Page: 1human resource development human resource development mba obhrd 8

semester-4 mba obhrd 8 semester-4 human resource development mba obhrd 8

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Page: 4syllabi-book mapping table human resource development unit-i hrd-concept,
philosophy / goals, hrd instruments, processes and outcomes, hrd departments and
their role, role o hrd managers, competency re.uirements o hrd managers. unit-ii
designing hrd interventions, hrd interventions and their applications in organisations-
perormance appraisal, training, potential appraisal / development, assessment centre,
role analysis, organi*ational development, process consultation, in-basket exercises,
hrd practices in india. unit-iii business strategy / hrd, t.m/ hrd, role o ceo in hrd,
line managers / hrd, role o hrd in service sector, hrd strategies in organi*ations. unit-
iv hrd climate in india, hrd or )orkers, hrd dimensions o industrial relations, role o
trade unions in hrd, technology / hrd, emerging trends / challenges, hrd audit. unit 1:
human resource development: anovervie) (pages &-44$ unit %: hrd interventions
(pages 4#-11"$0 unit &: employee training and development (pages 11!-184$ unit 4:
management development, career planning and perormance appraisal (pages 18#-
%%4$0 unit #: human resource development strategies (pages %%#-%'#$ unit ': human
resource development trends and challenges (pages %'"-%!%$ syllabi mapping in book
Page: #contents introduction 1 unit 1 human resource development: an overvie) &-44
1.( introduction 1.1 unit ob,ectives 1.% human resource development: concept,
philosophy and goals 1.%.1 deinition 1.%.% hrd: a proessional innovation 1.%.&
similarities and dierences bet)een personal management and hrd 1.%.4 )hy hrd1
1.%.# hrd mechanisms, processes and outcomes 1.%.' hrd department and its unctions
1.%." characteristics o hrd 1.%.8 demands o hrd on employees 1.& human resoures
Page 1 o 1!#
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development at the organizational level 1.3.1 human resources in the changing
environment 1.4 importance of hrd 1.5 role of hrd managers 1.6 outcomes of hrd 1.7
competency requirements of hrd managers 1.8 goals of hrd department 1.9 functions
of hrd department 1.1 approaches to human resources development 1.11 improving
performance through hrd 1.1! summary 1.13 "ey terms 1.14 ans#ers to $chec" your
progress% 1.15 questions and e&ercises 1.16 further reading case study unit ! hrd
interventions 45'117 !. introduction !.1 unit o()ectives !.! designing hrd
interventions !.!.1 o()ectives of hrd interventions !.3 principles in designing hrd
systems !.4 designing the hrd process !.4.1 need assessment phase !.4.! design phase
!.4.3 implementation phase !.4.4 evaluation phase !.5 hrd interventions and their
applications !.5.1 approaches !.5.! su(systems
*age+ 6!.6 organizational development !.6.1 definitions !.6.! history of od !.6.3
features of od !.6.4 o()ectives of an od !.6.5 qualityof #or" life !.6.6 change agent
!.6.7 od assumptions !.6.8 od models !.7 organization development interventions
!.7.1 planning od interventions !.7.! od intervention strategies !.7.3 innovation !.7.4
creativity !.7.5 learningorganizations !.8 assessment centres !.8.1 history of
assessment centres !.8.! need of assessment centres !.8.3 uses of assessment centres
!.8.4 types of assessment and development centre e&ercise !.8.5 process of selection
of participants !.8.6 advantages and disadvantages of assessment centres !.9 role
analysis !.9.1 need for role analysis !.9.! scope of role analysis !.9.3 roleanalysis and
evaluation !.9.4 "ey (enefits of role analysis !.1 process consultation !.11 in'(as"et
e&ercises !.11.1 competencies measured in an in'(as"et e&ercise !.11.! advantages of
in'(as"et e&ercise !.11.3 disadvantages of in'(as"et e&ercise !.1! hrd in the national
conte&t !.1!.1 human capital approach !.1!.! social psychology approach !.1!.3 the
povertyalleviation approach !.1!.4 current approach to human resource development
!.1!.5 rene#ed emphasis on hrd !.13 early approaches to hrd in the organizational
conte&t !.13.1 earlyapprenticeship training !.13.! vocational education programmes
!.13.3 factory schools !.13.4 training programmes for semi's"illed and
uns"illed#or"ers !.13.5 the human relations movement !.13.6 the esta(lishment of
the training profession !.13.7 the emergence of hrd !.14 hrd in indian
industries,organizations !.15 hrd in the indian conte&t !.15.1 hrd in the current
scenario
*age+ 7!.16 summary !.17 "ey terms !.18 ans#ers to $chec" your progress% !.19
questions and e&ercises !.! further reading unit 3 employee trainingand development
119'184 3. introduction 3.1 unit o()ectives 3.! training 3.!.1 importance of training
3.!.! o()ectives of training 3.!.3 types of training 3.!.4 (enefits of training 3.!.5 areas
of satisfaction and dissatisfaction 3.!.6 concepts of development and training 3.!.7
measuring training 3.!.8 evaluation of training 3.!.9 reasons for the gro#th of training
and development 3.!.1 role of training in an hrgrand strategy 3.!.11 role of training
in leadership development 3.!.1! role of training in high'performanceteam 3.!.13 role
of training in "no#ledge retention 3.3 assessing training needs 3.3.1 reasons for
conducting training needs assessment 3.3.! methods of training needs assessment
3.3.3 needs assessment process 3.3.4 levels of needs assessment 3.3.5 elements of
needs assessment 3.3.6 types of training needs assessment 3.4 training methods
techniques 3.5 evaluation of training 3.5.1 "ir"patric"model of training evaluation 3.6
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summary 3.7 "ey terms 3.8 ans#ers to $chec" your progress% 3.9 questions and
e&ercises 3.1 further reading case study unit 4 management development4 career
planning and performance appraisal 185'!!4 4. introduction 4.1 unit o()ectives 4.!
management development+ nature and purpose 4.!.1 need and importance of
management development 4.!.! o()ectives of management development 4.!.3 on'the'
)o( and off'the')o( methods of management development
*age+ 84.3 career planning 4.3.1 aims and o()ectives of career planning 4.3.! need for
career planning 4.3.3 (enefits of career planning 4.3.4 process of career planning 4.4
performance appraisal 4.4.1 o()ectives of performanceappraisal 4.4.! uses of
performanceappraisal 4.4.3 purpose of performanceappraisal 4.4.4 process of
performanceappraisal 4.4.5 essentials of a good appraisal system 4.4.6 methods or
techniques of performance appraisal 4.4.7 pro(lems and issues of
performanceappraisal 4.4.8 #ays for improving performanceappraisals 4.5 summary
4.6 "ey terms 4.7 ans#ers to $chec" your progress% 4.8 questions and e&ercises 4.9
further reading unit 5 human resource development strategies !!5'!65 5.
