UNIT 1

HRD CLIMATE AND ORGANIZATIONAL CLIMATE

HRD climate is an integral part of organizational climate. It can be defined as

perceptions the employee can have on the developmental environment of an

organization. This developmental climate will have the following characteristics (Rao

and Abraham, 1986):

— A tendency at all levels starting from top management to the lowest level to treat the

people as the most important resource

— A perception that developing the competencies in the employees is the job of every

manager/supervisor

— Faith in the capability of employees to change and acquire new competencies at any

stage of life

— A tendency to be open in communications and discussions rather than being

secretive (fairly free expression of feelings)

— Encouraging risk-taking and experimentation

— Making efforts to help employees recognize their strengths and weaknesses through

feedback

— A general climate of trust

— A tendency on the part of employees to be generally helpful to each other and

collaborate with each other

— Team spirit
— Tendency to discourage stereotypes and favoritism

— Supportive personnel policies

— Supportive HRD practices including performance appraisal, training, reward

management, potential development, job-rotation, career planning, etc.

SCOPE OF HRD CLIMATE/ HOW TO DEVELOP HRD CLIMATE

1. Feedback:
Feedback should be taken regularly to know the drawbacks in system. This will
help to gain confidence in employees mind. Employee will trust on management
and he can express his opinion freely which is very good for HRD Climate.
Feedback will help to remove the weakness.

2. Helpful nature of employees: Nature of employees should be helping for

management and for its colleagues. They should be always read to help to
customers too.

3. Supportive personnel management: Personnel policies of organization

should motivate employees to contribute more from their part. Top
management’s philosophy should be clear towards Human Resource and its well-
being to encourage the employees.

4. Encouraging and risk taking experimentation: Employees should be

motivated by giving them authority to take decision. This concept is risky but
gradually it will bring expertise in employees to handle similar situation in future.
It will help to develop confidence in employees mind. Organization can utilize
and develop employees more by assigning risky task.

5. Discouraging stereotypes and favoritism: - Management need to avoid

those practices which lead to favoritism. Management and Managers need to give
equal importance. Management and Managers need to give equal importance.
 Those people who are performing good they need to appreciate and those who are
not performing well they need to be guided. Any kind of partial behavior should
be avoided.

6. Team Spirit: There must be feeling of belongingness among the employees, and
also willingness to work as a team.

7. Motivator role of Manager and Supervisor: To prepare Human Resource

Development Climate, Manager and Supervisor’s responsibilities are more or we
can say that they are the key players. Manager and Supervisors have to help the
employees to develop the competencies in the employees. To help the employees
at lower level they need to updated properly and they need to share their
expertise andexperience with employees.

8. Faith upon employees:- In the process of developing HRD Climate employer

should have faith on its employee’s capabilities. Means whatever amount is
invested that should be based on development of employees. Top management
should trust the employees that after making huge effort to develop employees,
employees will work for the wellbeing of organization and for human being also.

9. Free expression of Feelings: - Whatever Top management feels about

employees they have to express to employees and whatever employees think
about top management it must be express in other words we can say that there
should not be anything hidden while communication process. Clear
communication process will help to establish the HRD Climate.

ELEMENTS OF HRD CLIMATE

The elements of HRD climate can be grouped into three broad categories — general

climate, OCTAPAC culture and HRD mechanisms.

These three groups were taken with the following assumptions:

a) A general supportive climate is important for HRD if it has to be implemented

effectively. Such supportive climate consists of not only top management line

management’s commitment but good personnel policies and positive attitudes

towards development.

b) HRD mechanisms include: performance appraisal, potential appraisal, career

planning, performance rewards feedback and counseling, training, employee

welfare for quality work life, Job-rotation, etc.

c) OCTAPAC culture is essential for facilitating HRD. Openness is there when:

employees feel free to discuss their ideas, activities and feelings with each other.

Confrontation is bringing out problems and issues into the open with a view to

solving them rather than hiding them .Trust is taking people at their face value and

believing what they say. Autonomy is giving freedom to let people work

independently with responsibility. Proactively is encouraging employees to take

initiative and risks. Authenticity is the tendency on the part of people to do what

they say. Collaboration is to accept interdependencies, to be helpful to each other

and work as teams.

