Developing Human Resources
Unit III
Human Resource Development
 Becoming increasingly important because jobs have become more
sophisticated and influenced by technological changes
 Means increasing knowledge, skills & capacities of employees
 It comprises needs assessment, training & management
development
 Determining training and development need of the employees in line
with business strategy
 Linked with productivity and performance efficiency
 Future oriented
2
Concept of developing HR
"Human Resource Development is
concerned with preparing employees
to work effectively and efficiently in
the organization."
- Decenzo, D. A. and Robbins
3
Importance of developing HR
• Links business strategy and employees'
performance.
• Employees can discover their fullest potential.
• Equipped to implement operational
effectiveness.
• Human resources are viewed as an asset in
the organization.
4
Human Resources Development System
 Concerned with the provision of learning, development
& training opportunities in order to improve individual, team & organizational
performance
 Is a process where the employees in an organization are helped in a continuous,
planned way
 to acquire capabilities required to perform present/future roles
 develop their general capabilities as individuals &
 discover & exploit their own inner potentials for their own & organizational
development purposes
 develop an organizational culture in which supervisor-subordinate relationship, team
work & collaboration among sub-units are strong &
 contribute to the professional well-being, motivation & pride of employees
T. V. Rao, 1999
5
Need for Human Resource Development System
 Ensures availability of capable & committed manpower in the organization
 Provides career development opportunities
 time to time counseling to determine career path
 Implement performance management practices in the organization
 policies in performance evaluation, training & devt. career counseling etc.
 Provides training & development opportunities
 evaluates standard & actual performance, decides on training needs
 Increases employees' commitment on the job
 know about employees' attitude towards the given jobs
 helps understand the employees' level of commitment in the job
 Improve quality of worklife (QWL)
 enhances effective communication, teamwork, good working conditions etc.
6
Meaning of Socialization
• Process of adaptation of new employee & the new employer to one
another
• All passages undergone by employees
• The move from being an outsider to being an insider
• Is a process of adaptation that takes place when an individual passes
from outside the organization to the role of an inside member
• “Socialization is generalized norm conformity that occurs when a
person makes the transition from beginning to understand and
accept the values, norms and beliefs held by others in the
organization.”
Werther and Davis
7
Employee Socialization
Objectives
• Welcomes and makes new employees at ease
• Helps understand the organization
• Clarifies job requirements
• Moulds new employees into organization
• Ensures predictability of employee behavior
• Substitutes rules guiding employee behavior
• Increases employee performance and satisfaction
• Reduces anxiety
8
To understand socialization…
• Organizational Culture: Every organization has a culture that defines
appropriate behaviors for organizational members
• Often unwritten rules & regulations
• Roles: Behavior expected of persons who are identified with certain
jobs. Roles are significantly influenced by values
• Values: Basic convictions about what is right or wrong, good or bad,
desirable or not. Every individual has a value system
• Norms: Standards of acceptable behavior. Tells members what they
ought or ought not to do under certain circumstances
9
Socialization Process
10
The Socialization Process
Pre-arrival Stage
 Each individual arrives with a set of organizational values, attitudes &
expectations
 These cover both the work to be done and the organization
 For e.g. in many jobs, new members will have undergone a
considerable degree of prior socialization in the training and in school
 Selection process is used in most organizations to inform prospective
employees about the organization & to ensure the inclusion of the
“right type” that will fit in
 The success depends on the degree to which the aspiring member
has correctly anticipated the expectations and desires of those in the
organization in charge of selection
11
Encounter Stage
 Entry into the organization
 Individuals confront the possible dichotomy between their
expectations – about their job, co-workers, boss & the
organization in general & the reality
 Where expectations & reality differ, the new employees
must undergo socialization
 At the extreme, new members may become totally
disillusioned with the actualities of their job & resign
12
Metamorphosis Stage
