Human Resource Development

• Concept,
• Evolution,
• Theoretical foundations of Human Resource Development

Sitanshu Sekhar Das, Ph.D.

Session 1&2
1
Basic Concepts
• Organization is a consciously coordinated social unit,
composed of two or more people, that functions on a
relatively continuous basis to achieve a common goal or
set of goals.
• Manager is an individual who achieves goals through
other people.

2
Basic Concepts
Planning. Establishing goals and standards; developing
rules and procedures; developing plans and forecasts.
Organizing. Giving each subordinate a specific task;
establishing departments; delegating authority to
subordinates; establishing channels of authority and
communication; coordinating the work of subordinates.
Staffing. Determining what type of people should be
hired; recruiting prospective employees; selecting
employees; setting performance standards; compensating
employees; evaluating performance; counselling
employees; training and developing employees. 3
Basic Concepts
Leading. Getting others to get the job done; maintaining
morale; motivating subordinates.
Controlling. Setting standards such as sales quotas,
quality standards, or production levels; checking to see
how actual performance compares with these standards;
taking corrective action as needed.

4
• Human Resource has been defined as 'human factor'
comprising of interrelated, inter-dependent and
interacting physiological, psychological, sociological and
ethical components.
• Resource refers to the knowledge, skills, creative
abilities, talents, aptitude, value and beliefs of an
organisations workforce.
• Thus, human factor is more dynamic and complex in
nature unlike other factors of production.

5
• Human resource management (HRM) The process of
acquiring, training, appraising, and compensating
employees, and of attending to their labor relations,
health and safety, and fairness concerns.

6
Functions of an HR Manager
• Conducting job analyses (determining the nature of each
employee’s job)
• Planning labor needs and recruiting job candidates
• Selecting job candidates
• Orienting and training new employees.
• Managing wages and salaries (compensating employees)
• Providing incentives and benefits
• Appraising performance
• Communicating (interviewing, counseling, disciplining).
• Training employees, and developing managers
• Building employee relations and engagement 7
What is human resource development?
A set of systematic and planned activities designed by
an organization to provide its members with the
opportunities to learn necessary skills to meet current
and future job demands.
HRD seeks to develop people’s “knowledge, expertise,
productivity, and satisfaction, whether for personal or
group/team gain, or for the benefit of an organization,
community, nation, or, ultimately, the whole of
humanity.

8
The term human resource development has been in
common use since the 1980s.

9
According to T.V. Rao (Pareek and Rao, 1981), HRD is a process
by which the employees of an organisation are helped in a
continuous and planned way to:
1) Acquire or sharpen capabilities required to perform various
functions associated with their present or expected future
roles.
2) Develop their general capabilities as individuals and
discover and exploit their own inner potentials for their own
and or organisational development purposes.
3) Develop an organisational culture in which superior
subordinate relationships, team work, and collaboration among
sub-units are strong & contribute to the professional well
being, motivation and pride of employees.
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Evolution of Human Resource Development
Early Apprenticeship Training Programs

Early Vocational Education Programs

Early Factory Schools

Early Training Programs for Semiskilled and Unskilled Workers

The Human Relations Movement

The Establishment of the Training Profession

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 Early Apprenticeship Training Programs
• The origins of HRD can be traced to apprenticeship training
programs in the eighteenth century.
• During this time, small shops operated by skilled artisans
produced virtually all household goods, such as furniture,
clothing, and shoes.
• Without vocational or technical schools, the shopkeepers had to
educate and train their own workers.
• The apprenticeship model was also followed in the training of
physicians, educators, and attorneys.
• Apprentices who mastered all the necessary skills were
considered “yeomen”.
• Yeomanries vs. Craft guilds 12
 Early Vocational Education Programs
• In 1809, a man named DeWitt Clinton founded the first
recognized, privately funded vocational school, also referred to
as a manual school, in New York City.
• The purpose of the manual school was to provide occupational
training to unskilled youths who were unemployed or had
criminal records.
• Regardless of their intent, these early forms of occupational
training established a prototype for vocational education.

13
 Early Factory Schools
• With the advent of the Industrial Revolution during the late
1800s, machines began to replace the hand tools of the artisans.
• Scientific management principles recognized the significant role
of machines in better and more efficient production systems.
• This marked the beginning of factories we know them today.
• Fueled by the rapid increase in the number of factories, the
demand for skilled workers soon outstripped the supply of
vocational school graduates.
• To meet this demand, factories created mechanical and
machinist training programs, which were referred to as “factory
schools”.
14
Ford Model T
15
 Early Training Programs for Semiskilled and
Unskilled Workers
• The Model T (Henry Ford in 1913) car was the first car to be mass-
produced using an assembly line, in which production required only
the training of semiskilled workers to perform several tasks.
• The outbreak of World War I (1914-18) created a huge demand for
military equipment, many factories that produced non-military goods
had to retool their machinery and retrain their workers.
• Charles Allen, director of training of the U.S. Shipping Board
instituted a four-step instructional training method referred to as
“show, tell, do, check”.
• This technique is now known as Job Instruction Training (JIT) and is
still in use today for training many workers on the basic elements of
their job. 16
 The Human Relations Movement
• Factory system abused unskilled workers (unhealthy
working conditions, long hours, and low pay).
• Mary Parker Follett and Lillian Gilbreth led the
“human relations movement”started by Elton Mayo
(1920s) advocating more humane working conditions.
• This movement provided a realistic understanding of
workers as people.
• This highlighted the importance of human behavior on
the job.
• Tied to Maslow’s need hierarchy theory.
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 The Establishment of the Training Profession
• The outbreak of World War II (1941-45) required
more trained workers.
• Federal government established the Training Within
Industry (TWI) service to coordinate training programs
across defense-related industries.
• In 1942, the American Society for Training Directors
(ASTD) was formed to establish some standards within
this emerging profession