CONTRIBUTION TO HRD CLIMATE

The following factors may be considered as contributing to HRD climate:

1) Top Management Style and Philosophy: A developmental style a belief in the

capability of people participative approach openness and receptivity to suggestions

from the subordinates are some of the dimensions that contribute to the creation of

a positive HRD climate.

2) Personnel Policies: Personnel policies that show high concern for employees,

that emphasis equity and objectivity in appraisals policies that emphasis welfare

and developmental activities, policies that emphasis a collaborative attitude and

trust among the people contribute in creating the HRD climate.

3) HRD Instruments and Systems: A number of HRD instruments have been

found to generate a good HRD climate. Particularly open systems of appraisal with

emphasis of counseling, career development systems, informal training

mechanisms, potential development systems etc. contribute to HRD climate.

4) Self-renewal Mechanisms: Organizations that have built in self-renewal

mechanisms are likely to generate a positive HRD climate.

5) Attitudes of Personnel and URD Staff: A helpful and supportive attitude on

the part of HRD and personnel people plays a very critical role in generating the

HRD climate.

6) Commitment or Line Managers: The commitment of line managers to the

development of their subordinates is a very important determiner of HRD climate.

MEASURING HRD CLIMATE

1. Economic condition –
 2. Leadership Style: -

3. Managerial values and ethos: -

4. Organization size: -

(UNIT 2)

PRINCIPLES IN DESIGNING HRD SYSTEM

1. Focus on enabling capabilities: The primary purpose of HRD is to help the

organisation to increase its “enabling” capabilities. These include development of
human resources, organisational health, and improvement of problem solving
capabilities, development of diagnostic ability and increased employee productivity and
commitment.

2. Balancing adaptation and change in the organisational culture: Although

HRD systems are designed to suit the organisational culture, the role of HRD may be to
modify that culture to increase the effectiveness of the organisation. There always has
been a controversy between those who believe that HRD should be designed to suit the
culture and those who believe that HRD should be able to change the culture. Both
positions seem to be extreme.

3. Attention to contextual factors: What is to be included in the HRD systems, how

is it to be sub-divided, what designations and titles will be used, and similar issues
should be settled after consideration of the various contextual factors of the organisation
—its culture and tradition, size, technology, levels of existing skills, available support for
the function, availability of outside help and so on.

4. Building linkages with other functions: Human resource development systems

should be designed to strengthen other functions in the company such as long-range
corporate planning, budgeting and finance, marketing, production, and other similar
functions. These linkages are extremely important.

5. Balancing specialization and diffusion of the function: Although HRD

involves specialised functions, line people should be involved in various aspects of HRD.
Action is the sole responsibility of the line people, and HRD should strengthen their
roles.
6. Ensuring respectability for the function: In many companies, the
personnel function does not have much credibility because it is not perceived as a major
function within the organisation. It is necessary that HRD be instituted at a very high
level in the organisation and that the head of the HRD department is classified as a
senior manager. Both the credibility and usefulness of HRD depend on this.

7. Balancing differentiation and integration: The human resource development

function often includes personnel administration, human resource development and
training, and industrial relations. These three functions have distinct identities and
requirements and should be differentiated within the HRD department. One person
may be responsible for OD, another for training, another for potential appraisal and
assessment, etc. At the same time, these roles should be integrated through a variety of
mechanisms. Differentiation as well as integration mechanisms are essential if the HRD
system is to function well.

8. Establishing linkage mechanisms: HRD has linkages with outside systems

as well as with internal sub-systems. It is wise to establish specific linkages to be used to
manage the system. Standing committees for various task groups, and ad hoc
committees for specific tasks are useful mechanisms.

9. Developing monitoring mechanisms: The HRD function is always evolving. It

therefore requires systematic monitoring to review the progress and level
of effectiveness of the system and to plan for its next step. A thorough annual
review reappraisal every three years will be invaluable in reviewing and planning the
system. It may be helpful to include persons from other functions in the organisation in
the HRD assessment effort.

