HUMAN RESOURCE

DEVELOPMENT
Definition:-"organized learning activities
arranged within an organization in order to
improve performance and/or personal growth
for the purpose of improving the job, the
individual, and/or the organization"
HRD includes the areas of training and
development, career development, and
organization development.
This is related to Human Resource
Management -- a field which includes HR
research and information systems,
union/labour relations, employee assistance,
compensation/benefits, selection and staffing,
performance management systems, HR
planning, and organization/job design
HRD CONCEPT
Human Resource Development= Human
Resource + Development
Human Resource refers to the talents and
energies of people who are available to an
organisation
as potential contributors to the creation and
realization of the orgn’s mission, vision,
values and goals
Development refers to a process of active
learning from experience, leading to
systematic and purposeful development of
the whole person:body, mind and spirit
Thus, HRD is the integrated use of training ,
organizational development , and career
development efforts to improve individual,
group and organizational effectiveness.
Need For HRD
HRD seeks to achieve following objectives:
1.Organisational objectives.
To contribute to organizational effectiveness
To help organizations to achieve business
objectives
To provide level of service appropriate to the
orgn
2.Societal Objectives
To respond to the needs and challenges of
society
To minimize the adverse impacts on the orgn
3.Employee Objectives
To assist employees in achieving potential
goals
To facilitate congruence of personal and orgnl
goals
FUNCTIONS OF HRD
HRD seeks to achieve the goals and
objectives of an orgn in an effective manner
through developing the employees of the
orgn.
1.Development functions- Training, Learning
& Development, Career Planning &
Development, Performance & Potential
Appraisal, Employee Empowerment
2.Maintenance Functions- Employee
Counseling, Coaching & Mentoring, Quality Of
Work Life
3.Control Functions- HRD Audit, Governance
of ethics
PRINCIPLES OF HRD
1.Principle of development of
Organisational Capability- development of
HR in all aspects, orgnl health,problem
solving skills, diagnostic skills etc
2. Principle of Potential Maximisation-
HRD system should help individuals to
recognise their potential and help them to
contribute their best towards various ornl
roles they are expected to perform and excel
it
3.Principle of Autonomy Maximisation-
HRD systems should help maximise individual
autonomy through increased responsibility
4. Principle of maximum delegation- HRD
systems should facilitate decentralization
through delegation and sharing of
responsibility
5.Principle of Participative Decision
Making
6.Principle of Change Management-should
attempt to balance the current organizational
culture with changing culture
7.Principle of Periodic Review- There
should be continuous review and renewal of
HRD function
APPROACHES OF HRD
1.The Strategic HR Framework Approach-
(Ulrich & Lake-1990)Offers specific tools and
paths to identify how an orgn can leverage its
HRD practices. Business strategy, organizational
capabilities and HRD practices are the three
important elements in this framework.
2.The Integrative Framework: ( Yeung &
Berman -1997) – Identifies three paths through
which HRD practices can contribute to business
performance.
 a) by building organizational capabilities
 b) by improving employee satisfaction
 c) by shaping customer and share holder
satisfaction
3. Human Capital Appraisal Approach-
( Friedman et al-1998)-There are five stages
in the mgt of human capital: clarification
stage, assessment stage, design stage ,
implementation stage & monitoring stage
There are 5 areas of Human capital
Management: Recruitment, retention &
retirement, rewards & performance mgt,
career development, Succession planning &
training, organizational structure & human
capital enablers.
A 5x5 matrix using these 5 stages & 5 areas
could be used to evaluate & manage the
human capital well.

4. HRD Score Card Approach-Dr T.V Rao
(1999)
HRD interventions in order to make the right
business impact should be mature in terms of
HRD systems, competencies, culture
(including styles) and business linkages.
5. People Capability Maturity
Model(PCMM Approach- Cutis and
team(1995)- Based on assumptions that
orgns establish and improve their people mgt
practices through 5 stages of maturity- initial,
repeatable, defined, managed and optimising
6.Integrated Systems Approach- Envisaged
a separate HRD department for effective
designing and implementation of HRD
systems. It envisaged strategy as a starting
point & therefore focused on all the systems
to achieve business goals & employee
satisfaction.
HRD SYSTEMS
Systems Theory is an interdisciplinary field,
which studies systems as a whole.It sees the
world in terms of ‘systems’ , where each
system is a ‘whole’ that is more than the sum
of its parts , but also itself a ‘part’ of larger
systems.

Purpose of HRD system is to build the
competencies and commitment of individuals,
teams and the entire orgn as a whole through
a variety of instruments.
COMPONENTS OF HRD
SYSTEM
1.Career system- Employees are developed
through proper application of performance &
potential appraisal, career planning &
development activities.
2.Work planning system- Understanding of
orgn’s mission & objectives helps employees to
plan & actualize their work & outputs to achieve
the mission & objectives of the orgn, which can
be reviewed for making appropriate
improvements.
3.Development system- Competencies and skills
of employees needs to be continuously developed
by the orgn through training, learning, coaching
etc so that present & future orgnl requirements &
challenges can be adequately met.
4.Self-renewal system- Orgns being
interactive social system must ensure their
applicability to their environment through
feedback and research related activities.
5.Culture subsystem-A climate that sets
norms, values & culture , and ensures a high
level of motivation for employees constitutes
culture-building subsystems.
SUBSYSTEMS OF HRD
SYSTEM
1.Role analysis-Process of collecting,
analyzing and recording information about
the requirements of roles in order to provide
the basis for a role profile.
2.Data bank- Process of maintaining
systematic information about individual
employees, including history, characteristics,
performance record, potential record, mobility
and remarkable achievements.
3.Appraisal- Process by which orgns evaluate
the performance of employees with respect to
their suitability in present jobs and assessing
potential for future jobs.
5.Counseling- Process of dealing with the
emotional problems of employees with the general
objective of decreasing the tension of the
employee.
6.Self-development- Being oriented towards

exploring and understanding all aspects of self and

is vital to taking the initiative to grow and change.
7.Training-Systematic process of developing the job

related competencies of employees for present and

future roles and responsibilities in the orgn
8.Manpower Forecast: Process of determining the

number of employees needed at some future time

and estimating the number of current employees
who will be available to fill various jobs at some
future time.