introduction 5.1 unit o()ectives 5.! (usiness strategy and hrd 5.!.1 acase for strategic
hrd 5.3 strategic approach to training and development vs strategic human resource
development 5shrd6 5.4 historical perspective of strategy and hrd 5.5 hrd+ a strategic
perspective 5.5.1 models of hrd 5.5.! (alanced scorecard 5.5.3 hrd and life cycle of an
organization 5.6 total quality management and hrd 5.6.1 people and tqm 5.6.!
hrdmanagers and tqm 5.6.3 tqmin hrd 5.7 role of chief e&ecutive officer 5ceo6 in hrd
5.7.1 ceoand hr 5.7.! people'focussed hr processes 5.8 line managers and hrd 5.8.1
role of line managers 5.8.! qualities and s"ills required for front line managers 5.8.3
managing line managers 5.8.4 pro(lems and ris"s of line managers
*age+ 95.9 role of hrd in service sector 5.9.1 hrd and its relationship #ith mar"eting
5.9.! motivation4 consent and participation 5.9.3 hrdaudit 5.9.4 need for hraudit 5.9.5
qualitative and quantitative indicators for hr audit 5.9.6 significance of hraudit 5.9.7
(enefits of hraudit 5.9.8 scope of hraudit 5.9.9 hraudit process 5.9.1 audit of hr
results 5.9.11 audit report 5.1 hrd strategies in organizations 5.11 summary 5.1! "ey
terms 5.13 ans#ers to $chec" your progress% 5.14 questions and e&ercises 5.15 further
reading case study unit 6 human resource development trends and challenges !67'!9!
6. introduction 6.1 unit o()ectives 6.! hrd climate in india 6.3 hrd for #or"ers 6.3.1
hrddimensions of industrial relations 6.3.! development needs of #or"ers 6.3.3
developmental plan for #or"ers 6.4 hrd+ mechanisms for #or"ers 6.5 role of trade
unions in the hrd process 6.6 technolgoy and hrd 6.7 emerging trends and challenges
6.7.1 ne#trends in international hrm 6.7.! challenges facing hrd 6.8 summary 6.9 "ey
terms 6.1 ans#ers to $chec" your progress% 6.11 questions and e&ercises 6.1! further
reading case study
*age+ 1introduction notes self'instructional material 1 introduction the concept of
human resource development 5hrd6 has evolved due to enlightened employers
tryinghard4 over the years4 to improve the lot of their#or"ers. hrd emerged as a
profession in the late nineteenth and t#entieth centuries. hrd policies of an enterprise
is aimed at helping employees develop their personal and organizational s"ills4
"no#ledge and a(ilities. hrd includes such opportunities as employee training4
employee career development4 performancemanagement and development4 coaching4
*age 3 of 195
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succession planning, key employee identification, tuition assistance andorganization
development. the objective ofhrd is to foster human resourcefulness through
enlightened and cohesive policies in education, training, health and employment at all
levels, fromcorporate to national. this book, human resource development, is divided
into six units. the first unit gives an overview of hrd. it also discusses the various
approaches to hrd and the ways to improve performance through hrd . the second unit
focuses on hrd interventions and their applications. the hrd has also been highlighted
in the national context in this unit. the third unit examines employee training and
development methods. the fourth unit deals with management development, career
planning and performance appraisal . the fifth unit unit deals with thehrdstrategies. the
sixthunit examines the emerging trends and challenges inhrd. in accordance with the
self-instructional mode format, each unit of the book begins with an introduction to
the topic and is followed by an outline of the unit objectives. the detailed content is
then presented in a simple and structured form, interspersed with check your
progress uestions to test the students understanding.asummaryof the content, along
with a list ofkeyterms and a set of uestions and exercises, is provided at the end of
each unit for recapitulation. relevant examples!illustrations have been included for
better understanding of the topics.
"age# $$human resource development# an overview notes self-instructional material %
unit $ human resource development# an overview structure $.& introduction $.$ unit
objectives $.' human resource development# concept, philosophy and goals $.'.$
definition $.'.' hrd# a professional innovation $.'.% similarities and differences
between personal management and hrd $.'.( why hrd) $.'.* hrd mechanisms,
processes and outcomes $.'.+ hrd department and its functions $.'., characteristics of
hrd $.'.- demands of hrd on employees $.% human resoures development at the
organizational level $.%.$ human resources in the changing environment $.(
importance of hrd $.* role of hrd managers $.+ outcomes of hrd $., competency
reuirements of hrd managers $.- goals of hrd department $.. functions of hrd
department $.$& approaches to human resources development $.$$ improving
performance through hrd $.$' summary $.$% key terms $.$( answers to check your
progress $.$* uestions and exercises $.$+ further reading case study $.& introduction
the importance ofhuman resource development /hrd0 is now being increasingly
realized, particularlyin the fast-growing corporateworld as a result of globalization and
new economic policies. today, the concept of hrd is considered seriously bymost of the
medium-and large-scale industrial organizations, keep themselves competent and
forward-looking. hrd aims at the promotion of thewell-being of individuals, families
and societies. it deals with creating conditions that enable people to get the best out of
themselves and their lives. development is a never-ending process. as people develop
themselves, new problems and issues arise
"age# $'( self-instructional material human resource development# an overview notes
and the growth1development1problemloop continues. leonardnadler, who first coined
the word hrd, along withg.d. wiggs, says# development is concerned with providing
learning experiences to employees so that they may be ready to move
intonewdirections that organizationalchangemayreuire. hrdis recognized as an
important tool for corporate strategy, integrating conceptual values with humanvalues.
"age ( of $.*
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hrddealswithcreating conditions that enable people to get the best out of themselves
and their lives. it helps themto develop new competencies to meet the changing
reuirements, aspirations and problems. themost important objective of hrd at all
levels is competence building for healthy and happy living. competencies help people
bring happiness to their lives. $.$ unit objectives after going through this unit, you will
be able to# 9 understand what human resource development is 9 differentiate
betweenhrdat the social level andhrd in the organizational context 9 know the concepts
of hrd and its dimensions 9 explainwhyyou need hrd 9 explain hrdmechanisms,
processes and outcomes 9 understand the characteristics of hrd 9 know the purpose and
need for hrd in the organizational context 9 know the methods, instruments,
mechanisms and techniues of hrd 9 understand the outcomes of hrd $.' human
resource development# concept, philosophy and goals peoplemake things happen. for
this, theyneed a set of circumstances. however, it is the people who create these
circumstances.according to t.v. rao, hrd is the process of enabling people to make
things happen. it deals both with the process of competency development in people
and the creation of conditions to help people apply these competencies for their own
benefit and for that of others. hrd is a continuous process. while the ultimate objective
of hrd is to develop competencies in individuals and groups, developing competencies
is a never-ending process.as one level of competencies is developed in an individual or
a group, another set of needs may arise reuiring the development of another set of
competencies.