ASSESSING HRD NEEDS

 DEFINITION AND PURPOSES OF NEEDS ASSESSMENT:

Needs assessment is a process by which an organization's HRD needs are identified and
articulated. It is the starting point of the HRD and training process. A needs assessment
can identify:
 An organization's goals and its effectiveness in reaching these goals.
 Gaps between employees' skills and the skills required for effective current job
performance
 Gaps between current skills and the skills needed to perform the job successfully
in the future.

 WHAT IS TRAINING OR HRD NEED

  Diagnostic needs are identified by studying the different factors that may
impact performance. The goal is to determine how effective performance is
obtained.
 Analytic needs identify new, better ways to perform tasks. These needs are
generally discovered by intuition, insight, or expert consideration. We would add
another type of need, namely compliance.
 Compliance needs are those needs that are mandated by law. This most often
deals with mandated training programs, such as safety training or food handling.

 LEVELS OF NEEDS ASSESSMENT:

1. STRATEGIC/ORGANIZATIONAL ANALYSIS:

COMPONENTS:

Organizational goals: Understanding an organization’s goals and strategies provides

a starting point in identifying the effectiveness of the organization. Areas where an
organization meets its goals probably don’t require training efforts, should be monitored
to ensure that opportunities for improvement and problems are identified early.

Organisational resources: An awareness of an organization’s resources and

competitive strengths is particularly useful in establishing HRD needs. The amount of
money available is an important determinant of HRD. Knowledge of resources, such as
facilities, materials on hand, and the expertise within the organization, also influences
how HRD is conducted.

Organisational climate: The climate within an organization is an important factor in

success of HRD. If the climate is not conducive to HRD, designing and implementing a program
will be difficult.

Environmental constraints: Environmental constraints include legal, social, political, and

economic issues faced by an organization. Demand for certain types of HRD programs can be affected
by these constraints.

Advantages of Conducting a Strategic/ Organizational Analysis

1. Strengths and weaknesses of the present workforce

2. Potential changes to HR policies needed to match new organizational strategies
3. Training and HRD implications connected to changes in organizational strategy
4. Appropriate training and HRD delivery mechanisms to match organizational strategy
5. HRD evaluation efforts to demonstrate the contribution of HRD to the Strategic
management of the organization.

2. TASK ANALYSIS PROCESS: Task analysis (sometimes called operations analysis) is a

systematic collection of data about a specific job or group of jobs used to determine what employees
should be taught to achieve optimal performance.
 1. Develop an overall job description
Job description: A job description is a narrative statement of the major activities involved
in performing a job and the conditions under which these activities are performed.
Job analysis: A job analysis is a systematic study of a job to identify its major components.
The job analysis process generally involves observing a job being performed;
Job specification:

2. Identify the task:

Focus on the behaviors performed within the job.
In task identification, the following information about a job is determined and
clearly described:
• The major tasks within the job
• How each task should be performed?
• The variability of performance

METHODS OF TASK IDENTIFICATION:

• Stimulus-response-feedback
• Time sampling
• Critical incident technique
• Job inventories
• Job-duty-task method

3. Identify what it takes to do the job

Successful task performance requires that employees possess the KSAOs to
perform the task. The HRD professional must specify the KSAOs because it is
these competencies that employees must develop or acquire during the training
program.

4. Identify areas that can benefit from training:

In this step, the focus is on determining which tasks and capabilities should be
included in HRD programs. Both ratings of tasks as well as ratings of KSAOs
should be examined.