 Going through changes – new members must work out any
problems discovered during the encounter stage
 New members become comfortable with the organization &
their job
 They understand & accept norms
 Feel accepted by peers
 Self confident & competence to complete their job
 Understand the system – rules, procedures
 Knows what is expected of them
13
Types of Socialization
Formal and informal
• (no special attention and segregated explicit role)
Individual and collective
• (preserve indi. differences and formation of alliances)
Fixed and variable – time constraints
• (standardized and no advanced notice of transition time)
Serial and disjunctive (random)
• (guidance/mentor and no predecessor)
Investiture and divestiture
• (confirms the incoming identity and dismantle)
14
Types of Socialization
Formal and informal
• (no special attention and segregated explicit role)
Individual and collective
• (preserve indi. differences and formation of alliances)
Fixed and variable – time constraints
• (standardized and no advanced notice of transition time)
Serial and disjunctive (random)
• (guidance/mentor and no predecessor)
Investiture and divestiture
• (confirms the incoming identity and dismantle)
15
Concept of Training & Development
 Every organization needs to have well-trained &
experienced people to perform the activities that have
to be done
 As jobs have become more complex, the importance of
employee training has increased
 Traditionally, lower-level employees were 'trained',
higher level employees were 'developed'
 Training helps employees to do their current work
better. Development prepares indis. for the future,
focusing on learning & personal development
16
Training vs. Development
Training
Development
Focus: Present
Focus: Future
Time Span: Short term and periodic
Time Span: Long term and ongoing
Target: Operations
Target: Management
Area:
Hands-on
knowledge
skills
and Area: conceptual, interpersonal,
technical, decision making skills
etc
Move: Reactive to current needs
Move: Proactive to future needs
Initiation: Management, participated Initiation: Employees, facilitated by
by employees
management
17
Concept of Training
 Is a learning experience.
 Planned attempt to improve employee performance.
 Should be designed to meet the goals of the individual, groups and the organization as a
whole.
 Seeks a relatively permanent change in an individual that will improve his ability to
perform on the job
 Involves changing of skills, knowledge, attitudes etc.
 Is imp. for new or present employees
 Is the systematic process of altering the behavior of employees in a direction that will
achieve organizational goals
18
Determining Training Needs
What deficiencies, if any, do
incumbents have in the skills,
knowledge or abilities required
to exhibit the necessary job
behaviors
What behaviors are
necessary for each job
incumbent to complete his
arranged tasks?
Person need analysis
Is there a
need for
training
What are the
organization's goals?
Organizational need
analysis
What tasks must be
completed to achieve
its goals?
Job need analysis
19
Determining Training Needs
 Organizational need analysis
 Short-run & long run objectives
 Analysis of organizational resources
 Budgets allocation for training
 Job need analysis (operational analysis)
 Information on the tasked to be performed on each job
 Skills required performing it
 Person need analysis
 Finding out the employee deficiency
 Compares the actual performance with standard
performance
20
Determining Training Needs
• Training need is the gap between skills
needed for a job and the present skill level of
employees. It should be properly determined
to get the job done efficiently and effectively.
• Job Requirements – Employee Capabilities =
Training Need
21
Signals that warn a manager that employee training is
necessary
• Inadequate job performance or a drop in
productivity
• Changes imposed on the worker as a result of a
job redesign
• Technological breakthrough
22
Training Process
1. Needs Analysis
•
Identifies the specific job performance skills needs
•
Assesses the prospective trainees' skills
•
Devts. specific, measurable knowledge & performance objectives based on deficiencies
2. Instructional Design
•
You decide on, compile & produce the training program content including workbooks,
exercises & activities
•
You probably use techniques like on-the-job training & computer-assisted learning
(need not create own training methods)
3. Validation Step
•
The bugs are worked out of the training program by presenting it to a small
representative audience
4. Implementation Step
•
Actually training the targeted employee group
5. Evaluation Step
•
Mgmt. assessed the program's successes or failures
23
Considerations in Design of Training Programs
• Organizational commitment to invest the necessary
resources, to provide sufficient time and money for training.