18
 Emergence of Human Resource Development
• During the 1960s and 1970s, professional trainers
realized that their role extended beyond the training
classroom.
• Training and development (T&D) competencies
therefore expanded to include interpersonal skills such
as coaching, group process facilitation, and problem
solving.
• ASTD renamed itself as the American Society for
Training and Development (ASTD).

19
• Leonard Nadlerand Zeace Nadler (1970) clarified and
defined the HRD field.
• Further, since the 1990s, efforts have been made to
strengthen the strategic role of HRD.

20
Evolution of HRD in a Chronological Sequence
Concept Description
The Commodity • Human resource was referred as ‘a commodity’ to be bought and
Concept sold.
• Wages were decided on the basis of demand and supply forces.
• Government also did not care much about the work force at that
time.
The Factor of • Labour is treated as any other factor of production, viz; money,
Production Concept material, land, etc.
The Goodwill Concept • Welfare measures like safety, first aid, lunch room, rest room etc.
• These measures proved to be a source of boosting up the morale of
workers, and enhancing their performance.
The Paternalistic • Management must assume a fatherly and protective attitude towards
Concept employers.
• Paternalism does not mean merely providing benefits but it signifies
to satisfy various needs of employees just as parents meet the
requirements of the children.
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Concept Description
The • To improve the productivity, physical, social, and psychological
Humanitarian needs of workers must be fulfilled.
Concept • Elton Mayo and some other along with him stated that money is less
a factor in determining output, than group standards, group
incentives and security.
• The Organization is a social system that has both economic and
social dimensions.
The Human Resource • Employees are the most valuable assets of an organization.
Concept • There should be a conscious effort to realize organizational goals by
satisfying needs and aspirations of employees.
The Emerging • Employees should be accepted as partners in the progress of a
Concept: HRD company.
• They should have a feeling that the organization is their own.
• Managers must offer better quality of working life and provide
opportunities to exploit their potential fully.
• There should be self-fulfillment in one’s work.
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Source: Swanson, R. A., Holton, E., & Holton, E. F. (2001). Foundations of human resource development.
23
Berrett-Koehler Publishers.
Theoretical Foundations of HRD

• The theory of HRD is proposed to be the integration of

psychological, economic, and system theories within an
ethical frame.
• A theory is a general statement or set of related
statements about cause and effect, actions and reactions.

24
Economic Theory
• The economic theory captures the core issues of the
efficient and effective utilization of resources to meet the
productive goals in a competitive environment.
• The economic principles for HRD revolve around
managing scarce resources and the production of wealth.
• Economist Alfred Marshall (1949) argues that the most
valuable of all capital is that invested in human beings.

25
Economic Theory

• Scarce resource theory: HRD must justify its own use of

scarce resources.
• Sustainable resource theory: HRD must add value to
creating sustainable long-term economic performance.
• Human capital theory: HRD must add short- and long-
term value from investments in the development of
knowledge and expertise in individuals and groups of
individuals.

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Psychological Theory

• HRD draws immense from theories of learning, human

motivation, information processing, group dynamics, and
psychology-based theories of how we make decisions
and behave in organizations.

27
Psychological Theory

• Gestalt psychology: HRD must clarify the goals of

individual contributors, work process owners, and/or
organization leaders.
• Behavioral psychology: HRD must develop the
knowledge and expertise of individual contributors, work
process owners, and organization leaders.
• Cognitive psychology: HRD must harmonize the goals
and behaviors among individual contributors, work
process owners, and organization leaders.
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Systems Theory

• The systems theory captures the complex and dynamic

interactions of environments, organizations, work
processes, and group/individual variables operating at
any point in time and over time.
• HRD seeks to interlink various systems, processes and
procedures with its creator and drivers, that is human
resources.

29
Systems Theory

• General system theory: HRD must understand how it

and other subsystems connect and disconnect from the
host organization.
• Chaos theory: HRD must help its host organization
retain its purpose and effectiveness given the chaos it
faces.
• Futures theory: HRD must help its host organization
shape alternative futures.

30
Thank You

31
Human Resource Development
• Aligning HRD with Business Strategy
• Competency Models

Sitanshu Sekhar Das, Ph.D.

Session 3
1
Why align HRD with Business Strategy?
• Business organisations are strategy driven.
• A business strategy is a future-oriented plan for creating
and maximizing competitive advantages to accomplish the
organization's mission.
• Strategies are deliberate as well as emerge from events.
• To successfully execute that strategy, each function within
the business needs to align its departmental strategy with
the overall business strategy.
• Each function has distinct areas of responsibility - finance
and accounting, sales and marketing, operations, HR,
HRD, information technology and production. 2
• Aligning individual departmental strategies with the
overall business strategy helps the business plan to be
executed efficiently.
• Success of any organization depends on its ability to use
employee expertise as a factor in the shaping of its
strategy.
• HRD as a function not only support organizations in
achieving the business objectives (developing competent
employees) but also shape business strategies.