"age# $%human resource development# an overview notes self-instructional material *
$.'.$ definition hrd has originated fromthe belief that human beings have potential. it
places a premiumon the dignity and tremendous latent energyof the people.according
to t.v. rao, hrd the organizational context is a process bywhich the employees of an
organization are helped in a continuous and plannedway to# 9 acuire or sharpen
capabilities reuired to performvarious functions associated with their present or
expected future roles. 9 develop their generalcapabilities as individuals anddiscover
and exploit their inner potential for their own and!or organizational development
purposes 9 develop an organizational culture in which supervisor-subordinate
relationships, teamwork and collaboration among sub-units are strong and contribute
to the professional well-being, motivation and pride of employees. looking at this
definition ofprof. rao, you can say that hrdaims at helping people acuire
competencies reuired to performtheir functions effectively, thereby allowing their
organizations do well. the hrdprocess is facilitated bymechanisms /instruments or sub-
systems0 like# 9 performance appraisal 9 training 9 organizational development /od0 9
feedback and counselling 9 career development 9 job rotation 9 rewards employees are
continuouslyhelped to acuire newcompetencies through a process of performance
planning, feedback, training, periodic review of performance, assessment of the
developmental needs and creationof development opportunities through training, job
rotation, responsibilitydefinitionand other such mechanisms. $.'.' hrd# a professional
innovation hrd is not a mere theoretical concept. it is a professional innovation
necessitated by the exigencies of the situation, fuelled byhuman idealism, supported
bygrowing knowledge about human systems and chiselled bypioneering practitioners.
since $.-&, high performance work systemshas become increasinglypopular. in this
"age * of $.*
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changing context, total human resource management (hrm) the holistic approach
and not partial personnel management would be relevant. describing people as a
resource is relatively a recent practice in india. describing people as a resource
underlines the fact that people are as important
Page !"# self$instructional material human resource development an overview notes
as other resources.managers andwor%ers together represent the human resources of
anorgani&ation. the personnel department in any organi&ation should have a role in
policy, planning and research, in addition to the role of providingpersonnel services,
such as recruiting, informationand guidance to linemanagers onmatterssuchas
industrial relations. this contrastswithdruc%es criticismof the personnel functions that
the wor% of the personnel department consisted of partly clerical 'ob and partly
firefighting 'ob to settle union troubles. last but not least, the personnel functionhas a
%eyrole in facilitating change. this is bacausemost organi&ations todaymust change
inorder to survive. change has mainly to do with people. manyof the industrial
problems, which you face todayhave to dealwithchangeschanges invalues, changes
inmethods ofwor%ing, changes in technologies, changes in perceived career patterns
and changes in expectations in the country. there are two conceptual limitations ofhrd.
first, rather than a general theoryofemployeemanagement, hrdismore
appropriatelyviewed asanumbrella termfor a series of practices that have come to
prominence during the past decade. second, as simply a set of practices. hrd does not
represent a conceptual tool %it for the analysis of themore fundamental issues
ofmanagement(wor%er relations and issues of power, control, conflict, consent and
dependence. hrd is the latest management response to these issues, and not an
explanationof them. !.).* similarities and differences between personal management
and hrd similarities between personnel management and hrd models the following are
the similarities betweenpm and hrd + both models emphasi&e the importance of
integrating personnel,hrm practices withorgani&ational goals. + bothmodels vest
personnel,hrd firmly in line management. + both models emphasi&e the importance of
individuals, developing their abilities for their own personal satisfaction to ma%e their
best contribution to organi&ational success. + bothmodels aimat placing the right
people into the right 'obs as an important means of integrating personnel,hrdpractice
withorgani&ational goals. differences between personnel management and hrd the
following are the differences betweenpmand hrd + many statements about personnel
management seem to see it as a management activitywhich is largely aimed at non$
managers. pmappears to be something performed on subordinates by managers rather
than something that the latter experience themselves. it appears to be nothing more
thana set of rules andprocedures that mayevenconstrain their freedom
Page !-human resource development an overview notes self$instructional material .
in managing their subordinates as they thin% fit. on the other hand, hrd dose not
merelyemphasi&e the importance of employee development, but it focuses
particularlyon development of the management team. + while both personnel
management and hrd highlight the role of line management, their focus is different. in
the personnelmanagement model, lines role is verymuch an expression of the view
that all managers manage people, so all managers in a sense carry out
personnelmanagement. it also recogni&e the fact that most specialist personnel wor%
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still has to be implemented within linemanagements departmentswhere theworkforce
is physically located. in the hrdmodels, hrd is vested in line management as business
managers are responsible for coordinating and directing all resources in the business
unit in pursuit of bottom-line results. not only does the bottom-line appear to be
specifiedmore precisely inhrdmodels than in the personnelmanagement models
hrdmodels put much emphasis on qualityof product or service, but a clear relationship
is drawn between the achievement of these results and the lines appropriate and
proactive use of the human resources in the business unit. personnel policies are not
passively integratedwithbusiness strategybut are an integral part of strategy in the
sense that theyunderlie and facilitate the pursuit of a desired strategy. 1 most
hrmmodels emphasize themanagement of the organizations culture as the main
activity for senior management.although the organizational development od! models
of the 1"#$s proclaimed similar messages, these were not fully integratedwith the
normative personnelmanagement models of this period. od was always seen as a bit
different from mainstream personnelmanagement and, in fact, was generallykept
separate in a formal institutional sense with separate od consultants, not always with a
background in or located within the personnel department. above all, it was often
presented as a fringe activity, an initiative that was nice to have but to be dispensed
with at the first hint of financial cutbacks. 1.%.& why hrd' people need competencies
knowledge, attitudes, values and skills! to perform tasks. ahigher degree and quality
of performance of tasks requires a higher level or degree of skills. without continuous
development of competencies in people, an organization is not likely to achieve its
goals. competent and motivated employees are essential for organizational survival,
growth and e(cellence. over a period of time, an organization may achieve a saturation
point in terms of its growth. even to maintain such a saturation level of growth, and
for organizations to operate in environments that keep changing, employee
competencies need to be sharpened or developed. 1. laura hall. )letting go or holding
on*the devolution of operational personnel activities. human resource management
+ournal, +anuary 1",,.