5. Prioritize areas that can benefit from training:

At the end of Step 4, it should be clear which tasks and KSAOs could benefit from
training. These tasks and KSAOs should be prioritized to determine which ones
should be addressed first

3. PERSON ANALYSIS

1. Person analysis is directed at determining the training needs of the individual

employee.
 2. Depending on the nature of an individual’s work, that employee’s peers,
customers, and subordinates may also be in a position to provide information
that can be used to identify person-level needs.
3. In fact, an evaluation approach called 360-degree performance appraisal uses as
many of these sources as possible to get a complete picture of an employee’s
performance.
4. The sources for person analysis data include performance evaluation, direct
observation, tests, questionnaires, and critical incidents as sources of information
available for person assessment

• PERFORMANCE APPRAISAL IN THE PERSON ANALYSIS PROCESS

1. Perform or have access to a complete, accurate performance appraisal
2. Identify discrepancies between the employee’s behavior and/or traits and those
required for effective performance
3. Identify the source of the discrepancies
4. Select the intervention appropriate to resolve the discrepancies

• PRIORITIZING HRD NEEDS

 Management and the HRD staff must prioritize these needs.
 Decisions must be made about what resources – including facilities, equipment,
materials, skilled personnel, travel, & consultant fees – will be used in HRD.

• PARTICIPATION IN THE PRIORITIZATION PROCESS

The prioritizing of HRD needs works best when individuals throughout the
organization are involved.

• THE HRD ADVISORY COMMITTEE

One way to continuously reflect the needs of employees and assist in prioritizing
needs is to establish an HRD advisory committee.

DESIGNING HRD PROGRAM

Once the first phase of effective HRD processes i.e. the Needs Assessment phase is
completed, the organization has an access to data like:
• Where in the Organization training is needed?
• What kind of Training is needed?
• Who needs to be trained?
• What are the conditions under which the training should be provided?

This process involves six important activities:

 1. Setting Objectives:
• Robert Mager defines an objective as a “description of a performance you
want learners to be able to exhibit before you consider them competent.”
• Objectives are essential to a successful training or HRD program.
• Training effectiveness was measured in terms of perceived achievement of
training objectives, as well as by comparing training expenditures to
company productivity

QUALITIES OF USEFUL OBJECTIVES

Performance: Performance that trainee should be able to do

Example: “Write a product profile for a proposed new product

Conditions: conditions under which trainee will perform

Example: “Given all avail- able engineering data regarding a proposed product, trainee
will write a product profile.”

Criteria: an objective identifies the criteria of acceptable performance

EX: “The product profile must describe all of the commercial characteristics of the
product that are appropriate for its introduction to the market, including descriptions of
at least three major product uses.”

THE “MAKE-VERSUS-BUY” DECISION: CREATING OR PURCHASING HRD

PROGRAMS

After a manager or HRD professional has identified the program objectives, a series of
decisions must be made regarding the development and delivery of the program. One of
those decisions is whether to design the program internally, purchase it.

The criteria for these decisions vary among organizations, but in general they include:
1. Cost: price relative to program content and quality
2. Credentials: including certificates, degrees of the vendor’s expertise
3. Background: number of years in business and experience in the particular
content area
4. Experience: vendor’s prior clients, success with those clients, references
5. Philosophy: comparison of the vendor’s philosophy to that of the organization
6. Delivery method: training methods and techniques used
7. Content: topics included in program or materials
8. Actual product: including appearance, samples
9. Results: expected outcomes
10. Support: especially in terms of implementation and follow-up
11. Request for proposal: the match between a vendor’s offer and the
requirement

2. Selecting the Trainer/Vendor

• Selecting a trainer can be fairly easy when an organization has a large,
multifaceted training staff with the competencies and subject matter expertise to
train in high demand areas.
• Effective trainers must be able to communicate their knowledge clearly, use
various instructional techniques, have good interpersonal skills, and the ability to
motivate others to learn.
• Ideally, then, a subject matter expert (SME) should have the ability to train
others.

Train-the-Trainer Programs

The purpose of train-the-trainer programs is to provide subject matter experts

(SMEs) with the necessary instructional knowledge and skills to design and
implement a training program.

1. Developing trainee objectives and lesson plans

2. Selecting and preparing training materials
3. Selecting and using training aids (e.g., Microsoft® PowerPoint® slides, videos,
document cameras)
4. Selecting and using different training methods and techniques

3. Developing a lesson plan

A lesson plan is a trainer’s guide for the actual delivery of training

content.

