinet.com/performance-appraisal-methods/

How successful emp – in meeting his goals . EMp has ability – but no assurance abt
satisfactory performance ( motivation )

3 purposes
A. Salary , promotion rewards determined by performance

B. Identify areas where development needed

C. Validation of selection and development programs ,standards for

performance

Appraisal Process
1. Establish performance standards ( linked to job analysis and job desc )
2. Communicate the same to emp
3. Measure actual performance ( how and what we measure )
• Personal observation, statistical reports, oral reports, written reportd
• Use combination of each of them
4. Compare actual performance
5. Discuss app with emp
Can have +ve and –ve motivational consequences
6. If necessary, initiate corrective action
• Imm corrective action ( putting out fires), get thing back on track
• Basic corrective – src of deviation, adjust diff permanently

a. Emp to be actively involved in the evaluation & selection process

b. Bosses – constructive & helpful attitude
 c. Realistic goals set
d. Bosses –knowledge & aware of emp job & performance

Methods
Absolute Standards ( subjects not compared to any other )

a. Essay appraisal
Describe emp strength, weakness, past performance, potential, suggestions
Unstructured , varied length & content .
Depends upon rater’s skill of writing.

b. Critical incident
Attention on key behaviours that make diff between doing job effectively or uneffectively
Little anecdotes , focus on behavior & judgement

July 20 – The sales clerk patiently attended to the customers complaint. He is polite,
prompt, enthusiastic in solving the customers’ problem.

Appraisers – regular followup

Comparison problems – critical incident do not lead to quantification , mgr will focus
more on –ve than +ve incidents. Monitoring each incident

c. Checklist
Uses list of behavioral description and checks as applicable .
Rater only records response but does not evaluate it. – done by personnel department .
Reduces some bias
If no. of job categories then problem – checklist for each category
Eg:- are mgr orders followed ?
IsIndv approach customer promptly ?
Does Lose temper in public ?

d. Graphic Rating scale

Suitable for task oriented jobs
 -assess factors
1. quantity of work
2. quality of work
3. job knowledge co-operation
4. loyalty
5. dependence
6. honesty
7. Integrity
Basically rating scales will include traits which company considers are imp for the job.

Less time consuming to develop and administer .

Greater standardization of items
Eg :- quality of work is the accuracy, skill & completeness of work
consistently occasionally consistently sometimes
usatisfactory usatisfactory satisfactory superior

e. Forced choice

Appraisal is based on a choice from a number of pre-written statements.

There is no provision for a rating that you think falls between two choices.

Type of checklist – rater choose between 2 or more statements ( favourable or

unfavourable).
Rater decides which stmt is more or least descriptive of the indv
Right answer not know to raters.
Answers scored on basis of key which is validated by mgmt.
Reduce bias & distortion , and eliminate possibilities where rater always consistenly
gives high or low ratings
Rater does not know, how high or low he is evaluating.

Raters do not know – what is good or bad answers ?

f. Behaviorally Anchored Rating Scales

Combine major element from critical & graphic rating.

rating form usually contains six to eight specifically defined performance dimensions.
Points are examples of actual behavior on given job rather than general desc or traits.
Behavior examples translated to app performance dimensions
Final group of dimensions – numerically scaled to level of performance that each is
representing.
Eg:- behavior desc – anticipates, plans, executes , solves immediate problems\
Adv – dimensions generated ,
Clear distinction of which behv is bad and which is good.

Eg-
Extremely good performace -7
- Grocery checker mismarked & unmarked items
Good performance - 6 ( checker should know various sizes of cans )
Slightly poor performance – 5 ( if doubt checker should ask if item is taxable )
Neither good nor poor
Slightly good performance
Poor performance
Extremely poor performance