-age. 1/, self-instructional material human resource development. an overview notes
anyorganizationthat is interested inimproving its services and itseffectiveness
inotherways for e(ample, cost reduction, reduction in delays, increased customer
satisfaction, improved quality and promptness of services and market image!, needs to
develop its employees competencies to perform the tasks required to bring about such
improvements. thus, hrd is required in each organization that is interested in.
stabilizing itself achievinggrowth diversifying renewing itself to become more
effective improving its systems and services changing and becoming more
dynamic playing leadership roles 1.%.0 hrd mechanisms, processes and outcomes the
nature of efforts and investments put into developing human resources may
varyfromorganization to organizationdependingon its need, nature and size. this may
also vary fromtime to time in the same organization depending on the nature of change
that the organization is going throughor the nature ofcapabilities that the
organizationwantsto buildwithin it. there aremanymethodsor instruments available for
organizations to develop employee competencies. the instruments of hrd are many.
these instruments should lead to the generation of hrd processes, such as role clarity,
-age # of 1"0
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performance planning development climate, risk-taking, and dynamismin employees.
suchhrdprocess should result inmore competent, satisfied and committed people that
wouldmake the organizationgrowbycontributing their best to it. suchhrdoutcomes
influence the organizational effectiveness. amodel e(plaining the linkages between hrd
instruments, processes, outcomes and organizational effectiveness is givenbelow rao
1""$!. 1.%./ hrd department and its functions organizing the hrd department in
management, the concept of hrdwas formally introduced in 1"/" by prof. lennadler in
theamerica at theamerican society for training and development conference. in india,
larsen and turbo ltd. was the first to introduce this concept in 1"#0 among private
sector companies with the ob+ect of facilitating growth of employees.among the public
sector companies, it was the bharatheavyelectricals limited bhel! which introduced
this concept. hrm ismore than a function ofmanagement. it is aphilosophywhichmust
be reflected in the values, beliefs and activities of managers throughout the
organization.
-age. 1#human resource development. an overview notes self-instructional material "
at the organizational level, hrd includes the functions and processes undertaken for
formatting the intellectual, moral, psychological, cultural, social and economic
developments of the individuals in an organization to help them to achieve the highest
human potential as a resource for the community. hrd has been defined by daftur as a
system and process concerned with an organized series of learning activities within
specified time limits, designed to produce behavioural changes in the learner in such a
way that it acquires desired level of competence for present or future role. hrd is not a
piecemeal or a one-time e(ercise, but it is a continuous process. nowadays hrd is
considered as the key to higher productivity, better relations and greater
profitabilityfor anyorganization. needless to say that people in an organization play a
very crucial role. henry ford once said. )take out my building, take out mymachines,
take out all capital but leave mymenwithme and i will become henry ford again. in
the field of management sciences, 1",$s and 1""$s can be called the decades of
computers and hrd. it is recogized everywhere that human competencydevelopment is
an essential pre-condition for anydevelopment effort. many organizations have set up
hrd department and others have changed their personnel department into hrd
department which emphasized the importance of peoples competencydevelopment.
hrd is not a set of techniques but a process of helping people to acquire competencies
as already stated. in the organizational conte(t hrd is a process bywhich the employees
of an organization are helped in a continuous and planned way to. acquire or sharpen
capabilities required to performvarious functions of their present and future roles
develop their general capabilities as individuals and bring out inner potential for
organizational development purposes develop anorganizational culture that is
conducive to motivation and pride of employees people need
competencies:knowledge, attitudes, values and skills: to perform tasks. without
continuous development of competencies of people, an organization cannot achieve its
goals. strengthening hdr functions there are different ways of strengthening the hrd
functions. some of themare. using the e(isting personnel department. as hrd is an
integral part of personnel function, there is no need for a separatehrddepartment.
-age , of 1"0
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sail! strengthening the personnel department by equipping them with new
competencies. creating a new role of hrdmanagers setting uphrd department
-age. 1,1$ self-instructional material human resource development. an overview
notes hrd is a newconcept and is graduallydriving out the traditional personnel
management concept. it is not simplyold wine in a new bottle, but there is also
conceptual difference. hrd is a holistic concept, while traditional personnel functions
were e(clusivelydepartmental. hrd is looked upon as a subsystemof a larger system.
hrd has been widely accepted as one of the most effective tools for effective
development of the organization. the traditional personnel function is the e(clusive
responsibilityof the personnel department, but hrd is the concernof allmanagers in the
organization. hrd is considered successful when every employee sees himself as a
developer of his subordinates. functions of hrd in a small organization, the proprietor
performs all the functions. but as the organization grows, delegationof duties is
essential. the proprietor employs other people and delegates some of his duties and
responsibilities to them. in this way, he creates another level in his organization. with
the further growth of an organization, there is a need for greater specialization of
functions. to a small businessman, salary structure of his employees requires no
specialised knowledge but a big company employing several thousand employees
needs the assistance of a specialist to manage wage and salary administration. in this
way managerial assistance of a specialized nature is required. this is the origin of
)separation of a staff function froma )line function. the term line is used to indicate
the line of authority. in an organization theory, the word )line usually refers to those
functions which have direct responsibility for accomplishing the ma+or ob+ectives of
the enterprise while the word )staff refers to those functions that help the line in
accomplishing those ob+ectives and are only indirectlyrelated to thema+or ob+ectives.