9.Corporate planning-Process of formulation of
method/s by which orgn’s goals & objectives are
to be achieved.
10.Succession planning- Process of getting the
right number of people with right skills,
experiences and competencies in the right jobs at
the right time.
11.Career planning- Process of systematically
matching career goals and individual capabilities
with opportunities for their fulfillment.
12.Job rotation and transfer- Process of
systematically moving employees from one job to
another with a specific objective.

HRD Strategies-
It relate to attracting, engaging , retaining , developing ,
motivating and utilizing employees and their
competencies for effective organisational functional ,
growth and excellence
1. Communication Strategy- Continuous
communication with employees , their family
members and the society is crucial to an orgn.
2. Accountability and ownership strategy-
employee’s accountability and ownership leads to
higher productivity and customer excelleration.
3.Quality strategy- Quality is a mind set , which needs
to be fostered in employees through training and
development.
4. Cost reduction strategy- save substantial savings
at the end of a given period and enhance its
competitive strategy.
5.Intrapreneurship Strategy- Employee need to be
an independent entrepreneur who can generate ideas
and bring them to reality be using existing resources
and support of the orgn to create innovative and
creative products and services.
6.Culture building strategy- A strong culture fosters
higher employee commitment towards the goals and
objectives of the orgn.
7.Systematic training strategy- based on job
analysis, organizational mission and objectives leads
to improved ROI.
8. Learning strategy- Continuous development and
learning environments promote self development of
employees, of self and by self.
DESIGNING HRD
STRATEGY
1. Getting the ‘big picture’- Understanding of
business strategy is necessary to highlight the
key driving forces of the business such as
technology, distribution, competition and
markets.
2.Developing a Mission Statement or Statement of
Intent.
3. Conducting a SWOT analysis of the orgn
4. Conducting a detailed HR analysis
5. Determining critical people issues
6. Developing consequences and solutions
7. Implementation and evaluation of the action
plansDetermining Determining Determining
 HRD STRUCTURES
 At the organisation level , specialized HRD function may exist to
design, develop, implement and monitor HR systems and ensure
alignment of HR processes with the organisation’s goals.
 HRD function can take on many forms, depending on needs,
requirements and resources of specific organisation.
 Examples of function form include a dedicated and fully manned
HRD department , corporate HRD department , with HRD cells in
individual units or locations, a high profile HRD chief with limited
staff, etc.
 PRINCIPLES WHEN STRUCTURING HRD DEPARTMENT
 1.Ensure that structure is needs-based and business driven
 2.Ensure that each of HRD activities and subsystems add value to
organisation.
 3.Ensure that HRD professionals have necessary competencies to
carry out HRD activities and monitor HRD process.
 4.Ensure that HRD department is appropriately positioned with the
organization.
 5.Ensure that HRD leader has experience , power, positioning and
competence to make the function effective and have an impact.
 6.Define and clarify all roles in the department.
HRD STYLES AND CULTURE
Culture of an organization influences HRD
practices and activities. A culture that
enhances success of HRD has following
characteristics-
Openness , collaboration, trust, authenticity,
proactive tendencies, autonomy of individual,
confrontation and experimentation
( OCTOPACE) .
In most cases, only an enlightened top
management can build this type of culture.

 HRD COMPETENCIES
 Adult Learning Understanding — knowing how adults acquire and
use knowledge, skills, attitudes; understanding individual
differences in learning. 
 Career Development Theories and Techniques Understanding
— knowing the techniques and methods used in career
development; understanding their appropriate uses. 
 Competency Identification Skill — identifying the knowledge and
skill requirements of jobs, tasks, and roles. 
 Computer Competence — understanding and/or using computer
applications. 
 Electronic Systems Skill — having knowledge of functions,
features, and potential applications of electronic systems for the
delivery and management of HRD. 
 Facilities Skill — planning and coordinating logistics in an efficient
and cost-effective manner. 
 Objectives Preparation Skill — preparing clear statements which
describe desired outputs. 
 Performance Observation Skill — tracking and describing
behaviors and their effects. 
 Subject Matter Understanding — knowing the content of a given
 Training and Development Theories and Techniques
Understanding — knowing the theories and methods used in
training
and understanding their appropriate use. 
 Research Skill — selecting, developing, and using methodologies
such as statistical and data collection techniques for formal
inquiry. 
 Business Understanding — knowing how the functions of a
business work and relate to each other; knowing the economic
impact of business decisions.  
 Cost-Benefit Analysis Skill — assessing the alternatives in terms
of their financial, psychological, and strategic advantages and
disadvantages. 
 Delegation Skill — assigning task responsibility and authority to
others. 
 Industry Understanding — knowing the key concepts and
variables such as critical issues, economic vulnerabilities,
measurements, distribution channels, inputs, outputs, and
information sources that define an industry or sector. 
 Organization Behavior Understanding — seeing organizations as
dynamic political, economic, and social systems which have
multiple goals; using this larger perspective as a framework for
understanding and influencing events and change. 
 Organization Understanding — knowing the strategy, structure,
power networks, financial position, and systems of a specific
organization. 
 Records Management Skill — storing data in an easily
retrievable form. 
 Coaching Skill — helping individuals recognize and understand
personal needs, values, problems, alternatives, and goals. 
 Feedback Skill — communicating information, opinions,
observations, and conclusions so that they are understood and
can be acted upon. 
 Group Process Skill — influencing groups so that tasks,
relationships, and individual needs are addressed. 
 Negotiation Skill — securing win-win agreements while
successfully representing a special interest in a decision. 
 Presentation Skill — presenting information orally so that an
intended purpose is achieved. 
 Questioning Skill — gathering information from stimulating insight
in individuals and groups through use of interviews,
questionnaires, and other probing methods. 
 Relationship-Building Skill — establishing relationships and
networks across a broad range of people and groups. 
 Writing Skill — preparing written material that follows generally
accepted rules of style and form, is appropriate for the audience,
is creative and accomplishes its intended purpose. 
 Data Reduction Skill — scanning, synthesizing, and drawing
conclusions from data. 
 Information Search Skill — gathering information from printed
and other recorded sources; identifying and using information
specialists and reference services and aids. 
 Intellectual Versatility — recognizing, exploring, and using a
broad range of ideas and practices; thinking logically and
creatively without undue influence from personal biases. 
 Model-Building Skill — conceptualizing and developing theoretical
and practical frameworks that describe complex ideas in
understandable, usable ways. 
 Observing Skill — recognizing objectively what is happening in or
across situations. 
 Self-Knowledge — knowing one’s personal values, needs,
interests, style, and competencies and their effects on others. 
 Visioning Skill — projecting trends and visualizing possible and
probable futures and their implications.