• Content to be covered
• Sequencing of activities
• Selection or design of training media
• Selection or development of experiential exercises (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

4. Selecting program methods and techniques:

Factors to be considered while selecting program methods

• The objectives of the program(For example, if the objective is to improve

interpersonal skills, then more active approaches such as videotaping, role
playing, or behavior modeling will be better choices than lecture or computer-
based training methods.)
• Time and money available
 • Availability of other resources( specialized equipment and facilities to be
delivered effectively)
• Trainee characteristics and preferences(literacy rate of employee)

5. Preparing materials:

Depending upon whether the program is purchased or designed by the organization.

If a training program is purchased from an outside vendor, training materials such
as books, handouts, and videos will usually be part of the package. Programs
designed in-house will require the preparation of material.

Program Announcements: Program announcements inform the target audience

about a training program. The announcement should indicate the purpose of the
program, when and where it will be held, and how the employee can participate.

Program outlines: are documents that communicate the content, goals, and
expectations for a program. Typically provided at the beginning of the program,
these include such things as course objectives, topical areas to be covered, materials
or
Tools needed, requirements of each trainee, and a tentative schedule of events.

Training Manuals or Textbooks: Most trainers rely on a training manual or

textbook for basic instructional material, readings, exercises, and self-tests. Some
documents are organized into modules that make it easy to organize the training
program into sessions.

6. Scheduling the program:

The goal in scheduling an HRD program is to ensure that the participants (both
trainer(s) and learners) are available and have their attention focused on the learning
task at hand.

Scheduling during Work Hours

Scheduling after Work Hours
Registration and Enrollment Issues

IMPLEMENTING HRD PROGRAMS

• TRAINING DELIVERY METHOD

1. ON-THE-JOB TRAINING (OJT) METHODS:

On-the-job training (OJT) involves conducting training at a trainee's regular
workstation (desk, machine, etc.). On-the-job training has been promoted as a means
for organizations to deal with the shortage of applicants who possess the skills needed to
perform many current jobs, and as a means for organizations to deal with accelerating
market cycles. There are at least four identifiable OJT techniques, including job
instruction training (JIT), job rotation, coaching, and mentoring.

• Job instruction training (JIT)

It is defined as a sequence of instructional procedures used by the trainer to train

employees while they work in their assigned job. The four-step process that helps the
trainer to prepare the worker, present the task, and allow practice time and follow-up.
The role of the trainer in this approach is to guide the learners and help them to discover
potential problems and find solutions on their own.

• Job Rotation

Job rotation involves a series of movements to different positions or departments for a

specified period to learn how each department functions, including some key roles,
policies, and procedures. At the end of the cycle, the accumulated evaluations will be
used to determine the preparedness of the trainee and if and where the person will be
permanently assigned. Job rotation is frequently used for first-level management
training, particularly for new employees.

Two other forms of on-the-job training, coaching and mentoring

Coaching typically occurs between an employee and that person's supervisor and
focuses on examining employee performance and taking actions to maintain effective
performance and correct performance problems.

In mentoring, a senior manager is paired with a more junior employee for the purpose
of giving support, helping the employee learn the ropes, and preparing the employee for
increasing responsibility.

2. CLASSROOM TRAINING APPROACHES:

Five primary categories of classroom training include:

1. Lecture
2. Discussion
3. Audiovisual media
4. Experiential methods
5. Computer-based training (classroom-based)

1. Lecture:

Oral presentation of material Disadvantage:

Some visual aids can be added
Remains a very popular training method One-way form of communication
 Transfers lots of information quickly Trainees must be motivated to listen
Interesting lectures can work well Often lacks idea sharing
Good to supplement with other materials People don’t always like listening to lectures

2. Discussion

Two-way communication Challenges:

Use questions to control lesson
Direct: produce narrow responses
Reflective: mirror what was said
Open-Ended: challenge learners
understanding
Maintaining control in larger classes
Needs a skilled facilitator
to increase Needs more time than lecture
Trainees must prepare for the lesson by
reading assignments, etc

3. Audiovisual Media

Brings visual senses (seeing) into play, along with audio senses (hearing)