in amanufacturing firm, production, purchase and sales are line functions and
personnel, finance, accounting and research are staff functions. the distinction between
line and staff is a means of determining who makes decisions directly related to the
attainment of end-results and who provides advice and service in making those
decisions. it is the function of the staff e(ecutives to serve the line e(ecutives. all
managers are in a sense hr managers, because they are involved in recruiting,
interviewing, selecting, training, etc. yet, most of the firms also have a personnel or
hrdepartment with its hrdmanagers. how are the duties of there managers related to the
personnelmanagement duties of other linemanagers in the firm' line managers are
authorized to direct the work of subordinates:they are always someones boss. in
addition, theyare in charge of accomplishing the basic goals of the organization. on the
other hand, staff managers are authorized to assist andadvise linemanagers
inaccomplishing these basic goals in the organization. the direct handling of people is
an integral part of every line managers responsibility. as already said, line managers
may carry out all the personnel
-age. 1"human resource development. an overview notes self-instructional material
11 management duties without any assistance. but as the firmgrows, they need the
assistance of a specialised personnel or hrd staff. the hrdepartment provides this
specialized assistance. in doing so, the hrdmanager carries out three ma+or functions as
follows. i! a line functions. the hrd personnel performs a line function by directing
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the activities of the people in his own department and in service areas, he e(erts line
authority in his own hrd department. ii! coordinative functions. hrd e(ecutives also
)function as coordinators of the personnel activities, a duty usually referred to as
)functional control. thehrdmanager and his department act as the right arm of the top
e(ecutive to assure the latter that personnel ob+ectives policies and procedures which
have been adopted by the line organization are being consistently carried out by line
managers. iii! staff service! functions. service to line management is the )bread and
butterof the hrdmanagers +ob. hrdmanager assists inhiring, firing, rewarding and
evaluating employees at all levels and administers various welfare programmes. the
staff performs a supporting role. it supports the line in its performance. the ob+ective
ofstaff function is to help line e(ecutives byrelieving themof certain specialized
activities. while inorganization chart of a company, the hrdmanager is a staffman to
the rest of the organization, his relationship with his own subordinates in his
department is always )line. he manages a department which mayover hundred
employees and his managerial duties are as heavy as those ofmost line managers. like
them, he is concerned withproduction, qualityofwork, planning, organizing and
controlling the efforts of his department aswell aswiththe recruitment, selection and
placement of people on his staff and their training, leadeship and motivation. aformal
organizationrefers to themanner inwhich its personnelare grouped into different
departmentsand divisions. the different departments ofanorganization can be formally
structured in three ma+or ways:by function, by division or by matri( structure. in the
functional department, all personnel who can contribute to the performance of a
specific function are clustered together. under such a systemall personnel concerned
with personnel administration are grouped together in the hrd department, allpersons
concerned with the marketing function are grouped together in the marketing
department, and so on. one important advantage of this functional form is that each
function is performed by a specialist. owing to specialization, skillsofemployees in
afunctionalorganization canbemore effectively utilized. but as the employees have
several bosses, coordination is verydifficult to achieve and the organization cannot
operate as a total integrated system. the other wayof grouping organizationalmembers
is bydivisionalization. here you aggregate all the specialists required to produce a
given product. if a
-age. %$1% self-instructional material human resource development. an overview
notes companyproduces and sells four different products, it may set up four divisional
centres, one for each product. within each division all the needed production,
marketing, finance and other manpower services are assembled. divisionalization
maybe ofdifferent types. theremaybe divisionalization byproduct or by territory. the
advantage of divisionalization is that here it is easy to compare performances.
however, it involves duplication of staff and unnecessarywastage. an organizations
departments can be structured in the matri( form, i.e., organizational members may be
placed under two bosses:one boss will be the head of the department to which the
employees belong and the other boss will be the head of the pro+ect to which they are
temporarily involved. matri( formis also known as the )multiple command system. in
a big engineering firm, technical personnel of various departments are assigned to a
pro+ect. when this particular pro+ect is complete, they go back to their respective
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departments until the next assignment concerning another project is given. one great
advantage of the matrix organizationor project organization is that specialized
knowhowand skillis available to all projects on an equal basis but it violates the
traditional organizational principle of unityof command and fosters conflicts. the
organizational structure of the hr department has a pyramid-like shape with the
hrdmanager or hrd director at the apex. inmany large organizations, the hrd manager is
also a member of the board and is designated as hrd director or vice-president, hrd.
where he is not a member of the board, the appropriate designation is hrdmanager.
right below the hrdmanager, there is another level with personnel officers who report
directly to the hrdmanager (figure .!. hrd manager or vice president, hrd personnel
officer wage and salary administration personnel officer industrial relations personnel
officer recruitment, placement training research officer figure . structure of an
organization figure . indicates that the top hrdmanager delegates the performance of
certain functions to personnel officers. the number of divisions depends upon the
extent of the activities which vary from company to company. within the personnel
department, the hrdmanager has line authorityover all the personnel officers under
him. within the department itself, there is a research officer who performs a staff
functionwith regard to the hrd or personnel department. thus, within the personnel
department, which performs a staff function in relationwith other departments in the
organization, there can be both line and staff authorities.
"age# $human resource development# an overview notes self-instructional material
% .$.& characteristics of hrd the characteristics ofhrd are as follows# ' hrd is a system
you must consider hrd as being made up of severalmutually- dependent parts or
subsystems, such as procurement, development and performance appraisal. change in
anyone subsystemleads to changes in other parts. there are feedback loops fromone
subsystem to another. as a result, change in any one subsystem produces a
reverberating effect on all other subsystems. ' hrd is a planned process hrd is a
planned system of developing people. it is a lifelong process, which goes on and on
continuously. ' hrd develops competencies at four levels hrd tries to develop
competencies at four levels. (i! at the individual level# employees are made aware of
their roles and what is expected of them, so that they are able to improve their skills
and attitudes accordingly. by enriching and redesigning jobs, the roles of employees
are mademore meaningful and interesting. (ii! at the dyadic level# stronger
employer(employee relationships are developed by developing more trust, mutuality
and help. thus, at the interpersonal level, more stress is laid on developing
relationships based on trust, confidence and help. (iii! at the group level# committees
or task groups are made more effective by developing collaboration in their inter-
group relationships. here, more stress is laid on cementing inter-group relations.
therefore, task forces and cross-functional teams are created to make people
interdependent for mutual benefit. (iv! at the organizational level# development of
competencies involves the development ofself-renewingmechanisms in the
organizationswhich enable it to adjust to the changes in its environment and to be
proactive. organizations are made to nurture a )development climate*, where every
effort ismade to harness humanpotentialwhilemeeting organizational goals. ' hrd is a
continuous process hrd, is a process of development. hence, it never stops.
"age of +,
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organizations may promote the process of development by: (i) planning for it, (ii)
allocating organizational resources for the purpose and (iii) byadhering to thehrd
facilitates that values human beings and facilitates their development. the ultimate
objective of hrd is to promote the professional well-being, motivation and pride of
employees: hrd achieves this objective by:
age: !!"# self-instructional material human resource development: an overview
notes $ attracting people to the organization and holding them $ ma%imizing their
performance beyond the assigned roles for organizational goals. hrd enables the
employee to discover and utilize his capabilities in service of organizational goals.