3
• Strategic planning is an organization’s process of
defining its direction and making decisions about the
allocation of its resources.
• HRD practitioners must have a thorough understanding
of the standard strategic plan and the planning process.
• This understanding would assist them in better aligning
their services with the strategic priorities of their
organizations.

4
• Successful business strategies increasingly turn on the
organization’s ability to apply state-of-the-art expertise to
new and emerging business opportunities.
• In today’s marketplace, organizations that possess or can
quickly achieve the levels of employee expertise required
to meet emerging business needs will win.
• HRD has assumed a formative role in both strategic
planning process and in developing innovative competent
human resources.

5
• In many business contexts where market is very dynamic
and competitive (communication and computer),
organizations need product innovation and continuous
innovation.
• For these organizations availability of state-of-the-art
employee expertise is more important.
• Knowledge drives product innovation and employees are
the source of such knowledge.
• For product innovation and continuous development
HRD is a crucial antecedent to successful business
strategy.
6
• In business contexts, where and strategy is to provide
reliable, high quality products in stable markets less
affected by continuous innovation.
• Organizations here also need to assure consistent and
reliable service.

7
What is Competency?
• Competency is a combination of skills, job attitude, and
knowledge which is reflected in job behaviour that can
be observed, measured and evaluated.

What is a Competency Model?

• A competency model is a guideline that sets out the
specific skills, knowledge, and behavioral requirements
that enable an employee to perform his or her job
successfully.
8
What is the difference between a job description and a
competency model?
A job description is a general summary of the skills
required for a job.
Whereas a competency model provides specific behaviors
that an employee must do on the job in order to be
successful.

9
What are the benefits of using a competency model?
• Sets a concrete direction for workforce performance that aligns
with organizational goals and strategies.
• Enables HR to have a concrete understanding of all employee
abilities and skills. Enables HR and Training to more accurately
identify training & development (T&D) needs.
• Allows employees to take ownership of the skills and behaviors
required of them in their roles.
• Empowers organizations to keep track of what skills employees
have so that strategy and planning can work towards that future
skills may be needed.
• Provides a consistent and fair system of measurement for
performance evaluation. 10
Types of Competencies
1. Core competencies
Core competencies include the baseline skills required by the organization for all
employees; these are the basic things that employees must fulfil. This will vary from
company to company, as it depends on the values, philosophy and goals of each
organization, but can include basic requirements like communication skills or teamwork.
Most jobs require a basic element of being able to work with other people to some degree.
2. Functional competencies
Functional competencies are job-specific skills and behaviors that are unique for each role.
For example, a competency for a restaurant waiter may be the ability to effectively handle
customer complaints, where a competency for an accountant may be the ability to analyze
a specific type of financial data in order to prepare reports.
3. Leadership competencies
Leadership competencies are often used for supervisory and management related roles,
although can be applied to any job position that requires an employee to lead others. They
include leadership skills and behaviors like decision-making abilities.
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Iceberg
Model
of
Compet-
ency

12
 Importance of Iceberg Model
It is important to understand that
there is a relation between the
competencies which are above the
surface and those which lie beneath
in an iceberg.
The aspects of competencies which
lie below the surface like attitude,
traits, thinking styles etc. directly
influence the usage of knowledge
and skills to complete a job
effectively. 13
14
Thank You

15
Human Resource Development
• Learning theories in HRD

Sitanshu Sekhar Das, Ph.D.

Session 4
1
Do you agree or disagree with the following statements?
• For learning to take place, the most important variable to consider is
whether the individual learner has sufficient ability to learn what is
being taught.
• In general, people learn best and remember the most when they can
spread out the time spent learning new material.
• Overlearning something is generally a waste of time and should be
avoided.
• If training has been effective, then it really doesn’t matter whether
there is support in the work environment or not.
• Trainers should always seek to match the type of training delivery
methods to the characteristics of the individuals being trained.
• Adult learners typically respond best to a lecture-style approach to
2
training.
Why Learning is a vital aspect of HRD?
• Whether training a carpenter’s apprentice to use a
specialized power tool, conducting a workshop to teach
managers how to use discipline more effectively, trying to
get assembly line worker to understand and follow new
safety procedures, or promoting career development among
your employees, goal is to change behavior, knowledge, or
attitudes through learning.
• HRD professionals who understand the learning process
and how to create an environment that facilitates learning
can design and implement more effective HRD
interventions.
3
• Learning is defined as a relatively permanent change in
behavior, cognition, or affect that occurs as a result of one’s
interaction with the environment.
• If a data analyst can recall the commands needed to create
an operation in Python on the second day of a training
course but cannot remember them four days later back on
the job. Is it learning?
• the focus of learning can include behavior, cognitions,
affect, or any combination of the three.

4
• Learning outcomes can be skill based (climbing a utility
pole), cognitive (procedures for applying for a research
grant), or affective (becoming more safety conscious).

5
Bloom’s Taxonomy
• Bloom’s Taxonomy was developed in 1956 by Benjamin
Bloom and a team of education psychologists.
• Bloom’s Taxonomy refers to a classification of the various
learning objectives that are set for participants in a training
program.
• Bloom’s Taxonomy promotes a higher level of thinking
that enables the adult learner to be able to more effectively
apply his/her new skills and knowledge back on the job.