PERFORMANCE
APPRAISAL
Performance appraisal, also known as
employee appraisal, is a method by which
the job performance of an employee is
evaluated (generally in terms of quality,
quantity, cost and time). Performance
appraisal is a part of career development


OBJECTIVES OF
PERFORMANCE APPRAISAL
1.To increase motivation and productivity
2.To enhance transparency
3.To establish meritocracy
4.To retain top talents
5.To develop employees
6.To increase commitment
7.To improve collaboration
8.To ensure accountability and ownership
ELEMENTS OF
PERFORMANCE APPRAISAL
1.Goal setting- managers should set
performance objectives or standards for
individual employees
2.Measures-Tasks or levels of performance
should be used to gauge whether an
employee has achieved his goals or not and
to what extent
3.Feedback- Comparison of performance to
goals is usually provided
4.Performance Rating- Supervisor judges
overall performance and gives numeric rating
5.Performance pay- given on the basis of
performance rating
PERFORMANCE APPRAISAL
PROCESS
1.Orgn’s mission & objectives
2.Job analysis-Process and procedures used to collect
and classify information about tasks the orgn need to
complete.
3.Determine the purpose
4.Determine and set performance standards
5.Determine measurement methods
6.Determine appraisers and impart training
7.Evaluate measurement system
8.Conduct appraisal activities- assessment of
performance objectives, various inhibiting and
facilitating factors , resources utilised and results
achieved
9.Compare performance and determine deviation
10.Review for Errors and Appraisal Interview
APPRAISAL INTERVIEW
It is the systematic process of giving feedback to
employees about their past performance or future
potential.
1.Establish goals- plan topics /critical elements to

be discussed
2.Review performance results

 Tell and sell interview- communicates to

employees their performance as accurately with
little return feedback , but can lead to
defensiveness.
 Tell and listen interview
 Problem solving interview
 Mixed –model interview
3. Invite participation
4. Express appreciation
5. Focus on problem solving and be
supportive
6. Agree on development actions
7. Reinforce and resolve
8. Document decisions and make Follow
up
EMPLOYEE FEEDBACK
It is informal discussions to instruct, direct or
prompt the employee to improve
performance
Corrective feedback
 > Do it immediately, but privately
 > Be specific by referring to performance
standards
 > Restate expected behaviour/s
 > Focus on action, not the person
 > Encourage improvement
 > Take notes
Motivational Feedback
 > Praise immediately
 > Be specific by referring to performance
standards
 > Encourage to continue to talk
 > Take notes
Methods Of Performance
Appraisal
 Rating Methods
 > Checklist
 > Graphic rating scale
 Comparative Methods
 > Ranking
 > Paired Comparison
 > Grading
 > Forced Distribution
 > Forced Choice
 Narrative Methods
 > Critical Incidents
 > Essay
 > Field Review
 > Confidential reports
Behavioural/ Objective Methods
 > Management by objectives or Results
 > Behaviorally Anchored rating Scales
 > Human Resource Accounting
 > 360- degree
 > Balanced Scorecard
1.Rating Methods
These methods rely on putting employees on
certain pre-defined scale to assess their
performance
 a) Checklist Method- a list of statements or
words are given & appraiser is asked to check
statements representing the characteristic and
performance of each employee. The
statements may carry yes/no alternative or +
sign .
 b) Graphic Rating Scale Method-employee
characteristic s and performance are
evaluated through a graph. It assesses an
employee on the quality of his work and other
factors
2.Comparative Methods
 They rely on relative comparison & ranking of employee
performance based on certain criteria or characteristic of
performance.
 a) Ranking Method
 b) Paired Comparison Method
 c) Grading Method
 d) Forced Distribution Method- Employees are
appraised according to the pattern of a normal curve ( bell
shaped ) in order to check tendency of appraisers to rate
most of the employees around high points.It forces
appraisers to spread their employee evaluations in a
prescribed distribution
 e) Forced Choice Method-asks raters to choose from
among groups of statements those which best fit the
individual being narrated and tjose which least fit him. The
statements are then weighted or scored, very much the
way a psychological test is scored.
3.Narrative Methods
 These methods rely on written statements to indicate the
performance level of employees and involve great deal of
linguistic skills of the appraisal designer.
 a) Critical Incidents Method- managers are asked to
keep a record, a “ little black book” on each employee and
to record actual incidents of positive or negative behavior
 b) Essay Method- Asks rater to write a paragraph or more
covering an individual employee’s strengths, weakness,
potential and so on
 c) Field review Method- A member of HRD dept meets
with small groups of raters from each supervisory unit and
goes over each employee’s rating with them to
 Identify areas of inter- rater disagreement, help the group
arrive at a consensus, determine that each rater
conceives the standards similarly.
 d) Confidential Reports Method- Manager appraises the
performance of the employee based on his observations,
judgments and intuitions and reports it confidentially.
4. Behavioral / Objective
Method
Based on following propositions:
a) Evaluations are not conducted for raises,
promotions or bonuses – instead for
development & communication
b) Most important aspect in all is multilateral
communication between employee,
managers and others , rather than one-way
communication
1.Management by Objectives or Results
Method-
 a) CEO decides the business strategy of the orgn
 b) manager defines his objectives in the light of
departmental objectives
 c) manager & employee decide and define the
major performance objectives and evaluation
criteria under mutual consultation
 d) manager appraises performance of employee at
end of performance cycle
 e) manager discusses results of appraisal with
employee for corrective actions
2.Behaviorally anchored
rating Scales ( BARS)
Method
a) Performance measures for effective job
performance are identified and clustered
b) Critical behaviors are identified
C) Critical behaviors are reclassified to form
definition of job dimension and best ones are
kept for further development
d) Critical behaviors are assigned numerical
scales from 1 -7
e) result of arranging various scales for
different dimensions of the job produces a
series of vertical scales measured by final
incidents.
3. Human Resource
Accounting Method
Cost of & contribution of human resources are measured
and compared.Cost include retirement & selection
cost, induction & placement cost etc & contributions
include value addition made by employee to orgn to
further the goals & objectives of the orgn
4. Assessment Centre Technique- a comprehensive ,
standardised procedure in which multiple assessment
techniques are used to evaluate individual employees
for a variety of decisions
a) Interviews
b) Leaderless Group Discussions
c) In- basket Exercise
d) Management games/ Simulation exercises
e) Role Playing
f) Presentations- vision, organisational issues, case
studies etc
5. 360- Degree method- process of gibing
performance feedback that combines self-appraisal
with ratings made by co-workers at the same level,
above and below the target person in the managerial
hierarchy and customers.
a) Appraisal by Superior
b) Appraisal by colleagues/peer
c) Appraisal by subordinates
d )Appraisal by external customers
6. Balanced Scorecard Method- It identifies and
prioritizes critical activities in an orgn’s daily work and
measures progress along the way. It provides
feedback around both internal business processes &
external outcomes in order to continuously improve
strategic performance & results.