thehrd effort is focused on improving the &ualityof life of employeeswor'ing at
various levels in the organization. ".!.( demands of hrd on employees in order to be
strong and effective, everyorganization demands fromits members certain
actionswhich, thoughnot specifiedbyrole prescriptions, arevery important because they
facilitate the accomplishment of organizational goals. these include: doing acts of
cooperation protecting anorganization against disaster contributing ideas for
organizational improvement self-education helping to create a favourable climate
for the organization in the community which surrounds it. chec'your progress ". what
is the ultimate objective ofhrd) !. what is re&uired for an organization*s survival and
growth) +. what are line functions in an organization) #. into what three ways can the
different departments of anorganization be structured) ,. what is the other name for
matri% form) ".+ human resoures development at the organizational level at the
organizational level the goal of hrd is normally to have competent and motivated
people (employees) to ensure higher levels of productivity, profitability and growthof
the organization.anorganizationuses manymechanisms to achieve hrd goals
sincewithout competent and committed employees, organizations can achieve very
little even if they have e%cellent technological and other resource bases. people are the
real assets of an organization. organizations depend on people for their survival and
growth. hrd is a positive concept in human resource management (hrm). it is based on
the belief that an investment in human beings is necessary and will invariablybring in
substantial benefits to the organization in the long run. it aims at overalldevelopment
of humanresources inorder to contribute to the well-being of the employees,
organization and the society at large.
age: !+human resource development: an overview notes self-instructional material
", hrd is a concept which represents the latest evolutionary stage in the long
traditionof training, educating and developingpeople for thepurposeof contributing
towards the achievement of individual, organizational and societal objectives. !
hrmandhrdhave both attracted a certain amount of criticismfor its -insensitive
depiction* of people as replacement parts serving themechanistic re&uirements of the
organization. hrd and hrmhave made individuals feel that organizations can use them,
interchange themand dispense themat will. however, you should consider howhrd
contributes to strategic issues and how various elements of an organization
interrelatewithhrm. the roles and practical competencies re&uired of those involved
inhrdmust be given due consideration. ".+." human resources in the changing
environment management scholars suggest that the enterprise of the future will be, if
not completelyunstructured, verylooselyorganized. it willbe fle%ible, entrepreneurial,
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innovative, boundaryless and a learningorganization. sometimes thephrase post-
modern is used to describe such an organization. the days of command-and-control
machine bureaucracies are numbered. one strong pressure for this development has
been the rise in the fixed costs of labour, due to rising labour cost rates and in some
countries, greater employee protection through government legislation. companies are
therefore concerned to minimize the number of direct long-termemployees. ways of
doing this include the use of primary and secondary labour markets within the firm,
employment ofpeople on short-termcontracts, use of agencystaff, giving contracts to
self-employed individuals (whomayperformthework at home, sub-contracting work
to small firms. this results in the core-peripherymodel organizationstructure. another
pressure onfirms to adopt the core-periphery structure maycome
fromtechnologicaldevelopments. for example, insome high-technology industries,
tasks are so complex that there is much use of self-contained task units. another
technological development is the increased availabilityof information technology.
organization of the future organizationof the futurewill takemanyforms. therewill
continue to bemonolithic organizations, mechanistically structured, producing
standard goods for stable markets, in which cost minimization through economies of
scale and strict management controlwill be the keycriteria for success. but there is
likely to be a range of other organizational types, linked together in a wide variety of
different ways through a combination of contractual andmanagerial arrangements. an
important fact is that those who are already in work will be doing the same work or be
employed in the same organizations. organizational change and development have
become a part ofworking life. the globalisation and removal !. wilson p. "ohn. human
resource development# learning and training for individuals and organizations. new
york# kogan page.
$age# !%&' self-instructional material human resource development# an overview
notes of trade barriers and continuous improvements and breakthroughs in new
technologyhave revolutionized the industrial and financial sectors. the concept of
having a lifelong career is out of date. the studybythe organization for
economiccooperation anddevelopment (oecd reveals that the average number of years
people in employment are likely to remainwithone employer isaround thirteenyears
inusa, britain,australia and canada. the average in "apan, france and germany is around
twenty two years. the trends in the usaand the uk suggest that this average length of
time is likely to decrease sharply as fewer workers are offered permanent "obs. the
trend is reflected in changing organizational structures in which a small group of
permanent, full-time staff, usually(ualified professionals, technicians andmanagers are
supported bycontracted-out specialists. in the neworganizational environment, a
flexible workforce is employeed as part-time and temporary employees. as
organizations restructure, human resources tend to decrease in (uantity but increase
in(ualityand in their value to organizational effectiveness. investing in the
development of these valued resources makes sense. organizational downsizing it is a
fact that organizationaldownsizing has become aprevalent business strategy. adecline
in performance necessitates downsizeing. moreover, firms seeking to be more flexible,
more responsive or less bureaucratic are increasingly resorting to work-
formelimination to achieve the advantages of smaller organizations. there are two
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types ofdownsizing5convergent downsizing and reorientation downsizing.
convergent downsizing involves shrinking the organizationwithout making significant
changes in its strategic direction. these are budget-driven efforts to reduce costs. the
result is that members end up doing the same with less. on the other hand,
reorientation involves both (uantitative and (ualitative changes. plans to reduce
overhead are included in reorientation. reorientation is generally stimulatedbylong-
termdislocation in the environment, resultingfromthe introduction of new technology,
entry of a new formof competition or a dramatic shift in the relevant politicalor
economic conditions. organizationaldownsizinghas far-reaching impact
onorganizational structure. employees of the future the occupationalmake-up of the
workforce is changing rapidly and is likely to continue to do so. the decline in "obs
inmanual occupations seems set to continue. there is also evidence of a clear trend
among employers towards a greater use of forms of flexible working in their drive for
cost-effectivene is enabling a much closer match betweenworkforce provision and
work re(uirements. employees expectations and aspirations have changed as a result
of the organizational and environmental flux inwhich theywork. there is evidence that
the traditional career structures of bureaucratic organizations, with clearlydefined pay
and grading systems, are becoming increasinglyunattractive to "ob-hunters. because
there is no longer any "ob security, other benefits become increasingly important.