• Top management is committed to training and development.
• Training is tied to business strategy and objectives and linked
to bottom line results.
• Emphasis on a comprehensive and systematic approach to
training.
• Note: While 100 percent guarantee in returns from training
programs is inappropriate, considerable planning and
evaluation are necessary in order to realize these returns.
24
Training Methods
On – the – Job Training
Advantages
 Less costly to operate
 Places employee in an
actual work situation
 Learning by doing it
 First hand experience
 Practical, easy delivery
 Better chances of
placement
 Multi-skill





Disadvantages
Can be low productive
while employees develop
their skills
Errors may be made by
the trainees while they
learn
Low productivity during
development phase
Higher damages
E.g.: Apprenticeship,
internship, JIT – Job
Instructional Training
25
Training Method
Off – the – Job Training
Advantages
 Opportunity to use the ability
of the best instructor & the
best planned materials
 Training a large no. of
trainees in a classroom
 Involves many at one go
 Lesser damages
 Less time consuming, more
content
 Can develop in-house
faculty and capacity
 Better contacts
Disadvantages
 As large no. of trainees are
involved, it is difficult to meet
specific job needs of the
trainees
 May not transfer all
knowledge/skills acquired from
the training
 Not useful to develop
interpersonal skills at work
 Lesser chances of obtaining
job
 Lesser involvement, low
motivation
 E.g.: Lectures or conferences,
simulation exercise,
programmed instruction, 26
experiential exercise
On-the-job Training
Learn by doing – 4 steps to success
Step 1 Prepare
1. Put the learner at ease—relieve the tension.
2 Present
2. Step
Explain
why he or she is being taught.
Explain
quantity
andwhat
quality
3. 1.
Create
interest,
find out
therequirements.
learner knows.
Step
3
Tryout
Go the
through
the
job
at relate
the normal
pace.
4. 2.
Explain
whole
job
and
it to awork
known
job.
1.
Have
the
learner
go
through
the
job
several
times.
3.
Go
through
the
job
several
times,
giving
each
step.
5. Place close to the normal working positions.
2.Repeat
Runslowly
the
jobagain.
at the normal pace.
Step
4
Follow-up
4.
6. Familiarize with equipment, materials, & tools.
does explain
the
job,the
building
up
andthrough.
speed.
1.Learner
Designate
to whom
the
learner
should
go for help.
5. 3.Have
the
learner
steps
as skill
you
go
4. 2.Let the
work begin
– stick
around formonitor
a while.quality.
Gradually
decrease
supervision,
3. Correct faulty work before it becomes a habit.
4. Compliment good work; goal is to achieve quality.
27
Training Methods
Off – the – Job Training
On - the –Job Training
 Internships
 Apprentice training
 Job instruction training
 Classroom lectures or
conferences
 Films
 Computer-assisted
instructions
 Simulation Exercises
 Experiential Exercises
 Computer Modeling
 Vestibule Training
28
On – the – Job Training
1. Internships
• Combines job trainings with classroom
instructions
• Interns get the 'real world' exposure
2. Apprenticeship Programs
• People seeking to enter skilled trades (plumbers,
electricians)
• During this period, the trainee is paid less than a
fully qualified worker
• Trainee is under the guidance of a master worker
29
On – the – Job Training (conti…)
3.
Job Instruction Training (JIT)

Devt.ed during the WW II

JIT was part of the Training within Industry Program

1.
Consists of 4 basic steps:
Preparing the trainees by telling them about job (overcoming their
uncertainties)
2.
Presenting the instruction (essential information in a clear manner)
3.
Having the trainees try out the job (demonstrating their understanding)
4.