Relative standards – indv compared against other

-Group order rating –

Comparative evaluation, evaluator rates subordinates according to specified distribution
Place emp into particular classification
Top 1/5th , top 1/6th .
Eg:- For example, a supervisor could be required to place employees into top, middle, and
bottom thirds of a distribution.
Adv – raters cannot inflate evaluations
Everyone looks good or everyone is rated near the avg
As sample size increase – validitity of relative scores as an accurate measures
increases.
Dis – If no. of emp are small
Possible that all are good, yet classification is required
Major issues – zero sum game consideration
12 emp, ( 1-3 in 1st , 4 -6 in 2nd and so on )
If 2 workers in 3rd or 4th leave the reshuffling .
Mediocre employee – may score high , excellent – may score low
forced distribution approach dictates that a certain number be placed at the bottom of a
graded continuum
-Paired Comparison
Total of n ( n-1)/2 comparisons.
Subjective in nature
Score obtained for each emp, by simply counting the no. of pairs in which the indv is a
preferred member.
Ranks each indv to other on one-to-one basis
Problem if large no of employees.

-Individual Ranking
List the emp for highest to lowest
Only one can be the best.
Subjective in nature

Even if emp are closely grouped then also no ties

Dis & adv same as – group order

-Management by Objectives
Evaluation on how well set of objective accomplished , which are critical and for successful
completion of job.
Converts organization obj into indv objective
4 steps
- Goal setting
- Action planning
- Self control
- Periodic reviews
Goals become standards on which emp evaluated . discussion between subordinate and mgr
Action planning – means determined for achieving goals
Realistic plans
Self control – monitoring & measuring of performance , let indv review her own
performance
Periodic - corrective action if behavior deviates .
Are constructive rather than punitive, reviews do not degrade indv
Adv – result oriented,
Emp knows exactly what is expected , and how they will be evaluated and success
depends on that

Disadv – problems if little trust exists bet mgr and employees.

Autocratic behavior,
 Time required implementing & maintaining is more
Whether MBO activity itself carried out properly

--Self Appraisal
Employee himself gives feedback or views regarding his performance ,
Emp rates himself on various parameters

--360 Degree performance method

Employees receive feedback from people who work around them (confidential,
anomymous ) Provide feedback on how other perceive an employee.
Components
self app, subordinate , peer , senior
measures behavior , competencies, listening, planning, goal setting , team work , leadership
etc

Problems in Appraisal
Factors distorting appraisal

Leniency Error

Evaluator has his or her value system which acts as a standard against which
app are made.
Relative to true or actual performance & indv exihibits., some are marked
high others low .
i.e +ve leniency (overstated) & -ve leniency ( understated ).

No problem if one evaluator for everybody – since error effect same across .
Eg: A,B doing identical jobs but evaluator different.

Halo Error

General impression on +ve quality ,

Tendency to rate high or low on all factors due to impression of high or low
factor on some specific quality.

Similarity Error
Evaluators , rate other people in the same way the evaluators perceive
themselves.

Basic project perception on others.

Eg : if I am aggressive then my subordinate who is aggressive receives
higher rating.

Low Appraiser Motivation

If poor app hurts emp future, chances that promotion & salary would
increase .
Evaluator reluctant to give realistic app.
More difficult to give correct app – if imp rewards depend on the results

Few benefits for accurate ratings

Less penalties for inaccurate ratings.

Central Tendency
Pattern of evaluation remains same, regardless who and what traits.

Failure to use extremes of the scale in either direction.

Continuously rate all emp as average .
Cannot diff between good or bad.

Forcing information to match non-performance criteria

Appraisal takes place following the decision as to how indv is performing.

Subjective , formal descisions first – then gathering of objective information

to support the decision.

Eg:- app only on seniority than performance.

So adjustment of each performance according to seniority ranks.
So basically app happens at ends
Miscellaneous Error
Caste, creed , religios

Recruitment & Selection

Discovery of potential candidates for actual or anticipated vacancies
Bringing those together with jobs to fill those with jobs.

Potential Constraints in Recruiting

• Image of the organization ( if perceived image is low then problem )
• Job to be filled is unattractive ( e.g boring , hazardous , low pay )
• Internal organization politics ( promote within for other position , except –
lowest level entry )
• Union requirements ( union screens and approves indv considered for
employment ) . restrices mgmt’s freedom to select best person , mgmt
recruits from restricted supply.
• Costs . recruiting efforts expensive , search for long period not possible
because of budgets. Expenditures made where best ROI is expected.