6
Bloom’s Taxonomy
Bloom et al. identified three domains of learning activities:
• Cognitive (the development of intellectual skills) – Knowledge

• Affective (feeling, motivations, etc.) – Attitude

• Psychomotor (use of motor skills and coordination) – Skills

7
Complex

Simple
8
Application of Bloom’s Taxonomy
• By using Bloom’s Taxonomy HRD programs can be
developed which can provide a true learning experience for
the participants.

9
Kolb’s Learning Styles
• David Kolb (1974), a leading theorist on experiential
learning, argues that the learning process is not the same
for all people.
• A learning style represents how individual choices made
during the learning process affect what information is
selected and how it is processed.
• Kolb theorizes that an individual’s learning style is based
on that person’s preferred modes of learning.
• A mode of learning is the individual’s orientation toward
gathering and processing information during learning.
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Kolb’s four learning styles:
1. Divergent: A combination of concrete experience and
reflective observation ( feeling and watching),
emphasizing imagination, an awareness of values, and
the ability to generate alternative courses of action.
2. Assimilation: A combination of abstract
conceptualization and reflective observation (thinking
and watching) that stresses inductive reasoning, the
integration of disparate observations into an explanation,
and the creation of theoretical models.

11
3. Convergent: A combination of abstract
conceptualization and active experimentation (thinking
and doing), with a focus on problem solving, decision
making, and the practical application of ideas.
4. Accommodative: A combination of concrete experience
and active experimentation ( feeling and doing), this
style is usually demonstrated by accomplishment,
executing plans, and involvement in new experiences.

12
Kolb’s Learning Styles
• Kolb theorizes that an individual’s learning style is based
on that person’s preferred modes of learning.
• A mode of learning is the individual’s orientation toward
gathering and processing information during learning.

13
14
Kolb’s four modes of experiential learning:
1. Concrete Experience—being fully involved in here-
and-now experiences
2. Reflective Observations—reflecting on and observing
their experiences from many perspectives
3. Abstract Conceptualization—creating concepts that
integrate their observations into logically sound theories
4. Active Experimentation—using these theories to make
decisions and solve problems

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Kolb’s Stage Example Learning/Teaching Strategy
Concrete experience Concrete experience Simulations, case
studies, field trips, real experiences,
demonstrations, simulations
Reflective Observations Discussion, small groups, designated
observers, brainstorming
Abstract conceptualization Present models, give theories
Active experimentation Laboratory experiences, on-the-job
experiences, internships, practice
sessions

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Experiential learning
• Experiential learning is the process of learning through
experience, and is more specifically defined as
"learning through reflection on doing".
• Experiential learning engages learners in critical
thinking, problem solving, and decision making in
contexts that are personally relevant to them.
• This approach also involves making opportunities for
debriefing and consolidation of ideas and skills
through feedback, reflection, and the application of the
ideas and skills to new situations.
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Application of Kolb’s Learning style in HRD
• HRD practitioners, while always valuing experience,
are increasingly emphasizing experiential learning as a
means to improve performance.
• Structured on-the-job training is a core method to
capitalize more systematically on the value of
experiential learning in organizations and as a tool to
more effectively develop new employees through the
use of experienced coworkers.
• Experiential learning approaches have the dual benefit
of appealing to the adult learner’s experience base, as
well as increasing the likelihood of performance change
after training. 18
Honey and Mumford’s Learning Styles
• Peter Honey and Alan Mumford (1982) developed the
Learning Styles Theory -- a followup to the work of David
Kolb and his Experiential Learning Theory.
• Honey and Mumford identified four different styles of
learning: "activist," "theorist", "reflector" and "pragmatist."
• According to the theory, different people naturally gravitate
toward a particular learning style.
• To achieve optimum learning one must identify his natural
learning style, understand it and find ways to learn that
complement the style.
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How many of you know swimming?

How can you learn swimming?

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23
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25
Activist
Reflector

Theorist Pragmatist

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27
28
Application of Honey and Mumford’s Learning style in HRD
• ????

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Thank You

30
 Human Resource Development
• HRD Need Assessment

Sitanshu Sekhar Das, Ph.D.

Session 5
1
The HRD Process: A DImE

2
Needs Assessment
It is a process by which an organization’s HRD needs are
identified and articulated.

3
Needs Assessment can identify:
• 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 skills needed to perform the job
successfully in the future
• The conditions under which the HRD activity will occur

4
What is a “Need?”

• A discrepancy between expectations and performance

• Not only “performance” needs involved

5
Various Types of Needs

• Performance
• Diagnostic
• Factors that can prevent problems from occurring
• Analytic
• Identify new or better ways to do things
• Compliance
• Mandated by law or regulation

6
Levels of Assessment

• Organization
• Where is training needed and under what conditions?
• Task
• What must be done to perform the job effectively?
• Person
• Who should be trained and how?