PERFORMANCE APPRAISAL
FAILURES
1.Appraiser lacks information
2.Lack of appraiser skills
3.Appraiser unserious about appraisal
4.appraiser unprepared and uses unclear
languages
5.Employee unreceptive to feedback
6.employee’s personal biases and prejudices
7.Ineffective discussion of employee
development
8.Insufficient rewards for performance
POTENTIAL APPRAISAL
Fundamentally concerned with career
enhancement possibilities of employees. Itz
is used for developmental planning and
placement decisions because a progressive
orgn has to create new roles and
responsibilities as a result of its growth
imperatives
FEEDBACK
1. Be proactive
2. Be specific
3. Develop a progress plan.
4. Link employees’ performance to
organizational goals
PERFORMANCE
COACHING
Performance coaching occurs when a
manager/supervisor (using the Indirect Coaching
Model) intervenes and provides feedback for the
purpose of improving performance
Performance Coaching Feedback is a process by
which the coach provides effective and constructive
feedback on the coachee's performance of learned
skills. Effective performance is reinforced and less-
than-desirable performance is worked on to improve.
Feedback should be information that highlights
strengths, positive behavior and a means for skills
critiquing, encouragement of new learning and the
explanation of the relationship between what is
expected and what has been accomplished after the
work is performed or an action is taken. Feedback can
take many forms; it can be informal or formal.
CAREER PLANNING
A goal that you desire to achieve in a selected field
or occupation with a well thought out plan to get
you there.
A career goal helps you focus and make decisions
on what you want to do for a living.
It directs you, motivates you and helps you to
accomplish what you want. 
A career goal can be a specific
A career goal may help you discover your talent,
skills and abilities . 
Once you choose a career, it would be to your
advantage to think strategically about the steps
you need to take to accomplish your goal.

The steps in Career Planning
1.      Self-Assessment
2.      Career Exploration
3.      Targeting
4.      Career Preparation
5.      Marketing Yourself
6.      Career Management 

Organization
Development
Organization Development is the attempt to
influence the members of an organization to
expand their candidness with each other
about their views of the organization and
their experience in it, and to take greater
responsibility for their own actions as
organization members.
EMPLOYEE WELFARE
Welfare includes anything that is done for the
comfort and improvement of employees and is
provided over and above the wages.
Welfare helps in keeping the morale and motivation
of the employees high so as to retain the
employees for longer duration.
The welfare measures need not be in monetary
terms only but in any kind/forms.
Employee welfare includes monitoring of working
conditions, creation of industrial harmony through
infrastructure for health, industrial relations and
insurance against disease, accident and
unemployment for the workers and their families.
OBJECTIVES OF LABOUR WELFARE
To provide better life and health to the workers
To make the workers happy and satisfied
To relieve workers from industrial fatigue and
to improve intellectual, cultural and material
conditions of living of the workers.


 FEATURES OF LABOUR WELFARE


 Labor welfare includes various facilities, services and amenities provided to
workers for improving their health, efficiency, economic betterment and
social status.

 Welfare measures are in addition to regular wages and other economic

benefits available to workers due to legal provisions and collective
bargaining

 Labor welfare schemes are flexible and ever-changing. New welfare measures
are added to the existing ones from time to time.

 Welfare measures may be introduced by the employers, government,

employees or by any social or charitable agency.

 The purpose of labor welfare is to bring about the development of the whole
personality of the workers to make a better workforce.

 BENEFITS OF WELFARE MEASURES


 They provide better physical and mental health to workers and thus promote a healthy
work environment

 Facilities like housing schemes, medical benefits, and education and recreation facilities
for workers’ families help in raising their standards of living. This makes workers to
pay more attention towards work and thus increases their productivity.

 Employers get stable labor force by providing welfare facilities. Workers take active
interest in their jobs and work with a feeling of involvement and participation.

 Employee welfare measures increase the productivity of organization and promote

healthy industrial relations thereby maintaining industrial peace.