Placing the workers into their jobs on their own with a designated resource
person (for assistance)
30
Example of Job Instruction Training
List each step in order with key steps
Set
cutscale
Read
carefully
distance
Start
motor
Place paper
Verify
paper
oneven
cutting table
is
Don’t release
Grasp release
to prevent
with left hand
injury
Pull cutter
Keep
both &
safety releases
hands
in place
Wait for cut
Maintain
To finish
grip
Push
Verify paper
paper
is tight
to
cutter
Don’t release
Grasp release
to prevent
with right hand
injury
Verify
Retract
cutter
paper
is done
Shut off
motor
31
Off – the – Job Training
1. Classroom lectures or conferences
 Well-adapted to conveying specific
information – rules, procedures or methods
 Lack of active involvement by the trainees
 Possible lack of feedback
2. Films
 Provides information &
 Explicitly demonstrate skills that are not
easily presented by other techniques
32
Off – the – Job Training (conti…)
3. Computer Aided Instruction
• Learning is more self-initiated & individualized
• Allows trainee to learn at their own pace, areas that need improvement,
flexibility
• Electronic Performance Support Systems
• Distance and Internet based
– Tele-training
– Videoconferencing
– Internet training (interactive tutorials, virtual classrooms, intranet, CDRom based training etc.)
33
Off – the – Job Training (conti…)
4. Simulation Exercises
 Explicitly places the trainee in an artificial
environment that closely mirrors actual working
conditions
 Includes many types:
a. Experiential Exercises

Short, structured learning experiences where
individuals learn by doing

E.g. Rather than talk about interpersonal conflict,
create a conflict situation where employees experience
a conflict & works on its resolution
34
Off – the – Job Training (conti…)
b. Computer Modeling
 Programming a computer to imitate some of the realities of
the job
 Widely used in training of pilots
 Allows learning to take place without risk & high costs
c. Vestibule Training
 Employees learn their jobs on the equipments they will be
using, but the training is conducted away from the actual
work floor
 Employees get a full feel for doing tasks without 'realworld' pressures
 Expensive
 E.g.: In the 1980s, many large retail chains trained cashiers
on their new computer cash registers
35
Concept: Developing Managers
• Management competencies need to be built up
to keep up with changing times: globalisation,
technology and workplace diversity.
• It means preparing managers for the future.
• Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes or increasing
skills.
-Dessler
36
Method of Management Development
• Management development is future oriented, development focuses
more on the employee's personal growth
(longer-term)
• Management Development Process consists of:
– Assessing the company's strategic needs (e.g. to fill future
executive openings, or to boost competitiveness)
– Appraising managers' current performance &
– Developing the managers & future managers
• Management Development should be planned (since it requires
systematic diagnosis, development of a program & mobilization of
resources)
• Management Development must have top-mgmt. commitment
37
Managerial Training & Development
On-the-Job Training
Off-the-Job Training
• Job Rotation
• Coaching/Understudy
Approach
• Action Learning
•
•
•
•
•
•
•
•
Case Study Method
Management Games
Outside Seminars
University-related
Programs
Role Playing
Behavior Modeling
Cooperative Universities
(In-house Devt. Centre)
Executive Coaches
38
Managerial Training & Development
On-the-Job Training
1. Job Rotation
• Involves moving a trainee from dept. to dept. to broaden his
experience & identify strong & weak points
• Spending several months in each dept., fully involved in it's
operations
2. Coaching/Under-study Approach
• Trainee works directly with a senior manager or with the
person he is to replace
• The latter is responsible for the trainee's coaching
• The coach sets a good example of what a manager does
• Coach ans. ques. & explains why things are done the way they
are
• E.g. Decision-making meeting
39
Managerial Training & Development
On-the-Job Training (conti…)
3. Action Learning
• Management trainees are allowed to work full-time
analyzing & solving problems in other departments than
their own
• The basics include:
• Carefully selected teams of 5-25 members
• Assigning the teams real world business problems that
extend beyond their usual areas of expertise
• Structured learning through coaching & feedback
• The employer's senior managers usually choose the
projects & decide whether to accept the team's
recommendations
40
Managerial Training & Development
Off-the-Job Training
1. Case-Study Method
• Mgr. is presented with a written description of an
organizational problem to diagnose & solve
2. Management Games
• Teams of managers compete by making computerized
decisions regarding realistic but simulated situations
• 5/6 persons in a group competes with each other
• Involvement of managers, development leadership skills, foster
cooperation & teamwork
• E.g. Decision on 'how much to spend on advertisement', 'how
much to produce', 'how many of which products to produce'
41
Managerial Training & Development
Off-the-Job Training (conti…)
3.