7
Organizational Analysis

• Organizational analysis is a process used to better

understand the characteristics of an organization to
determine where training and HRD efforts are needed
and the conditions under which they should be
conducted.
• The organizational characteristics studied may include:
• goals and objectives, • delegation
• reward systems, • and control systems, and
• planning systems, • communication systems.
8
Sources of data for Organizational Need Analysis

• Mission statement
• HRM inventory
• Skills inventory
• Quality of Working Life indicators
• Efficiency indexes
• System changes
• Exit interviews

9
Task Analysis

• Task analysis (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.
• Results of a task analysis typically include the
appropriate standards of performance, how tasks should
be performed to meet these standards, and the
knowledge, skills, abilities, and other characteristics
(KSAOs) that employees need to possess in order to meet
the standards.
10
Sources of Job data for a Task Analysis

• Job descriptions
• Job specifications
• Performance standards
• Perform job
• Observe job
• Ask questions
• Analysis of problems

11
Steps in conducting a Task analysis

1. Develop job description

2. Identify job tasks
• What should be done?
• What is actually done?
3. Describe KSAOs needed
4. Identify potential training areas
5. Prioritize potential training areas

12
 Task Analysis for HRD Position
Job title: HRD Professional Specific duty: Task Analysis
Tasks Subtasks Knowledge and Skills Required
1. List tasks 1. Observe behavior List four characteristics of behavior
Classify behavior
2. Select verb Knowledge of action verbs
Grammatical skills
3. Record behavior State so understood by others
Record neatly
2. List subtasks 1. Observe behavior List all remaining acts
Classify behavior
2. Select verb State correctly
Grammatical skills
3. Record behavior Neat and understood by others
3. List knowledge 1. State what must be known Classify all information
2. Determine complexity of Determine if a skill represents a series of
skill acts that must be learned in a sequence

Source: From G. E. Mills, R. W. Pace, & B. D. Peterson (1988). Analysis in human resource training and 13
organizational development (p. 57). Reading, MA: Addison-Wesley.
Person Analysis

• Person analysis is directed at determining the training

needs of the individual employee.
• Traditionally, person analysis has involved an employee
and that employee’s immediate supervisor.
• 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. (360-degree performance
appraisal)
14
Performance Appraisal in Person Analysis

• Relied on heavily in person analysis

• Hard to do
• Vital to company and individual
• Should be VERY confidential
• Based too often on personal opinion

15
The Employee Appraisal Process

16
Source: Herbert & Doverspike (1990)
Performance Appraisal Process

• Determine basis for appraisal

• Job description, MBO objectives, job standards, etc.
• Conduct the appraisal
• Determine discrepancies between the standard and
performance
• Identify source(s) of discrepancies
• Select ways to resolve discrepancies

17
Prioritizing HRD Needs

• There are never enough resources available

• Must prioritize efforts
• Need full organizational involvement in this process
• Involve an HRD Advisory Committee.

18
 Key Concerns of Upper- and Midlevel Managers and
Trainers in Needs Assessment
Upper-Level Managers Midlevel Managers Trainers
Organizational Is training important to achieve Do I want to spend money on Do I have the budget to buy
Analysis our business objectives? training? training services?
How does training support our How much? Will managers support training?
business strategy?

Person Analysis What functions or business Who should be trained? How will I identify which
units need training? Managers? employees need training?
Professionals?
Core employees?
Task Analysis Does the company have the For what jobs can training What tasks should be trained?
people with the knowledge, make the biggest difference in What knowledge, skills, ability,
skills, and ability needed to product quality or customer or other characteristics are
compete in the marketplace? service? necessary?
Thank You

20
 Human Resource Development
• Designing HRD Programs

Sitanshu Sekhar Das, Ph.D.

Session 6
1
Phase Two: Design

2
Designing the Training or HRD Intervention

Key activities include:

1. Setting objectives
2. Selecting the trainer or vendor
3. Developing lesson plans
4. Selecting methods and techniques
5. Preparing materials
6. Scheduling training

3
HRD Program Objectives
• HRD or training program objectives describe the intent
and the desired result of the HRD program.
• The results can be achieved in many ways (such as
lectures, role play, and coaching), but this is not specified
in the objective.
• Rather, objectives are used as the basis for determining
which methods should be used to achieve the specified
outcome.
• S. M. A. R. T. : Specific Measurable Achievable Realistic
Timebound
4
Three Qualities of Useful Objectives
1. Performance: An objective always says what a
learner is expected to be able to do and/or produce to
be considered competent.
2. Conditions: An objective describes the important
conditions (if any) under which the performance is to
occur.
3. Criteria: An objective identifies the criteria of
acceptable performance by describing how well the
learner must perform in order to be considered
acceptable.
5
Three Qualities of Useful Objectives
1. Performance: What is to be done – (Assemble a
chair)
2. Conditions: Conditions under which performance is
done – (Using a screwdriver and hammer)
3. Criteria: The level of acceptable performance –
(Within one hour without mistakes)

6
Selecting the trainer or vendor
“Make or Buy” Decisions
• You cannot be an expert on everything
• You can’t afford to maintain a full-time staff for once-a-
year training
• You can’t afford the time or money to build all of your
own training programs
• Implication: Much training is purchased, rather than
self-produced
7
HRD program Vendors

• BurCom – Germany
• Docendi, Clevermate, Evryware – France
• SGS Group – Italy
• Management Centre Europe – Belgium
• Shradha HRD, NIIT, Princeton Academy, Centum Learning – India

8
Factors to Consider Before Purchasing an HRD Program
• Level of expertise available/required
• Timeliness
• Number of trainees
• Subject matter
• Cost
• Size of HRD department
• “X” Factor (other conditions)

9
Selecting the Trainer

• Training competency
• How well can he/she train?
• If they can’t train, why are they employed?
• Subject Matter Expert