 The social evils prevalent among the labors such as substance abuse, etc are reduced to
a greater extent by the welfare policies


QUALITY OF WORK LIFE
It is a process by which an organization responds to
the employee needs for developing mechanisms
to allow them to share fully in making the
decisions that design their lives at work.
> Perceptions of the value of work
> Challenge/Interest
> Achievement
> Freedom & autonomy
> Workload
> Quality of work relationships
Objectives Of Quality Of
Work Life
1. To attract & retain talents
2. To prevent high levels of employee stress &
burnout
3. To facilitate effective integration of work &
personal life
4. Foster job satisfaction, engagement & retention
of employees
5. To increase quality & productivity through higher
job satisfaction
6. To balance personal/ family and work related
demands on an individual employee for
maintaining optimum levels of personal
WAYS TO INCREASE
QUALITY OF WORK LIFE
1. Job Rotation- Employees move from job to
job.
This fosters cross training & multi skilling so
they are able to carry out many different jobs.
2. Job enlargement –(horizontal loading)-
involves addition of extra, similar tasks to a
job.
3. Job enrichment- Increase responsibility,
autonomy & control. Aims to create greater
opportunities for individual achievement &
recognition by expanding the task to increase
not only variety but also responsibility &
4. Employee Involvement- Creating an
environment in which people have an impact
on decisions and actions that affect their jobs.
It ensures that employees understand how
what they do contribute to organisation’s
achievement of objectives, and that their
actions affect how the orgn is perceived
internally & eternally.
Determinants/ Categories of Quality of
Work Life
1. Fair & equitable compensation
2. Safe & healthy workplace
3. Personal & professional development
4. Job security
5. Supportive Work Culture
6. Constitutanalism- the organizational
framework must be stable , so as to provide
an enduring set of expectations regarding the
behavior of the orgn.
HR DEVELOPER


Employees in this job complete and oversee a
variety of professional assignments to plan,
develop, conduct, and/or evaluate training
and development or other informational
programs.
Work includes coordinating and conducting
training sessions, workshops,conferences, and
seminars on a variety of issues.
Programs may be designed to train and
develop departmental employees or to inform
or educate external customers regarding state
programs and services.

HRD CLIMATE
Components
 Organisational Structure - An
organization’s structure is actually a
‘snapshot’ of a work process, frozen in time so
that it can be viewed.
 Organisational Culture-Organisational
culture is the pattern of beliefs, knowledge,
attitudes, and customs that exists within an
organisation
 HR ProcessesThe HR system of an
organisation should be comprehensive
enough to take care of employees from the
time they join till the time they leave HR.
Their demands must not be ignored, but a
 IMPORTANCE OF HR CLIMATE
 • Environmental factors of HR are prime influencing elements of
change in HR strategy.
• It gives HR professionals time to anticipate opportunities in HR
area and time to plan optional responses to these opportunities.

• It helps HR professionals to develop an early warning system to

prevent threats emerging out from HR scenario, or to develop
strategies, which can turn a threat.
• It forms a basis of aligning the organisation strengths to the
changes in the environment.

• It enables the entry of the latest national/international HR

developments.
MEASURING HRD CLIMATE
Economic condition –The more prosperous an
organisation is the more it can afford to spend on
research and the more it can afford to risk and be
adventurous.
Leadership Style : An authoritarian style may
make the organisation’s culture characterized by
high position structure, low individual autonomy,
low reward orientation, low warmth and support
and so on, or it may be opposite, like goal
directed leadership.
Managerial assumption about human nature
: -Every act on the part of the management that
involves human beings is predicated upon
assumptions, generalizations and hypotheses
relating to human behaviour. There are two
theories of behaviour (Theory X and Theory Y).
Managerial values and ethos : -
The feeling of managers about norms and
values what is good and what is poor as
management practice. There are few
dimensions on which it can be checked. They
are – self-awareness, risk-taking, participation,
bureaucracy, equity, employee’s security and
growth.
Organisation size :
An small organizations there are few levels of
management, these are generally more
amenable to democratic and participative
functioning than big organisations. More open
communication system in small organisations
HRD AUDIT
HRD Audit is a comprehensive evaluation of
HRD encompassing strategies, systems,
practices, structures, competencies, styles &
culture & their appropriateness to achieve the
short & long term business goals of the orgn.
OBJECTIVES OF HRD AUDIT
1.Ornl growth- expansion, diversification &
entering nito a fast growth phase.
2.Professional Endowment- for promoting more
professionalism & professional mgt.
3.Benchmarking- for improving HRD practices
4.Coping with dissatisfaction- with any
component
5.Leadership change
METHODOLOGY OF THE HRD AUDIT
1.Examination of long term plans & vision to
assess competency requirements
2.Identification of broad competency
requirements for future business goals &
objectives
3.Examination of existing HRD strategies ,
systems & practices & assess their
appropriateness to have the required
competencies
4.Examination of adequacies & inadequacies of
HRD structure, staff & their competencies
METHODS OF HRD AUDIT
1.Interview Method- perceptions of orgn’s vision,
mission, values, culture, strenghts & areas of
improvement, various opportunities, SWOt analysis
etc
2.Questionnaire Method- to assess various
dimensions of HRD including the competency of HRD
staff, line manager’s styles & implementation of
various HRD systems
3.Observation Method observe the employees in
their natural environment such as workplace, canteen,
training centres etc.
4.Analysis of records & secondary data method-
secondary sources like training & development progs
conducted, duration, participation , profile of human
resources etc
5.Workshop method- interactive processes like
performance appraisal, potential appraisal,
counseling, coaching & mentoring progs etc
6.Task force method-task force can be conducted to
identify , evaluate and recommend a appropriate
STRUCTURE OF HRD AUDIT REPORT
1.Introduction- brief introduction of orgn & its
characteristics, objectives & purposes of HRD audit ,
various tools & methods employees, future plans of
orgn etc
2.Current status of HRD function- structure &
staffing of HRD function, objectives & skills, various
HRD instruments & mechanisms employed, SWOT
of HRD function
3.General observation- General strengths,
weaknesses & opportunities of the orgn in relation
to its present competencies, future potential &
competitors & various factors affecting orgn’s HRD
culture
4. HRD systems- findings & recommendation of the
audit pertaining to HR planning, staffing , career
planning & development