$age# !+human resource development# an overview notes self-instructional material
&6 role of networks and information technology the organizations in which people
work are also changing in structure through delayering and downsizing resulting in the
leanerand fitterorganization, ready to meet the challenges of the next century. there
is an increasing trend towards network structures5clusters of business units, in
which each performs certain activities related to the business of the organization. for
example, one unit might be dedicated to research, another to production and a third to
sales and distribution. networks maybe internal in that the parent organizationowns
most of them.asecond formof network has a small core organizationand the business
operations are carried out bysatellite companies outside its direct control but acting as
its suppliers, producers and distributors. finally, there is the dynamic network
whereby the core organization acts as a broker for a number of independent suppliers,
producers and distributors. the implication of the shift towards network organizational
structures is that there are fewer layers of management and fewer managers, but that
the mangers role has changed. instead ofmanaging within one hierarchical
organizational structure, he is likelyto bemanaging inamatrix, operating across
hierarchies and organizational boundaries. there is another change that is
commonplace in the information age, those relating to computer-mediated
information and networking. one of the implications of the increase in information and
the ease with which it can be accessed is a radical change in the role ofmiddle
manager. althoughmiddle managers have decreased in numbers, their "obs appeared to
have increased. one area in which the middle managers role has changed
significantlyis inthewayinwhichhemanages human resources. thehumanresource
manager has entered the arena5not the personnel specialist. hrd, therefore, depends
on integrating the importanceof human resources into theorganizations
strategicpolicyandplanning and ensuring that all linemanagers adopt its principles as
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part of their everydaywork. if it is effective, the organization will achieve its ob"ective
and also its employees will be committed to its success. it depends on the match
between employees and the human resource needs of the organization and the
(ualityofworking life. changing work design approaches to the design ofworks
systems have progressed through three broad phases during the !,th century. the
period from&*,,a.d. to &*+,a.d. was dominated by the scientific management
approach to work design based on techni(ues of task fragmentation and emphasizing
the clear division between manual work on the one hand and management
responsibilities on the other. from &*+,-&*7, a.d. the (uality of working life ((wl
movement developed with a range of "ob enrichment, vertical loading, autonomous
group working and other such techni(ues as antidotes to scientific management.
$age# !'&7 self-instructional material human resource development# an overview
notes since &*7,a.d., high performance work systemstechni(ues using firms seeking
to be more flexible, more responsive or less bureaucratic are increasingly resorting to
work-form elimination to achieve the advantages of smaller organizations. the goals
underpinning the (wl movement in the &*',s and &*6,s concerned the costs of labour
turnover and absenteeismand other costs arising fromboredomand apathy. the
ob"ectives of work-design concern the need for (uality, flexibility and responsiveness
in meeting customer re(uirements in an increasingly competitive climate. the
management motives are strategic rather than operational, concerned with competition
and customer satisfaction rather thanwith employment costs. the term high
performance is used to refer to systematic, integrated development in the application
of autonomous group working with related implications beyond the confines of the
original techni(ue, invading the domain of supervision, and management structures
and also affecting training and payment systems aswell as other aspects of
organizational design. checkyour progress '. what does hrd believe about human
beings8 6. what does the termhigh performance maen8 &.% importance of hrd the
importance ofhrdmay be listed as follows# 9 hrd is needed to develop competencies# no
organization can survive if its employees are not competent in terms of knowledge,
skills and attitudes. both profit as well as non-profit organizations need competent
employees for the success of their internal and external operations. 9 hrd is needed to
mitigate some of the evil conse(uences of industrialization# it is common knowledge
that the factory system has dehumanized and deskilledvarious "obs. by
enrichingworkers roles, hrd satisfies their needs of advancement, growth, self-respect,
recognition, creativity and autonomy. hrd enables employees to lead an integrated life
which is mostly partitioned by the factory system into two lives5the organizational
life and the personal life. 9 hrd is needed to bring about system-wide changes# while
traditional hrd systems like training, "ob rotation, and so on, have their relevance and
use, theyare by themselves, inade(uate to bring about the kind of system-wide change
that is visualized in the concept of hrd. the newer concept hrd and its programmes, on
the other hand, bring about a system-wide change. theygradually enrich the entire
socio-technical system.
$age# !6human resource development# an overview notes self-instructional material
&* 9 hrd is needed to develop a proper climate in the organization# executives inmost
traditional organizations seemto hold the followingvalues# : getting the "ob done :
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being rational and logical rather than emotional effectivelymotivatinghuman
relationshipswith appropriate rewards and penalties these values lead to the following
consequences: executives remain unaware of human problems. decision-making
becomes less effective. conformity, mistrust and dependence, especially on those
who are in power, increase. hrd develops a new climate in the organiation. it replaces
the old values by new ones. people become more open, independent, authentic,
creative and collaborative in their behaviour. thus, the traditionalhrd function responds
to the need of the organiation as andwhen they arise. thehrd function not
merelyresponds to organiational requirements but anticipates and prepares the people
and the organiation to face future challenges with confidence. hrm, therefore, is
viewed as the primary !ob of the hr department while hrd is the responsibility of all
people in the organiation. ".# role of hrd managers any systematic or formalwayof
developing the competencies andmotivation of individuals in anorganiation and
building the organiation$s climate by improving the above processes can be called an
hrdmethod. manyhrdmechanisms are available to develop the competencies of
employees and improve the overall organiational climate. themost
frequentlyusedmethods are as follows: ". manpower planning %. performance
appraisal and feedback &. training, education and development '. potential appraisal
and promotion #. career development and career planning (. compensation and reward
). od techniques *. role analysis and role development +. qualityofwork life and
employee welfare ",. participative devices "". data storage and research "%. industrial
relations
-age: %*%, self-instructional material human resource development: an overview
notes ". manpower planning manpower planning is the sheet anchor of allhrdefforts. it
is concerned with the following: .a/ assessment of manpower needs .b/
manpoweraudit, that is, examiningwhether manpower strengthfor various !obs is
inadequate or more than what should be employed. thus, manpower planning is linked
with corporate plans and strategies on the one hand and !ob analysis on the other. %.
performance appraisal and feedback performance appraisals have become an
increasingly important tool for the organiation to use in managing and improving the
performance of employees as well as inmaking timely and accurate staffing decisions.
the appraisal process is a formal way of evaluating an employee$s performance.
appraisal helps an organiation communicate its expectations regarding performance
and the connection between performance and rewards to employees. they increase
employees$ confidence when employees$ receive feedback that their efforts are being
adequatelyrewarded.the feedback is offered throughan evaluation interview.
performance appraisal and feedback is a very critical hrd mechanism under which the
performance of an employee is periodically appraised by the employee himself in
collaborationwith his boss. themechanismemphasies the development of the
employee .by identifying their growth needs/ rather than their evaluation. performance
appraisal and feedback should be: open ob!ective participative permissive of
feedback so as to develop better superiorsubordinate relationship. &. training,
education and development training hasgained importance inpresent- dayenvironment
where !obs are complex and change rapidly. training refers to a learning experience
which is designed to bring such a change in an individualwhichwill improve his ability
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to do on the job. employee development, on the other hand, is a future-oriented
training process, which focuses on the individual growth of the employee. table 1.1
shows three different hrdmechanisms:
Page: 29human resource development: an overview notes self-instructional material
21 table 1.1: three hrdmechanisms activity focus purpose training learning of present
job improved performance on the present job of the employee education learning of
other related jobs preparation of the employee for related jobs in not too distant a
future. development learning not related to any general growth of the employee
specific present or future job three broad areas in which training may be imparted are
technical, behavioural and conceptual. training ofworers produces several useful
results such as: ! improvement inworer behaviour ! development of "we# feeling !