STATIC MEDIA: fixed illustrations that use both words and images
 Printed materials
 Lecture notes
 Work aids
 Handouts
 Slides – e.g., PowerPoint
 Overhead transparencies

DYNAMIC MEDIA: Present dynamic sequences of events

 Audio cassettes
 CDs
 Film
 Videotape
 Video disc

TELECOMMUNICATIONS: transmission of training programs to different locations

 Instructional TV
 Teleconferencing
 Videoconferencing

4. Experiential methods

• Case studies: The case study method helps trainees learn analyti- cal and
problem-solving skills by presenting a story (called a case) about people in an
organization who are facing a problem or decision.
 • Business game simulations: business games are intended to develop or
refine problem-solving and decision-making skills.
• Role Playing: In the role- playing technique, trainees are presented with an
organizational situation, assigned a role or character in the situation, and asked
to act out the role with one or more other trainees. The role play should offer
trainees an opportunity for self-discovery and learning.
• Behavior Modeling: In this technique, trainees observe a model performing a
target behavior cor- rectly.
• Outdoor training: Outdoor-based education, such as ropes courses, have
generated considerable interest from employers and employees

5. Computer-based training (classroom-based)

The fifth type of classroom-based training is computer-based training. As men-

tioned, computer-based training (CBT) can be conducted using a classroom, or via an
individual, self-paced format.

3.SELF PACED/COMPUTER BASED TRAINING MEDIA AND

METHODS:
COMPUTER-AIDED INSTRUCTION (CAI)

Advantages:

Drill-and-practice approach Interactive with each student

Read-only presentation of a “classic” training Student is self-paced
program Logistics –
Multimedia courses Increasingly available over the Internet (or via an
Interactive multimedia training organization’s intranet)
Simulations Updates are easily distributed
Instructional Management & Reporting
CAN be cost-effective…

INTERNET- AND INTRANET-BASED TRAINING

Intranets are computer networks that use Internet technology, software tools, and
protocols for finding, managing, creating, and distributing information within one
organization. Much technology-based training today is referred to as e-learning and
most of it makes use of Internet or intranet technology and systems.

Intranet-based training (IBT) uses internal computer networks for training purposes.

INTELLIGENT COMPUTER-ASSISTED INSTRUCTION.

Intelligent computer-assisted instruction (ICAI), sometimes also called intelligent

tutoring systems, goes beyond CAI in terms of flexibility and the ability to qualitatively
evaluate learner performance.
The goal of ICAI systems is to provide learners with an electronic teacher’s assistant that
can patiently offer advice to individual learners, encourage learner practice, and
stimulate learners’ curiosity through experimentation.

SOME FINAL ISSUES CONCERNING TRAINING PROGRAM

IMPLEMENTATION

ARRANGING THE PHYSICAL ENVIRONMENT:

 An important implementation decision concerns the arrangement of the physical

environment. The environment is particularly important to on-the-job training
because a trainee must feel comfortable enough to concentrate and learn.
 Interruptions are another common OJT distraction, particularly when the
supervisor is the trainerInterruptions are another common OJT distraction,
particularly when the supervisor is the trainer.
 In a classroom setting, a number of factors should be considered when arrang-
ing the physical environment. These include the seating arrangement, comfort,
and physical distractions.
 The physical comfort level is also important for successful learning.
 The third factor that should be considered when arranging the physical envi-
ronment is the potential for physical distractions, such as noise, poor lighting,
and physical barriers.
 Additional physical factors a trainer may want to consider include wall and floor
coverings and colors (carpeted rooms are quieter), the type of chairs, the
presence of glare, windows (a view may distract participants), acoustics, and the
presence of electrical outlets to run necessary equipment.

GETTING STARTED

Having all the elements needed to implement an HRD intervention or program— a

viable lesson plan, materials, audiovisual and/or computer equipment on hand, and the
physical environment ready—the final step is to do it! It is important for a trainer to get
the program off to a good start and maintain it.