It assigns a four letter rating for each orgn on
the extent of maturity level of HRD in it.The
letters represent following 4 critical
dimensions of HRD
HRD SCORECARD
> HRD systems maturity- assesses the extent
to which various HRD subsystems and tools
are well designed and are being implemented.
> HRD competencies in the orgn
> HRD styles, cultures & values
> Business linkages with HRD
 IMPORTANCE OF HRD AUDIT
 1. Fostering strategic business plans- it increases
employee involvement & commitment to the
achievement of strategic business objectives of the orgn
 2.Clarity of role of HRD function- increases
understanding of line managers about their HRD role
and increases their managerial and strategic support to
the function
 3.Organisational competency analysis- identifies
strenghts & weakness in some of the mgt systems
existing in the orgn
 4.HRD systems analysis- sets the stage & gives
direction for competency requirements of employees
and provides a base for requirement policies, retention
strategies, talent mgt progs etc
 5. Changes in the top mgt
 6. ROI analysis- ROI on various HRD progs and strategies
 7. Increased focus on HR and HR competencies- to
focus on new knowledge, attitudes & skills required by
employees
 8. Strengthening performance improvement
 LEARNING
 Learning is the process by which skills, knowledge and
attitudes are acquired & translated into habitual forms of
behaviour & performance, whether by design or through
natural passage of time
 COMPONENTS OF LEARNING
 1. Strategic Learning Planning – what employees are
supposed to learn, and ensuring that this is communicated
to employees
 2.Business relevant learning- employees should be
provided business relevant learning so as to improve its
performance in order to build or maintain its
competitiveness.
 3.Learning effectiveness measurement- impact & result
of learning in improving overall employee performance &
ultimately orgnl performance needs to be measured by
using suitable metrics to verify the effectiveness and utility
of different methods & approaches employed for fostering
learning
 THEORETICAL PERSPECTIVES OF LEARNING
 1. The Behaviorist Theory- Which equates the human
being with a machine stimulated into learning by positive or
negative reinforcement
 2. The Cognitive Theory- It evaluates the human being to a
brain & stresses the importance of critical thinking &
problem solving
 3. The Gestalt Theory- it involves the whole personality and
stresses that the whole(the gestalt) is more than the sum of
parts
 4. The Humanistic Theory- it maintains that all individuals
have the capacity to learn and therfore , that the purpose
of learning is to encourage each individual to attain his/her
full potential
Steps Of Learning Cycle
1. Doing- Immersing oneself in the “experiencing” of a
task is the first stage in which the individual, team or
organisation simply carries out the task assigned.
2.Reviewing- Involves stepping back from task
involvement and reviewing what has been done and
experienced.
3. Reflecting-It involves interpreting the events that
have been noticed and understanding the
relationships among them.
4.Planning-Enables taking the new understanding &
translates it into predictions about what is likely to
happen next or what actions should be taken to refine
the way task is handled
LEARNING PROCESS ( ORGANISATIONAL
LEARNING PROCESS)
1.Acquisition- presents the employee with
information that may serve as the basis for
desired behaviour, learning integration and
self- actualisation.
2.Application- Employee demonstrates
acquisition by putting into action knowledge
required.
3.Personalisation- Employee integrates
acquired and applied knowledge and re-
examines & evaluates that knowledge.
4.Acqualisation- At this stage, employee is
approaching full potential.
LEARNING ORGANISATION
It is the one that both learns and encourages
learning in people. It creates space for people
to question, think and learn, and constantly
reframes the world and their part in it.
CHARACTERISTICS OF LEARNING
ORGANISATION
1. Systematic problem solving
2.Experimentation with new approaches
3.Learning from own experiences and past
history
4.Learning from experiences and best practices
of other orgn
5.Transferring knowledge quickly and
efficiently throughout the orgn
BEHAVIOURAL SCIENCE
Behavioural science is a term that
encompasses all the disciplines that explore
the activities of and interactions among
organisms in the natural world. It involves the
systematic analysis and investigation of
human and animal behavior through
controlled and naturalistic experimental
observations and rigorous formulations.
Categories of behavioural sciences
Neural-Decision sciences and Social-Communication
sciences.
Decision sciences involves those disciplines primarily
dealing with the decision processes and individual
functioning used in the survival of organism in a social
environment. These include psychology, cognitive
science, organization theory, psychobiology,
management science, operations research
Communication sciences include those fields which

study the communication strategies used by organisms

and its dynamics between organisms in an environment.
These include fields like Anthropology, Organizational
behaviour, Organization studies, Sociology and Social
networks.
Organization development (OD) is a planned,
top-down, organization-wide effort to increase the
organization's effectiveness and health. OD is
achieved through interventions in the
organization's "processes," using behavioural
science knowledge
OD is a complex strategy intended to change the
beliefs, attitudes, values, and structure of
organizations so that they can better adapt to
new technologies, markets, and challenges
Organizational development is an ongoing,
systematic process to implement effective
change in an organization.
TRANSACTIONAL ANALYSIS
Transactional analysis, commonly known as