Source of recruitment – internal & external

Recruiting sources reflect the type of vacancy to be filled.
INTERNAL

Organization – develop own emp for position beyond lowest level.

i.e. promote from within if possible

another example of transfer , overseas assignment, departmental transfers.

1. Its good pr
2. Builds morale
3. Encourages good ambitious indv
4. Improves probability of good selection ,information readily avl
5. Less expensive
6. Chosen already know organization
 7. Promoting within also is a training platform for middle & top level mgrs

Disadvt
Dysfunctional for organization to utilize inferior internal sources, when good
candidates available outside.
Avoid excessive inbreeding ( e.g new blood )
Organizations should first generate report on this indv, who really have
desirable characteristic to fill the vacancies.

Advertisements
Organization communicates to the public that they have vacancy.
Popular methods.
Where placed in paper depends on type of job.
Higher the position in organization – specialized the skills – shorter their
supply – widely dispersed the advertisements

Eg: local news paper or national

Factors influencing response rate

a. Identification of company
b. Labor market condition
c. Degree to which specific requirements mentioned
Blind add –to identification of organization

Job analysis – for basic src of info placed in the add.

Whether add will focus on descriptive elements ( job desc ) or applicant’s
( job specification ),
Choice often effects no. of replies received.

Employee Referrals & Recommendation

Employee will never recommend somebody unless she believes that ind can
perform adequately.
Because recommender’s reputation is at stake.
Employees – receive monetary reward , and organization saves money on
recruitment costs

Referrals will also have exact info abt the job.

Info reduces unrealistic expectation & inc job survival
Disadvantages
• Confuse friendship with job performance
• Nepotism- hiring persons related to the existing employee
( family )
• White male work force recommending others like them, keeping
minorities out

Employment agencies

a. Public agencies ( public employment service which each state have ).

Mostly attract the ones who are not skilled and have min training .
those registered with these services also – have unemployment
benefits .
b. Private employment agencies ( differ from public ). They offer
positions & applicants of higher caliber. Also offer other service such as
i. Advertise
ii. Screen at basic level
iii. Also provide guarantee covering 6 mths
Fee absorbed by employee or employer or split
c. Management consultant ( executive search “head hunting” firms )
Like specialized private agencies for middle or top level mgmt
positions. Fees are high and also thoroughness of investigations.

Temporary help services - indv needed on temporary basis., help in

meeting short –tem personnel needs e.g temp nurse, programmer
Schools college , universities
Recruiting recent graduates ., through placement services
Casual or unsolicited applications
Walkins , letter , telephone or in person.
No supply of stock filed applicants.
 Even if no particular openings, after applicant makes contact
application can be kept on file if required.
Employment Exchange

Selection
Choosing competent workers – who perform well in their position –save
costs
Represents an effort to balance objectives of evaluating & attracting.

Selection decision outcomes

Accept
Reject
Successful Correct Reject error
decision
Unsuccessful Accept error Correct descsion

Correct desc – applicants were predicted to be successful on the job and

were really successful or where predicted to be unsuccessfull and would
have performed accordingly if hired.
i.e either successfully accepted or successfully rejected.

Reject Errors – rejected candidates who would have performed successfully.

In this case cost in performing selection activity would
increase.
Accept Errors – accept indv who would subsequently perform poorly on the
job.
Training cost , severance pay, further recruiting &
selected.

Main goal – improve probability of correct descision.

Selection Process

1. Initial Screening interview

Preliminary review of potentially acceptable candidates.
 • Screening of inquiries
• Provision of screening inquiries
First eliminate on basis of job desc & job specification. Explain job
desc in dtl to candidate , so that he can decide whether to withdraw or go
ahead. Identify salary range
2. Completion of the application form
6 to 10 pages of comprehensive personal history.
3. Employment tests
Eg ability , aptitude test, interest test .
Polygraph, graphology
4. Comprehensive interview
Probes into areas not addressed by application form or tests.
Questions related to specific characteristics of the job.
5. Background investigation
Contact former employees , job related or personal references
Verify educational degrees.
If the HR person does not do the check properly then he/she can loose
the job.
6. Physical examination
To chk , whether physically are fit for the job.
Required for life & group medical insurance. And base data for future
compensation claims.
7. Final employment decision
Normally hiring decision made by mgr in whose dept position is open.
Selection desc now in the hands of the applicant.
Disadvantage of discreet selection – eliminate potentially good candidates
only because they receive poor evaluation in one step.