EVALUATING HRD PROGRAMS

 PURPOSE OF HRD EVALUATION

HRD EVALUATION:
• HRD evaluation is defined as “the systematic collection of descriptive and
judg- mental information necessary to make effective training decisions
related to the selection, adoption, value, and modification of various
instructional activities.”
 • This definition makes several points. First, when conducting an
evaluation, both descriptive and judgmental information may be collected.
• Descriptive information provides a picture of what is happening or has
happened, whereas judgmental information communicates some opinion
or belief about what has happened.

1. Determine whether a program is accomplishing its objectives

2. Identify the strengths and weaknesses of HRD programs, which can lead
to changes, as needed
3. Determine the cost-benefit ratio of an HRD program
4. Decide who should participate in future HRD programs
5. Identify which participants benefited the most or least from the program
6. Gather data to assist in marketing future programs
7. Establish a database to assist management in making decision

Three addi- tional reasons for conducting HRD evaluations are:

• If HRD staff cannot substantiate its contribution to an organization, its funding
and programs may be cut during the budgeting process, especially if an
organization faces tough times.
• Evaluation can build credibility with top managers and others in an organization.
• Senior management often wants to know the benefits of HRD programs

KIRKPATRICK’S EVALUATION FRAMEWORK

1. Reaction (Level 1): the focus is on the trainees’ perceptions about a program and
its effectiveness.
2. Learning (Level 2): This is an important criterion that an effective HRD program
should satisfy.
3. Behavior (Level 3)
4. Results (Level 4): economic and operating data (such as sales or waste) are
collected and analyzed.

Brinkerhoff extends the training evaluation model to six stages

1. Goal Setting: What is the need?
2. Program Design: What will work to meet the need?
3. Program Implementation: Is the design working (with focus on implementation of the
program)?
4. Immediate Outcomes: Did participants learn?
5. Intermediate or Usage Outcomes: Are participants using what they learned?
6. Impacts and Worth: Did the program make a worthwhile difference to the
organization?

Data Collection method

CHOOSING DATA COLLECTION METHODS

Three vital issues to consider when deciding which data collection method to use are
reliability, validity, and practicality.

TYPES OF DATA

At least three types of data are available for evaluating HRD effectiveness: individual
performance, systemwide performance, and economic.
Individual performance data emphasize an individual trainee’s knowledge and
behaviors.
Systemwide performance data concern the team, division, or business unit in which an
HRD program is conducted, and can include data concerning an entire orga- nization.
Economic data report the financial and economic performance of an organization or
unit—that is, the bottom line—and include profits, product liability, avoidance of
penalties (such as fines for noncompliance with laws and regulations), and market
share.

THE USE OF SELF-REPORT DATA

Mono-method bias: If both reports in a before-and-after evaluation come from the

same person at the same time (say, after training), con- clusions may be questionable.

Socially desirable responses: Respondents may report what they think the researcher
(or boss) wants to hear, rather than the truth

RESEARCH DESIGN

Pretest and post-test: including both a pretest and a post-test allows the trainer to see
what has changed after the training.
Control group: a control group is a group of employees similar to those who receive
training, but they don’t receive training at the same time

ETHICAL ISSUES CONCERNING EVALUATION RESEARCH

Confidentiality
Informed Consent
Withholding Training
Use of Deception
Pressure to Produce Positive Results

STAFFING HR FUNCTION

OBJECTIVES

• Explain the key functions expected from HR strategist

• Understand HR competencies
• Discuss strategic role of HR director

STAFFING HR FUNCTION

• Quality improvement depends on high-quality personnel at all levels;

• Staff retention is important to support growth;
• The balance of motivation and cost reduction requires a clearly thought out reward
strategy that has maximum impact without sending costs out of control;
• New HR technology can be used to capture process efficiencies and control costs;
• HR specialists will become subject experts in a team of internal consultants rather
than members of the old-style hierarchy

HR SPECIALISTS AS STRATEGIC PARTNERS

1. Shared mind-set: To what extent does our company have the right culture to
achieve our goals?
2. Competence: To what extent does our company have the required knowledge,
skills, and abilities?
3. Consequence: To what extent does our company have the appropriate measures,
rewards and incentives?
4. Governance: To what extent does our company have the right organization
structure, communication systems and policies?
5. Capacity for change: To what extent does our company have the ability to
improve work processes, to change and to learn?
6. Leadership: To what extent does our company have the leadership to achieve its
goals?
HR AS A BUSINESS PARTNER
1. Strategic partner- the management of strategic human resources, aligning
HR and business strategy.
2. Change agent- the management of transformation and change, creating a
renewed organization.
3. Administrative expert- management of firm infrastructure, re-engineering
organizational processes.
4. Employee champion- management of employee contribution, increasing
employee commitment and capability.