10
If No Subject-Matter Experts (SMEs) are Available…

• Use a team to train

• Use programmed instruction or CBT
• Train your trainers…
• You are training subject matter experts to be trainers
• You are not training trainers to be SMEs

11
Developing lesson plans
• Content to be covered
• Activity sequencing
• Selection/design of media
• Selection of trainee activities
• Timing and phasing of activities
• Method(s) of instruction
• Evaluation methods to be used

12
13
Training Methods
Methods Media
Instructor-led Classroom Programs Workbooks/Manuals
Self-Study, Web-based Internet/Intranet/Extranet
Job-based Performance Support CD-ROM/DVD/Diskettes
Public Seminars Videotapes
Case Studies Teleconferencing
Role Plays Videoconferencing
Games or Simulations, Non-computer-based Satellite/Broadcast TV
Self-Study, Non-computer-based Audiocassettes
Virtual Classroom, with Instructor
Games or Simulations, Computer-based
Experiential Programs
Virtual Reality Programs
14
Source: From 2003 Industry Report (2003). Training, 40(9), 21–38.
Areas of Training
Computer Applications Computer Programming
New Hire Orientation Personal Growth
Non-Executive Management Managing Change
Tech. Training Problem Solving/Decision Making
Communications Skills Time Management
Sexual Harassment Train-the-Trainer
Supervisory Skills Diversity/Cultural Awareness
Leadership Hiring/Interviewing
New Equipment Operation Strategic Planning
Performance Management/Appraisal Customer Education
Team Building Quality/Process Improvement
Customer Service Public Speaking/Presentation Skills
Product Knowledge Basic Life/Work Skills
Executive Development Ethics
Safety Sales
15
Wellness
Selecting Training Methods

Consider the following:

• Program objectives
• Time and money available
• Resources availability
• Trainee characteristics and preferences

16
Training Materials

• Program announcements
• Program outlines
• Training manuals and textbooks
• Training aids, consumables, etc.

17
Scheduling Training

Must be done in conjunction with:

• Production schedulers
• Shift supervisors
• Work supervisors/managers
• Trainees

18
Training during normal working hours

Issues to consider:
• Day of week preferred
• Time of day
• Peak work hours
• Staff meeting times
• Required travel

19
Training after working hours

• Are workers/trainees getting paid? If so, by whom?

• What about personal commitments?
• What do you do for shift workers?

20
Registration and Enrollment Issues

• How, when, and where does one register?

• Who is responsible for logistics?
• Travel
• Lodging
• Meals
• Etc.
• How do one cancel/reschedule?

21
Thank You

22
 Human Resource Development
• Training Methods

Sitanshu Sekhar Das, Ph.D.

Session 7
1
The Implementation Stage

2
 The Learning Pyramid

3
Source: Yin (2004)
 Training Delivery Methods

1. On-the-Job Training
2. Classroom Training
3. Self-Paced Training

Note: Computer-based training can be in a classroom,

or individual/self-paced.

4
5
On-the-Job Training (OJT)

• Job instruction training (JIT)

• Job rotation
• Coaching
• Mentoring

6
Characteristics of OJT
• Training at one’s regular workstation
• Most common form of training
• Strengths:
• Realism
• Applicability
• Weaknesses:
• No formal structure
• Can perpetuate mistakes

7
More on OJT

• Facilitates training transfer to the job

• Reduced training costs, since classroom is not needed
• Noise and production needs may reduce training
effectiveness
• Quality and safety may be impacted

8
Job Instruction Training (JIT)

• Prepare the worker

• Present the task
• Practice the task
• Follow-up

9
10
JIT Process

• Observe work processes

• Brainstorm improvements
• Analyze options
• Implement improvements
• Evaluate results and make adjustments

11
Job Rotation

• Train on different tasks/positions

• Often used to train entry-level managers
• Also used to provide back-up in production positions

12
Coaching and Mentoring

• Coaching – between worker and supervisor

• Can provide specific performance improvement and
correction
• Mentoring – senior employee paired with a junior
employee (“protégé”)
• Helps to learn the ropes
• Prepares protégé for future advancement

13
Classroom Training Approaches

Five basic types:

1. Lecture
2. Discussion
3. Audiovisual Media
4. Experimental Methods
5. Computer-Based Training

14
Lecture

• Oral presentation of material

• Some visual aids can be added
• Remains a very popular training method
• Transfers lots of information quickly
• Interesting lectures can work well
• Good to supplement with other materials

15
Problems with Lecture Method

• One-way form of communication

• Trainees must be motivated to listen
• Often lacks idea sharing
• People don’t always like listening to lectures

16
Discussion Method

• Two-way communication
• Use questions to control lesson
• Direct: produce narrow responses
• Reflective: mirror what was said
• Open-Ended: challenge learners – to increase
understanding

17
Challenges of Using the Discussion Method

• Maintaining control in larger classes

• Needs a skilled facilitator
• Needs more time than lecture
• Trainees must prepare for the lesson by reading
assignments, etc.