Alternate Comprehensive Approach.

All applicants put through every step, and final decision is based on
comprehensive evaluation of results.
More realistic as everybody has strength & weakness.
Expensive since everybody has to go through all steps-
Can be considered if job is imp enough to justify extra costs, and many
qualities are needed for success in the job, and find candidates who are good
in all qualities is unlikely.
Key Elements in Successful Predictors
Reliability –
If organization uses test to provide i/p to selection desc the tests must give
consistent results.
It tests is reliable, then results of indv would remain fairly stable over period
of time assuming that the characteristic it is measuring is also stable.

Validity
Problem if measures obtained are not related to some relevant criterion such
as job performance.
Should differentiate between satisfactory & unsatisfactory job performance.

3 types of validity
1. Content Validity
Whether test represents all situations which could have been included

2. Construct validity
Degree to which a particular trait is related to successful performance
on the job.
Eg of traits – intelligence ( abstract ).
Behaviours/traits of the applicant are observed and then related to job.

3. Criterion related validity

Degree to which a particular selection device accurately predicts the
important elements of work behavior.
Reveal the relationship between score test & job performance.
Eg:- production output or managerial effectiveness.
 Training & Development
Training –
Learning experience – seeks a relatively permanent change in an indv
that will improve his or her ability to perform on the job.
Knowledge skill & abilities

Emphasis on how we learn – rather than what we learn.

Theories
1. Cognitive

2. Environmental perspective

Learning –
Continuous interaction theory between indv & social environment in which he or
she functions.

Social Learning Theory

Learn by observing what happens to other people – or just being told abt
something or direct experiences.

Research indicates that – much of what we learn comes from watching – peers,
teachers, parents, bosses etc.

4 processes have been found to determine the influence a model will have on an
indv.

1. Attentional Process - people only learn from model when they recognize &
pay attention to its critical features and we think are imp
2. Retention Process – how will the indv remembers the model’s action even
if he is not readily available
3. Motor Reproduction Process – watching converted to doing ,
demonstrates that the indv can perform modeled activities
4. Reinforcement Process – Indv will be motivated to exhibit the modeled
behavior. If +ve incentives & rewards are provided.
Principle of Learning
1. Learning is enhanced when the learner is motivated –
a. Indv must want to learn – if desire exists learner will exert high level
effort
b. Learning exp should be designed – so learners can see how it will help
then achieve these goals.
Eg: - take a horse to water but cannot make him drink
2. Learning Requires Feedback
a. Feedback is required so that learner corrects his mistake – provide
intrinsic motivation
b. Should get feeback so that correct my deviations.
c. Better if feedback is immediate and not delayed
d. Compare against & correct deviations.

3. Reinforcement increase the likelihood that a learned behavior will be

repeated
a. If +vely rewarded then behavior sustained and encouraged
b. Behavior punished – temporarily suspended - unlikely to be
extinguished
c. Punishment tell – doing something wrong
d. Learning facilitated by providing feedback through +ve reinforcement.

4. Practice increase a learner’s performance

• When practiced what read, heard or seen –gain confidence
• Less likely to make errors or not forget what learned
• Active involvement through practice
• 3 ways for practice
o Practice whole job at once ( simple job )
o Break job into parts & practice each independently ( complicated )
o Break into 2 then 3 so on ( interdependent parts – progression
approach )
 5. Learning begins rapidly then plateaus
Learning rates – expressed as a curve begins with sharp rise – increase @
decreasing rate – plateau is reached
Very fast @ beginning then plateaus as opportunities for improvement are
reduced