TA to its adherents, is an integrative approach

to the theory of psychology and psychotherapy
Integrative because it has elements of

psychoanalytic, humanist and cognitive

approaches.
It was developed by Canadian-born US

psychiatrist Eric Berne during the late 1950s

TA is a theory of personality and a systematic
psychotherapy for personal growth and personal change.
As a theory of personality , TA describes how people are
structured psychologically. It uses what is perhaps its best
known model, the ego-state (Parent-Adult-Child) model to
do this.
As a theory of communication it extends to a method of
analysing systems and organisations.
It introduces the idea of a "Life (or Childhood) Script", that
is, a story one perceives about ones own life, to answer
questions such as "What matters", "How do I get along in
life" and "What kind of person am I".
In practical application, it can be used in the diagnosis and
treatment of many types of psychological disorders, and
provides a method of therapy for individuals, couples,
families and groups.
Outside the therapeutic field, it has been used in education,
to help teachers remain in clear communication at an
appropriate level, in counseling and consultancy, in
management and communications training, and by other
bodies
PHILOSOPHY OF TA
People are OK; thus each person has validity,
importance, equality of respect.
Everyone (with only few exceptions) has full
adult capability to think.
People decide their story and destiny, and this is
a decision that can be changed.
The aim of change under TA is to move toward
autonomy (freedom from childhood script),
spontaneity, intimacy, problem solving as
opposed to avoidance or passivity, cure as an
ideal rather than merely 'making progress',
learning new choices.

ASSESSMENT CENTRES
Assessment Centers (AC) are centers set up by
an organization for periodic or continuous
assessment of the competencies required to
perform current, future likely or higher level
jobs / roles / tasks.
They are increasingly used to identify high fliers
or fast trackers and develop
leaders/competencies for the future.
Assessment Centers use trained assessors
normally chosen from within the corporation.
They are trained through intensive "Assessor
Training Programs".
They need to have mastered "observation"
"recording" "classifying" and "measurement"
Assessment Centers use multiple methods
like:

In-Basket Exercises
Roleplays
Psychometric Tests
Simulation Exercises
Leaderless and Leader-led Group Discussions
Case Studies
Biographic Behavioural Incident Interviews
(BBII)
Simulated Incident and Assessment Technique
(SIAD) etc.
SELF DIRECTED TRAINING
Self-directed learning is a purposive mental
process, usually accompanied and supported
by behavioral activities involved in the
identification and searching out of information.
The learner consciously accepts the
responsibility to make decisions about goals
and effort, and is, hence, one's own learning
change agent.
the main characteristic of self-directed learning
is the degree to which the learner maintains
active control of the learning process.
 FACTORS IN INITIATING SELF DIRECTED TRAINING
 PERSONALITY TRAITS
  · Self-confidence  
 · Inner directed
 · Achievement motivated
 GENERAL SKILLS

.Goal setting skills
 · Processing skills
 · Other cognitive skills
 · Decision making skills
 · Self-awareness
 GOAL SETTING SKILLS
 INFORMATION PROCESSING SKILLS


 OTHER COGNITIVE SKILLS
 Sensory
 Memory-working memory is important in the processing of
information before it is assimilated into existing long-term
memory.
 · Elaboration includes the ability to take an item from working
memory and process it by imaging, deducing, discriminating,
generalizing, etc.
 · Problem solving and problem posing.
 
EXECUTIVE SKILLS


 Pre-task monitoring
 Using a strategy for gathering and using information
 Information gathering
 Self-awareness as it pertains to existing prior knowledge,
personal cognitive processes, and ability to control the
cognitive system.
 Self-monitoring
 Reflection
 Assimilating/accommodating
BEHAVIOR MODELLING
 A behavioral model reproduces the required
behavior of the original analyzed system, such
as there is a one-to-one correspondence
between the behavior of the original system
and the simulated system.
 That namely implies that the model uniquely
predicts future system states from past
systems states.
 The behavioral approach is motivated by the
aim of obtaining a framework for system
analysis that respects the underlying physics
and sets up the appropriate mathematical
concepts from there.

TRAINING
It is the systematic modification of behaviour
through learning which takes place as an
outcome of education, instruction,
development & planned experience
 OBJECTIVES OF TRAINING
 a) Develop the competencies of employees & improve their
performance
 b) Help people grow with the orgn in order that , as far as
possible, its future needs can be met from within.
 c) Reduce the learning time for employees starting in new
jobs on appointment, transfer or promotion & ensure
that they become fully competent
TRAINING PROCESS- Planning, designing &
evaluation of training
1. Planning Training
 It is the process of establishing the
sequence & relationship of a series of
operations prior to commencing work
 a) Setting strategic direction
 b) Training needs assessment
 c) Developing training strategy
 d) Developing training policies, plans &
procedures
 e) Identifying training resources &
earmarking funds and staff
 f) Developing training calender

 1. Setting Strategic Direction:- assessment of current
competency of human resources and comparing it with
desired competency level's based on strategic
business plan of orgn
 2.Training Needs Assessment
 > Evaluation of personnel
 > Analysis of work
 > Analysis of skills
 > Observation
 > Changes in the orgn or job
 > Analysis of data
 3. Developing Training Strategy
 > Analyzing & identifying corporate & occupational
training needs
 > Developing proposals on how these needs should be
satisfied
 > Preparing plans and budgets for training activities
 > Identifying external training resources

4. Developing training policies, plans &
procedure- training policy -provides
guidelines on the amount of training needed
Training plans – to identify long term objectives
as well as short term plans for the future
Training procedure- to establish the general
requirements for the work process of
identifying , providing & tracking employee
training
5. Identifying training resources and
earmarking funds and staff
6.Developing training calendar- consists of
name of training prog, employee name,
duration, tentative dates of commencement &
completion etc
DESIGNING TRAINING
1. Identifying training opportunities for
maximizing participant learning- proper
combination of training methods & adequate
resources must be employed
2. Setting training priorities & objectives
for each prog & checking readiness
 > Number of employees experiencing a
deficiency in a particular skill
 > The severity of deficiency
 > Importance of skill for meeting
organisational goals
 > Extent to which skill improvement can be
achieved through training