•
Outside Seminars
Traditional classroom mgmt. development seminars &
conferences
4.
•
•
University Related Programs
Executive education
Uses cases & lectures
5.
•
•
•
Role Playing
Trainees act out parts in a realistic mgmt. situation
Trainees assume the roles of specific persons in that situation
Can trigger spirited discussions among the role player/trainees
42
Managerial Training & Development
Off-the-Job Training (conti…)
6.
•
•
•
•
Behavior Modeling
Trainees are first shown good mgmt. techniques in a film,
are asked to play roles in a simulated situation, &
Are then given feedback & praise by their supervisor
The basic procedure is as follows:
i. Modeling (First trainees watch video examples that show models
behaving effectively in a problem situation)
ii. Role Playing (Trainees are given roles to play in a simulated situation)
iii. Social Reinforcement (praise & constructive feedback in the role
playing situation)
iv. Transfer of Training (Trainees are encouraged to apply their new
skills on the jobs)
43
Managerial Training & Development
Off-the-Job Training (conti…)
7. Cooperate Universities (In-house Devt. Centre)
• Exposes prospective managers to realistic exercises to devt.
improved mgmt. skills
• Collaborations with academic institutions
• E.g. GE, McDonalds, IBM
8. Executive Coaches
• An outside consultant who questions the executive's
associates in order to identify the executives strengths &
strengths &
• Then counsels the executive so he can capitalize on those
strengths & overcome the weaknesses
44
Training for Special Purposes
• Literacy Training Techniques – Because functional illiteracy is a serious
problem, many employers are testing job candidates' basic skills and setting
up basic skills and literacy programs.
• Special Education programs are being set up by many employers to provide
detailed information about AIDS, earthquake etc.
• Training for Global Business has become an essential organizational factor in
a global marketplace to avoid lost business due to various cultural issues.
• Diversity Training aims to create better cross-cultural sensitivity by fostering
more harmonious working relationships among a firm’s employees.
• Customer Service Training is increasing because more firms are finding it
necessary to compete based on quality of service to increase their business.
• Teamwork Training – Employees must be trained to be good team members.
45
Mentoring
•
Turning into a case of serial socialization and receiving great
deal of attention.
• “Mentoring is a relationship between two people in which one
of them offers advice & guidance to help the other develop in
a particular area.”Tim Hindle
• The relationship between mentor and employee is a
developmental one that serves career enhancing,
psychological functions for the employee.
46
• A process when workers who aspire to reach
the top echelons of management acquire a
role model or sponsor.
• It means gaining favour of a dominant ingroup that sets standards and priorities.
• It includes vouching for the worker, answer for
him in the highest circles, make introductions,
and advise and guide the worker on how to
move effectively through the system.
47
• Purposes of Mentoring
– To support the trainee schemes & the
development of “high flier” or senior manager
– To encourage the career development of minority
groups
– To nurture employees with skills short-supply
48
Empowerment
• Process of passing authority & responsibility to
individuals at lower levels in the organizational
hierarchy
• To be empowered, employees must have the
knowledge & skills
• Today, many organizations are empowering indis. &
teams to make decisions concerning their particular
area of work
• Empowerment is a managerial approach in which
employees are given substantial authority and say to
make decisions on their own. – Robbins & Coulter
49
Process of Empowerment
1. Identify conditions of powerlessness
–
Arise due to poor communication, centralized resources,
authority leadership etc.