6. Learning must be transferable to Job

a. No sense to Perfect a skill in classroom – can’t successfully transfer to
job
b. Designed to foster transferability
c. +ve or –ve
d. +ve transfer ( eg; manual typewriter to electric )
e. –ve ( knowledge of Spanish – will create problem while studying French
if pronunciations from Spanish moved to French )

Assess whether training is required or not

4 questions
1. What are organizations goals?
2. What tasks to be completed to achieve these goals ?
3. What behaviors are necessary for each job incumbent to complete his/her job
4. What deficiency each have in th skills, knowledge or attitude to perform
necessary behavior

Close linke between HRPlanning & training needs

Signals which warns a manager for training
1. Productivity
2. Inadequate job performance ( likely to occur in early mths of job )
3. Drop in productivity ( skill need to be fine tuned )
4. Training also required as a result of job redesign or technological
breakthrough
Eg:- satisfactory performance by employee – still not inadequate then training
required.
Training has costs – often high and training should not be viewed as panacea.

Training judged by contribution to performance – performance function of ( skills,

abilities, motivation & opportunity to perform )
Compare – value received from increase in job performance – attributed to training
– costs incurred
Benefits received must exceed > cost incurred
Training of no use if
• If salaries low.
• Supervision not proper
• Worker benefits not inadequate
• Physical work layout is deficient
• Monotony of work

Methods for determining Training needs

A. Observation & analysis of job performance
B. Analysis of job requirement
C. Mgmt & staff meetings, recommendations
D. Interviews, surveys

Formal Methods of Training

On the Job Training
Simplicity of methods – less costly to operate -learning by doing
Actual work situation – immediately productive .
Required for jobs difficult to simulate – can be learned quickly by watching

Disadvantage – low productivity until skill developed.

Errors made

Damage done is minimal – training facilities are costly – desirable for worker to
learn under normal working conditions – benefits offset drawback
1. Apprentice Programs
Put the trainee under guidance of master worker.
Internship where they actually work with less salary

2. Job Instruction Training

Systematic approach designed
• Preparing trainees by telling them about the job
• Presenting instructions – giving essential info in clear manner
• Trainees try out the job to demonstrate understanding.
• Placing trainees into - the job on their own – with a designated
resource person for help

Off the Job Training

Class room lectures – films – demonstrations – case studies – simulation exercises –
programmed instruction
1. Class Room Lectures
For conveying specific information rules, procedures or methods
Increases retention – clarifies more difficult points
Lecturer’s liabilities – lack of feed back or no participation – in which case move
from structured approach (provide feedback & create discussion groups )

Films –
Motion pictures, explicitly demonstrate skills not possible be other techniques
Simulation Exercise
Explicitly places trainee in simulation environment – closely mirrors actual
working conditions –
Types of simulation exercise include
 Case Exercise
In-depth desc of problem, employee might encounter on the job.
Analyze the problem, evaluate alternatives, decide course of action
Experiential Exercise
Usually short, structured learning - individuals learn by doing
E.g.:- create a conflict situation – employees experience conflict
successfully - work out its resolution.
Computer Modeling
Computer programs imitate some of the realities of job – simulates
critical job dimensions –learning takes places w/o risk or high costs – error
occurred during simulation offers opportunity to learn through one’s mistakes
– expensive – learning on the job is prohibitive
E.g.:- used by airlines in training of pilots –
Vestibule Training
Learn the jobs on the equipment they will be using. – training conducted
away from actual workfloor –
Full feel of doing jobs w/o real world pressures – minimizes transferring
learning to the job –
Uses the same job equipment

Programmed Instruction
Programmed texts or manuals , teaching machines
Highly organized – logical sequence – trainee responds – instantaneous feedback
Method to be chosen depends on the cost, time & capacity of trainer & trainees