3. Drafting training programme &
choosing appropriate training methods-
on the job and off the job
4. Pre- testing & review- useful feedback on
the effectiveness of training prog contents
can be gained from pilot stage as to whether
it is realistic and achievable
5. Implementing training programme
6. Communicating training information to
all employees- training time, duration,
venue , name of participants ,training
communication bulletin etc
EVALUATING TRAINING
Any attempt to obtain information ( feedback)
on the effects of a training prog and to asses
the value of training in the light of that
information.
Evaluation feedback assists in improving
efficiency and effectiveness of
 > Training content & method
 > Use of orgn budget, staff and other
resources
 > Employee performance
 > Organizational productivity
 EVALUATING TRAINING
 A) Based on evaluation criteria
 B) based on Evaluation Level
 A .Based on Evaluation Criteria
 - Reaction-reaction of participants immediately after
training programme is carefully observed and noted
 - Learning – To determine what the training prog
participants learned during the training event.
 - Behavior- to find if training prog participants have
changed their on – the- job behavior(OJB)
 - Results
 Improved quality of work
 Higher productivity
 Reduction in turnover
 Reduction in scrap rate
 Improved quality of work life
 Higher worker morale
 Greater job satisfaction etc
EVALUATION BASED ON LEVEL
1.Participant reaction & satisfaction
2.Business impact of training
 - cost savings
 - increased output
 - Customer satisfaction
 - Reducing conflicts and stress
3. Return on training investment
4. 360 degree or 180 degree evaluations
TYPES OF TRAINING
1. Systematic Training- is specifically designed to
meet defined needs
 > Defining training needs
 > Deciding what short of training is required to satisfy
these needs
 > Using experienced & trained trainers to plan &
implement training
 > Evaluating training to ensure its effectiveness
2.Planned Training_ deliberate intervention aimed at
achieving the learning necessary for improved job
performance
 > Identifying & defining training needs
 > Defining lerning required
 > Defining objectives of learning
 >Planning training progs
 > Deciding who provides training
 > Implementing training
On the Job Training-This method of training uses more
knowledgeable, experienced and skilled employees,
such as mangers, supervisors to give training to less
knowledgeable, skilled, and experienced employees.
It is done on ad-hoc manner with no formal procedure,
or content

At the start of training, or during the training, no

specific goals or objectives are developed
Trainers usually have no formal qualification or
training experience for training
Training is not carefully planned or prepared
The trainers are selected on the basis of technical
expertise or area knowledge Formal OJT programs are
quite different from informal OJT.
 The procedure of formal on-the-job training program
is:
The participant observes a more experienced,
knowledgeable, and skilled trainer (employee)

 The method, process, and techniques are well discussed

before, during and after trainer has explained about
performing the tasks

 When the trainee is prepared, the trainee starts performing

on the work place

 The trainer provides continuing direction of work and

feedback

 The trainee is given more and more work so that he

accomplishes the job flawlessly
 Off – The Job Training
 Off the job training involves employees taking training courses away
from their place of work. This is often also referred to as "formal
training".
 Off the job training courses might be run by the business' training
department or by external providers.


 The main types of off the job training courses are:
 - Day release -where the employee takes time out from normal
working hours to attend a local college or training centre
- Distance learning / evening classes
- Revision courses -e.g. in the accountancy profession, student
employees are given blocks of around 5-6 weeks off on pre-exam
courses
- Block release courses - which may involve several weeks at a
local college
- Sandwich courses - where the employee spends a longer period
of time at college (e.g. six months) before returning to work
- Sponsored courses in higher education
- Self-study, computer-based training -an increasingly popular
option - given that attendance at external courses can involve
heavy cost
METHODS OF TRAINING
1. Orientation training – designed to acuaint new
staff with their new orgn, their place in the orgn,
and the part the orgn plays in carrying out the
mission(s)
2. Apprenticeship Training- occurs under the
supervision of an experienced person , an
apprentice receives knowledge & develops skills
associated with a designated trade through an on
the job training
3. Introductory training – Method to bring
familiarity or awareness about people, processes
and systems in the orgn
4. On- the- job training – relies on current
employees to train new recruits, results depend
on trainer’s skill in training
5. Demonstration with Practice Training- show
trainees how to perform a task correctly & to
provide them an opportunity to learn by doing It
6. Vestibule Training – That combined the
benefits of the classroom with the benefits of
on-the-job training
 Class room is located as close as conditions
allowed to the dept for which employees are
being trained
 Employees are trained as if on the job , but it
did not interfere with more vital task of
production
7. Upgrading Training – To help employees to
improve supervisory skills and keep abreast
with latest developments and changes in skill
requirements of the orgn
8.Seminar & conference training -combine
lectures, discussions and demonstrations
9. Computer Based Training
Includes interactive guided learning in which
training material is presented to the trainee
through use of a computer.
10. Refresher training
Helps participants to ensure knowledge
retention and work procedure compliance.It
teaches about any changes in methods or
techniques
11. Training by Lecture
Uses trainer’s oratory skills to provide
knowledge & skills to employees through
intensive study materials.It involves
programmed instruction material, which is to
be learned , is presented in small, sequential
steps with self-instruction.
12. Simulation Training
A training method that represents a real life situation,
with trainee’s decisions resulting in outcomes that
mirror what would happen if trainee would have been
on the job. Suitable for cross –cultural relations, team
building ,empowerment etc
13. Brainstorming Training
 > To generate many alternative solutions to a
problem
 > To come up with new things or design new
products
 > When participants represent many different
backgrounds
 > To encourage all group members to speak.
 > To obtain the best and fullest intelligence and
creativity from a combined group
14. Case Studies Training
 Methodological approach in training in which an actual
15. Role Playing
 Trainees assume roles and act out situations
to the learning concepts. It may be
structured, spontaneous, single, multiple and
rotational.
16. Behavior Modeling
 Involves presenting trainees with a model
who demonstrates key behavior to replicate
and provide trainees with opportunity to
practice key behaviors.
17. In –basket Exercise Training
 Trainees are given in-tray of a manager
containing various kinds of mails and
correspondences, which requires decision
making. Trainees go through each mails and
gives his decision. Develops analytical
18. Training the trainers- To sharpen and
update the knowledge and skills of trainers
with changing times.