2. Implement empowerment strategies and techniques
–
E.g. Use of participative mgmt., job enrichment,
implementing merit-pay systems etc.
3. Remove conditions of powerlessness & provide selfefficacy information
4. Feeling of empowerment generated
5. Empowerment results in performance
50
Methods of Evaluating Training Programs
1. Test-retest Method
• Method of finding the changes in the participants during the pre
& post training periods brought about by the training program
•
Participants are once tested prior to the beginning of the
training program about their expectations regarding the training
program
•
As soon as the training program is completed, they are again
tested to know their final reactions regarding its success
•
However, on the basis of differences in the test-retest scores, it
is difficult to conclude that the training programs will bring
about any change in the real situation
51
Methods of Evaluating Training Programs (conti…)
2. Pre-post Performance Method
• Participants are, first, rated before the training
program
• After the program is completed they are again rated
in the real performance
• Useful to examine the effect of training on changing
participants' knowledge & skills & their attitudes in
the real job situation
52
Methods of Evaluating Training Programs (conti…)
3. Experimental-control Group Method
• Primarily used to evaluate the differences in the knowledge, skill &
intelligence of the control & experimental groups
• Control group: Having no clear instructions & guidelines to perform on
the job
• Experimental group: There are clear instructions & guidelines at work
• Using this method, if the performance of the experimental group
improved on the job, the training would be said to be successful
• But, if performance of control & experimental groups remain
unchanged, training is said to be unsuccessful in improving the
individual & organizational performance
53
Methods of Evaluating Training Programs (conti…)
4. Questionnaire / Structured Interview
• Administered to the immediate supervisors of
the trainers
• Asked to rate the trainees on the job efficiency
directly related to the training objectives
54
Methods of Evaluating Training Programs (conti…)
5. Longitudinal or Time Series Analysis Method
• A series of measures are taken before the
program begins, continues during & after the
program is completed
• Results obtained are plotted on a graph to
determine whether changes have occurred &
remains as a result of the training effort or not
55
Methods of Evaluating Training Programs (conti…)
6. Trainee Surveys
• A questionnaire is sent to the trainee after the
completion of the program to get their
reflections about the training program’s
usefulness
• However, not much reliable
56
Process of Evaluating Training Program
Setting Training Objectives (Standards)
Developing Evaluation Criteria
Pre-testing Trainees' Existing Skills
Monitoring Training Sessions
Evaluating Training
Feedback for Future Programs
57
Process of Evaluating Training Program
1.
•
•
•
Setting Training Objectives
Objectives are the expectations of the training
Should be clear & measurable
Should be discussed with employees, supervisors & trainers
2.
•
•
•
Developing Evaluation Criteria
Pre-determined criteria
Assesses the effectiveness of a training program
Effectiveness of a training program evaluated indicates: participants'
reaction, changes in participants' knowledge/skills, attitudes, changes in
job performance & organizational performance
The criteria that can be used are: reaction, learning, behavior & results
•
3.
•
•
•
Pre-test Trainees
Once criteria are selected for evaluation pre-test will be arranged
This will be conducted prior to the training program to find out the level of
knowledge, abilities & skills of the participants
The information collected from this test is v. useful to identify transfer of
knowledge & skills after the training
58
4. Monitoring Training Sessions
• Objective is to increase the effectiveness/outcome of the
training & reduce weaknesses of the program
• Helps to know & control training objectives, schedules,
inputs & delivery
5. Evaluating Training
• Similar to "measuring actual performance"
• A questionnaire/interview is used amongst the trainees
after the completion of training program for feedback
6. Feedback for future program
• Utilizes the information obtained from the above 5 stages
for the following purposed,
–
–
–
Determining strengths & weaknesses of training program
Determining overall costs, benefits, success of the program
Providing feedback to the concerned authorities
59