KEY FUNCTIONS
• The strategist role
• The business partner role
• The innovator role
• The change manager role
HR COMPETENCIES

HRD unit 5

Techniques of Counselling:
1. Releasing Emotional Tension:

Some people are more emotional. They take things emotionally and they come into the

grip of emotions. The emotions are associated with fear, respect, insult, anxiety, guilt,

hostility etc. If the counsellee is under emotional tension it is to be released. The

counsellee is to be taken into confidence and listen to him carefully as if counsellor is the

only caretaker of him. Only the expert counsellor can do the job of releasing emotional

tensions. Release of emotional tension helps in looking into and understanding the

things in their proper manner.

2. Effective Communication:

Effective two way communication help subordinates to narrate their difficulties to their

superiors through which many problems get automatically solved. Effective two way

communication remove fear from the minds of the subordinates and they talk freely and
open up their mind to the superior who can help him getting the tension of any kind

released. Through effective communication the superior can understand the

subordinate’s point of view and develop counselling relationship with the counsellee.

Communication thus is a tool and a method of counselling.

3. Clarified Thinking:

One should think positively and shun negative thinking. It is negative thinking needs to

be removed from the mind of counsellee. Negative thinking helps developing

misunderstanding, distrust and lies. Counsellor should develop new pattern of thinking.

Counsellee should be motivated and encouraged to think positively. Positive thinking

helps building up cordial relationship with the colleagues and superiors. Manager

should develop cordial relationship with his subordinates not only for counselling but

also for his success in the organisation.

4. Performance Counselling:

As the name suggests it relates with the performance. If the employee is not keeping his

performance constant and it is below standard then counselling is required to maintain

the standard level of performance. Performance gets affected by many reasons. Those

reasons must be spotted by the counsellor and try to remove them from the counsellee.

If he is taking leaves and remaining absent citing petty reasons from the work he should

be taken into confidence and remove the reasons for remaining absent.

5. Counselling Against Alcoholism and Drug:

Alcoholism and drugs especially alcoholism in India is the major problem. It severely

affects the productivity and cost that affects the organisation quite heavily. Alcohol and

drug users remain absent frequently and consume more sick leaves as compared to

other employees.
They cannot cannot make decisions and very prone to accidents. Organisations must

take lead in arranging for counselling and sponsor programmes for treatment of

alcoholics and drug addicts.

Types of Counselling:

1. Directive Counselling: Under directive counselling the counsellor issues certain

instructions to the counsellee or he is directed to do certain things e.g.: he is asked to
behave in a particular manner, asked to abstain from alcohol or drug, asked to respect
his colleagues and superiors.

2. Non Directive Counselling: Under non directive counselling counsellor does not
issue directions but observe the behavior and attitude of the counsellee towards his
work and his colleagues and superiors and subordinates. If he errs then counsellor
comes to his rescue and corrects him realizing him that he was wrong. He will not issue
him any instructions or will not direct him.
3. Cooperative Counselling: This is a kind of counselling that can be done through
extending full cooperation to the counsellee and makes him realize his mistakes relating
to his behaviour and attitudes so that he himself will be back on the track and improve
himself. It is winning the heart of the counsellee through cooperation. His confidence
will be won by the counsellee and he in turn will extend his cooperation and become
self-disciplined.
4. Marital and Family Counselling: Employees need counselling in respect of
marriage and family problems. The troubled employees can discuss out their problems
with the counsellor who can take them into confidence and prescribe solutions for their
ills.

HRD and WORKFORCE DIVERSITY