Method Learning Criteria

Feedback of Permits Transfer of Estimated cost

results practice learning to job

On the job

Apprenticeship Yes Yes High Mod-High

Job Instruction Yes Yes High Moderate

 Off the job

Classrooms, Varies No Low Low

lectures

Films No No Low Low

Simulation

Cases Some No Low Moderate

Experiential Yes Yes Mod Low

Exercise

Computer Yes Yes Mod-High High

modeling

Vestibule Yes Yes High Mod-High

Training

Programmed Yes No Moderate Moderate

Instruction

Management Development
Future – oriented – mgmt development activities – sound reasoning process –
enhance ability to understand & interpret knowledge.
Focus on personal growth
Mgrs – analytical, human, conceptual , specialized skills
Good listening skills, interviewing competence, read, analyze & understand emp
behavior.
Methods for developing managers
1. On the job Development
Coaching ( learning by doing )
• Mgr takes active role in guiding another mgr.
• Observe, analyze & attempt to improve performance through –
• direction, advice & criticism & suggestion
Disdvantages
1. reliance on coaches’s ability to be a good teacher.
2. Current managerial style and practices into the organization
3. All excellent managers cannot be excellent coaches

Understudy Assignments
-potential manager’s relieve an experienced manager of his job. – act as her
substitute
- learn the manager’s job
- if manager threatened by understudy then – then scope limited.
- thrown into the job for short time – understand it in total
- sizable errors , so possible only if major or critical decisions can be delayed
- sometime promotion depends on preparing understudy

Job Rotation
- Horizontal or vertical
- Vertical – promote in new position
- Horizontal ( lateral transfer )
- Broadens views – turns specialist into generalists
- Increase experience absorb more information , reduce monotony
- Instituted on a planed basis ( development programme )
- situational basis ( move person to another activity )
- helpe in reliable evaluation of potential candidate

Advantage –
Permits greater understanding of activities within organization , people
prepared more rapidly
Understand the intricacies – interrelationships of activities – are acquired
quickly.

Drawbacks
Development costs increased, productivity reduced
Extensive rotation – result in having vast number of employees in position
where job knowledge is limited
 Day-to-day problems when inexperienced perform new tasks.
Rotated mgrs make decision , based on little knowledge

Committee Assignment

- provide opportunity for the employees to share in managerial decisions

making by watching others and investigate specific problems
- Appointment to permanent committee – increases employee’s exposure
to other members of organization – broaden his/her understanding
- AdHoc Committee – ( for activities designed to delve into particular
problem , ascertain alternative solutions – make recommendations )
- Interesting & rewarding to employee’s growth

OFF The JOB Development

Sensitivity Training
Change behavior through group process - Laboratory training – unstructured
group interaction
Free & open environment – facilitated by behavioral scientist
Participants express – ideas & beliefs & attitudes .
Helps increase awareness of their own behavior – how others perceive them –
greater sensitivity to behavior of others – understand group

Advantage
• Improved listening skills, increase tolerance, openness , conflict
resolution skills
• Process change behavior
Disadvantage
Weakest indv bearing the brunt,
doubts whether skill can be transferred to workspace

Transactional Analysis
Both for defining and analyzing communications interaction between
people & theory of
Personality.
 Indv personality consists of 3 ego stages – parent, child & adult
Parent – authority & superiority , dominant – act as how he was taught
Child – impulses – obedient at one moment repulsive at another - acts as
how she feels.
Adult – objective & rational – deals with reality.

Lecture Cources
Acquire knowledge and develop their conceptual & analytical abilities
Inhouse or in colleges

Simulation Exercies
+ve - Create environment similar to real world situations – w/o high costs
-ve – difficult to duplicate the pressures and realities of actual decision
making on the job.

Types of exercises
a. Case Study
Describe the real problems as accurately as possible.
Stimulating discussion – individuals defend their analytical & judgement
abilities
Improve decision making capabilities based on limited information

b. Simulated Decision Games

Put individual in the role of acting out managerial problems.
Individuals make decisions – consider implications of decision on other
segments of organization, making sure not adverse effect.

c. Role Playing
Act out problems , deal with real people.
Participants assigned roles – asked to react to one another as they would do in
managerial jobs

Evaluate Training Effectiveness

Cannot assume that any training is effective – substantive data needs
to be developed
Normally opinions & judgement dominate evaluation
Training programs vary substantially in there effectiveness
Opinions are influenced by factors not related to training also.

1. Test-Retest Method
Test – program – test again.
Problem in substantiating changes in test score –
Whether it will reflect in performance & and change is only due to
instruction