18
Audiovisual Media

• Brings visual senses (seeing) into play, along with

audio senses (hearing)
• Types:
• Static Media
• Dynamic Media
• Telecommunications

19
Static Media

• Printed materials
• Lecture notes
• Work aids
• Handouts
• Slides – e.g., PowerPoint
• Overhead transparencies

20
Dynamic Media

• Audio cassettes
• CDs
• Film
• Videotape
• Video disc

21
Telecommunications

• Instructional TV
• Teleconferencing
• Videoconferencing

22
Experiential Training

• Case studies
• Business game simulations
• Role Playing
• Behavior Modeling
• Outdoor training

23
Case Study Considerations

• Specific instructional objectives

• Case approach objectives
• Attributes of particular case
• Learner characteristics
• Instructional timing
• Training environment
• Facilitator’s characteristics

24
Business Game Simulations

• Computerized versus manual

• Operational
• Financial
• Resource bound
• In-basket exercise
• Setting priorities
• Time-driven decision making

25
Role Plays

• Self discovery; use of interpersonal skills a plus

• Some trainees are better actors
• Transfer to job can be difficult

26
Behavior Modeling

• Used mainly for interpersonal skills training

• Practice target behavior
• Get immediate feedback (video, among other media)

27
Outdoor Education

• Ropes courses, etc.

• Can facilitate teamwork
• Focus on group problem identification, problem
solving
• Often good for team building
• Fun – but is it effective training?

28
Self-Paced Training

• Hard-copy
• Correspondence courses
• Programmed instruction
• Computer-Based Training (CBT)
• Computer-aided instruction
• Internet/intranet training

29
Hard-Copy

• Good for remote locations without Internet access

• Individual follows text at own pace
• Correct/incorrect answers determine progress
• Trainee works alone without instructor interface
• Still used, but increasingly being replaced by CBT

30
Computer-Based Training (CBT)

• Interactive with user

• Training when and where user wants it
• Trainee has greater control over progress
• CBT can provide progress reports and be tailored to
specific instructional objectives
• Trainee works on own with minimal facilitation by
instructor who is elsewhere

31
E-learning

• Intranet
• Internal to site/organization
• Internet
• General communications
• Online reference
• Needs assessment, administration, testing

32
Implementing Training

Depends on:
1. Objectives
2. Resources
3. Trainee characteristics
Other considerations concerning implementation

• Physical environment:
1. Seating
2. Comfort level
3. Physical distractions
 P7

Proper Prior Planning Precludes Particularly Poor Performance

Thank You

36
 Human Resource Development
• Evaluating HRD programs

Sitanshu Sekhar Das, Ph.D.

Session 8
1
The Evaluation Stage

2
HRD Evaluation
The systematic collection of descriptive and judgmental
information necessary to make effective training decisions
related to the selection, adoption, value, and modification
of various instructional activities.

3
In Other Words…

Are we training:
• the right people
• the right “stuff”
• the right way
• with the right materials
• at the right time?

4
Evaluation Needs
• Descriptive and judgmental information needed
• Objective and subjective data
• Information gathered according to a plan and in a desired
format
• Gathered to provide decision making information

5
Purposes of Evaluation

• Determine whether the program is meeting the

intended objectives
• Identify strengths and weaknesses
• Determine cost-benefit ratio
• Identify who benefited most or least
• Determine future participants
• Provide information for improving HRD programs

6
Purposes of Evaluation…

• Reinforce major points to be made

• Gather marketing information
• Determine if training program is appropriate
• Establish management database

7
Evaluation Bottom Line

• Is HRD a revenue contributor or a revenue user?

• Is HRD credible to line and upper-level managers?
• Are benefits of HRD readily evident to all?

8
Why HRD Evaluations are rare?
• Reluctance to having HRD programs evaluated
• Evaluation needs expertise and resources
• Factors other than HRD cause performance improvements
• Economy
• Equipment
• Policies, etc.

9
Need for HRD Evaluation
• Shows the value of HRD
• Provides metrics for HRD efficiency
• Demonstrates value-added approach for HRD
• Demonstrates accountability for HRD activities
• Everyone else has it… why not HRD?

10
Make or Buy Evaluation

• “I bought it, therefore it is good.”

• “Since it’s good, I don’t need to post-test.”
• Who says it’s:
• Appropriate?
• Effective?
• Timely?
• Transferable to the workplace?

11
Evolution of Evaluation Efforts
1. Anecdotal approach – talk to other users
2. Try before buy – borrow and use samples
3. Analytical approach – match research data to training
needs
4. Holistic approach – look at overall HRD process, as
well as individual training

12
Models and Frameworks of Evaluation

13
14
Kirkpatrick’s Four Levels

• Reaction
• Focus on trainee’s reactions
• Learning
• Did they learn what they were supposed to?
• Job Behavior
• Was it used on job?
• Results
• Did it improve the organization’s effectiveness?
15
A Suggested Framework
• Reaction
• Did trainees like the training?
• Did the training seem useful?
• Learning
• How much did they learn?
• Behavior
• What behavioral change occurred?
• Results
• What were the tangible outcomes?
• What was the return on investment (ROI)?
• What was the contribution to the organization?
16
Data collection for HRD Evaluation

Possible methods:
• Interviews
• Questionnaires
• Direct observation
• Written tests
• Simulation/Performance tests
• Archival performance information

17
Interviews
Advantages: Limitations:
• Flexible • High reactive effects
• Opportunity for • High cost
clarification • Face-to-face threat potential
• Depth possible • Labor intensive
• Personal contact • Trained observers needed

18
Questionnaires
Advantages: Limitations:
• Low cost to administer • Possible inaccurate data
• Honesty increased • Response conditions not
• Anonymity possible controlled
• Respondent sets the pace • Respondents set varying
paces
• Variety of options
• Uncontrolled return rate

19
Direct Observation
Advantages: Limitations:
• Nonthreatening • Possibly disruptive
• Excellent way to measure • Reactive effects are
behavior change possible
• May be unreliable
• Need trained observers

20
Written Tests
Advantages: Limitations:
• Low purchase cost • May be threatening
• Readily scored • Possibly no relation to job
• Quickly processed performance
• Easily administered • Measures only cognitive
learning
• Wide sampling possible
• Relies on norms
• Concern for racial/ ethnic bias

21
Simulation/Performance Tests
Advantages: Limitations:
• Reliable • Time consuming
• Objective • Simulations often difficult
• Close relation to job to create
performance • High costs to development
• Includes cognitive, and use
psychomotor and
affective domains

22
Archival Performance Data
Advantages: Limitations:
• Reliable • Criteria for keeping/ discarding
• Objective records
• Job-based • Information system discrepancies
• Easy to review • Indirect
• Minimal reactive effects • Not always usable
• Records prepared for other purposes

23
Choosing Data Collection Methods
• Reliability
• Consistency of results, and freedom from collection
method bias and error.
• Validity
• Does the device measure what we want to measure?
• Practicality
• Does it make sense in terms of the resources used to
get the data?

24
Type of Data Used/Needed

• Individual performance
• System-wide performance
• Economic

25
Individual Performance Data

• Individual knowledge
• Individual behaviors
• Examples:
• Test scores
• Performance quantity, quality, and timeliness
• Attendance records
• Attitudes

26
System-wide Performance Data

• Productivity
• Scrap/rework rates
• Customer satisfaction levels
• On-time performance levels
• Quality rates and improvement rates

27
Economic Data

• Profits
• Product liability claims
• Avoidance of penalties
• Market share
• Competitive position
• Return on investment (ROI)
• Financial utility calculations

28
Assessing the Impact of HRD
• Money is the language of business.
• You MUST talk dollars, not HRD jargon.
• No one (except maybe you) cares about “the effectiveness
of training interventions as measured by and analysis of
formal pretest, posttest control group data.”

29
Evaluation of Training Costs
• Cost-benefit analysis
• Cost-effectiveness analysis

30
Types of Training Costs
• Direct costs
• Indirect costs
• Development costs
• Overhead costs
• Compensation for participants

31
Types of Training Costs
• Direct costs
These are costs directly associated with the delivery
of the program.
• Indirect costs
• Development costs
• Overhead costs
• Compensation for participants

32
Types of Training Costs
• Direct costs
• Indirect costs
These costs are incurred in support of the programs,
but cannot be identified with any particular program.
• Development costs
• Overhead costs
• Compensation for participants

33
Types of Training Costs
• Direct costs
• Indirect costs
• Development costs
All costs incurred during the development of the
program go in this category.
• Overhead costs
• Compensation for participants.

34
Types of Training Costs
• Direct costs
• Indirect costs
• Development costs
• Overhead costs
These costs are not directly related to a training
program, but are essential to the smooth operation of
the program provided by the organization.
• Compensation for participants.

35
Types of Training Costs
• Direct costs
• Indirect costs
• Development costs
• Overhead costs
• Compensation for participants
These costs comprise the salaries and benefits paid to
participants for the time they are in a program.

36
Direct Costs

• Instructor
• Base pay
• Fringe benefits
• Travel and per diem
• Materials
• Classroom and audiovisual equipment
• Travel
• Food and refreshments
37
Indirect Costs
• Training management
• Clerical/Administrative
• Postal/shipping, telephone, computers, etc.
• Pre- and post-learning materials
• Other overhead costs

38
Development Costs

• Fee to purchase program

• Costs to tailor program to organization
• Instructor training costs

39
Overhead Costs
• General organization support
• Top management participation
• Utilities, facilities
• General and administrative costs, such as
HRM

40
Compensation for Participants
• Participants’ salary and benefits for time away from job
• Travel, lodging, and per-diem costs

41
42
43
44
45
46
Evaluation of Training Costs
• Cost-benefit analysis
Cost-benefit analysis involves comparing the
monetary costs of training to the benefits received in
nonmonetary terms, such as improvements in
attitudes,safety, and health.
• Cost-effectiveness analysis
Cost-effectiveness analysis focuses on the financial
benefits accrued from training, such as increases in
quality and profits, and reduction in waste and
processing time.
47
Return on Investment

Return
• Return on investment =
Training costs
• The greater the ratio of returns to costs, the greater the
benefit the organization receives by conducting the
training program.
• If the ROI ratio is less than one, then the training
program costs more than it returns to the organization.
48
49
Net Benefits or Returns
The net benefits are
the program
benefits minus the
costs.

50
Measuring Benefits

• Change in quality per unit measured in dollars

• Reduction in scrap/rework measured in dollar cost
of labor and materials
• Reduction in preventable accidents measured in
dollars
• ROI = Benefits/Training costs

51
Ethical Issues Concerning Evaluation
• Confidentiality: When confidentiality is ensured, employees
would be more willing to participate
• Informed Consent: Some evaluations are monitored so that
employees know the potential risks and benefits
• Withholding Training: When results of training are used for raises
or promotions
• Use of deceptions: When an investigator feels a study would yield
better results if an employee did not realize they were on an
evaluation study
• Pressure to produce positive results: When Trainers are under
pressure to make sure results of the evaluation demonstrates that
the training was effective 52
Thank You

53