decrease in the habit ofhidingone#s ownmistaes andhighlightingothers# mistaes !
increased interest in suggestion scheme ! increase in awareness of familyneeds
andmore interest in family affairs $. potential appraisal and promotion the
term"potential# refers to the abilities possessed by an employee but not put to use
currently or the abilities to assume challenging responsibilities in future assignments.
potential appraisal is different fromperformance appraisal which shows an employee#s
current performance in his e%isting role. the objective of potential appraisal is to
identify the potentialof a given employee to occupyhigher positions in the
organi&ational hierarchy and undertae higher responsibilities. potential appraisal is
carried out on the basis of 'a( supervisor#s observations) 'b( performance data relating
to various previous roles played by an employee) and 'c( performance on roles in
simulated settings related to a new position. agood potential appraisal systemhelps
management pic up a suitable candidate for a given job and prepare him to carry out
the function in the new job. potential appraisal focuses on periodically finding out the
e%tent to which a given individual possesses the critical attributes re*uired to handle
higher level responsibilities. in hrd, promotion is not considered to be a reward
because it is not based on performance but it is based on the potential of an employee.
+. career development and career planning a career is a se*uence of positions held by a
person in the course of a lifetime. career planning is a process of integrating the
employees# needs and aspirations with organi&ational needs. inhrdsystems, corporate
growth plans are not ept secret. theyare made nown to the employees to plan their
career. it is useful to newemployees as it maes themaware of their specific career
path. it is, however, not necessary that each one of the employees scale new heights
everyyear but at
Page: ,-22 self-instructional material human resource development: an overview
notes least theywouldbe aware of theopportunities and get readyfor greater challenges
ahead. career planning does not guarantee success. but without it employees are rarely
prepared to cash in on the opportunities that come their way. .. compensation and
reward compensation and reward should be clearly related to the performance and
behaviour ofemployees. while salarystructure under hrd is basedon job analysis, salary
increase is linedwith performance. compensation and reward are common positive
reinforcements which should be clearly related to the performance and behaviour of
employees.as far as individuals are concerned, every effort is made inhrd systems to
encourage employees to ac*uire new sills and capabilities so that theybecome
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eligible to obtain suitable rewards. /. organi&ation development 'od( techni*ues
organi&ations are never perfectlystatic. theyeep on changing. employees# sills and
abilities, therefore, re*uire continual upgrading. the future is uncertainand full of
surprises. it is not easyto fight the forces of changewithout ade*uate preparation and
training.asystematic and planned wayofmanaging this change is through the process of
od. od techni*ues include team-building, organi&ationalmirroring andt-group. !
teambuilding : people learn how to wor in collaborationwith each other. !
organi&ational mirroring : the host group receives feedbac from representatives of
several other organi&ational groups about how an od techni*ue is perceived and
regarded. it increases the inter-group effectiveness. ! t-group : participants learn to be
more competent in interpersonal relationships. they learn about themselves, how
others react to their behaviour and about the dynamics of group formation, group
norms and group growth. 8. role analysis and role development under this, the job of
an individual in the organi&ation is analysed and enriched in terms of his role and not
in terms of his job. it is always ensured that a role is sufficiently challenging for the
individual, provides himade*uate autonomy for taing initiatives and is lined with
other organi&ational roles to avoid a feeling of isolation. 9. *uality of wor life '*wl(
and employee welfare the term"employeewelfare#means "theeffort tomae
lifeworthliving forwormen#. it includes various services, facilities and benefits
offered to employees by the employers and government. *wl refers to systematic and
organi&ed efforts by organi&ations for giving worers a greater opportunity to affect
the way they do their jobs and their contributions overall effectiveness of the
organi&ation. in an hrd system, there is always a focus on employee welfare and
*uality of wor
Page: ,1human resource development: an overview notes self-instructional material
2, life. employees must not onlybe givengood wages, they should also be provided
with good physical conditions and motivatingwor. if the wor is monotonous or
boring it must be redesigned. hrdsystems focus on employeewelfare and *wl by
continually e%amining employee needs and meeting them to the best possible e%tent.
1-. participative devices participative devices include the following: ! bipartite
meetings between management and worers to arrive at settlements concerning
worer#s wages, service conditions and worplace discipline wor ethics. !
information sharing about the business profitability, performance of the company,
competition andmareting. ! joint surveys ofmanagement andunions on the state
ofmorale, motivation and grievances ofworers. ! tas forces to study problems lie
"absenteeism#and "indiscipline#. ! collaborative projects jointly undertaen on
employee welfare and worers# education. ! *uality circles which are small groups of
employees formed voluntarily, woring on the simple premise that the people who do
a job everyday nowmoreabout it thananyoneelse, particularlywhen*ualityor
productivity is involved. 11. data storage and research it is very essential to preserve
systematic information about individual employee on various topics such as the
employee#s personal characteristics, performance-potential, promotions, salary, etc. so
that this may be used for counselling, career planning and trainingpromotion.
humanresource informationsystem'hris( is a method bywhich an organi&ation collects,
maintains and reports information on people and jobs. the information is generally
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stored in a central human resource data bank of the organization. thehris is put to use
whenever there is a need to identify employees for certain special assignments. 12.
industrial relations good industrial relations based on mutual trust and goodwillmake
the execution of hrd programmes easier. in hrd, unions are encouraged so as to look
after the psychological and socialwell-being ofworkers. the important areas in which
unions can participate are as following: they can pass on greater and more varied
information to workers about themselves and the organization. they can play very
positive roles in providing counselling services to employees.
!age: "22# self-instructional material human resource development: an overview
notes they can play a development role in the education of workers. they can help
management in developing innovative welfare schemes for employees, such as
worker$s cooperations, workers$banks and nursery schools. they can help workers
families in several ways: % provide guidance with respect to education. % provide
conciliation services in settling family&uarrels. % help in creating 'obs for the wives
of workers. theycanplaya verysignificant role ingenerating dataonvarious dimensions
of workers$ needs, aspirations and standard of living. checkyour progress (. list the
values held by executives in traditional organizations. ). what is an hrdmethod* 1+.
list the five most fre&uentlyused hrdmechanisms that help to develop competencies of
employees. 11. name the three broad areas in which training may be imparted to
employees. 12. what is the ob'ective of potential appraisal* 1". what is career
planning* 1#. what is hris* 1., outcomes of hrd each of the subsystems described
above contribute to the achievement of overall hrdgoals. potential appraisal focuses on
identifying the employee$s future role in the organization. organization development
aims at developing team spirit and self-renewing skills. the contributions of these hrd
subsystems result in certain hrd outcomes, which are as follows: people in
organizations become more competent because: % they become more aware of the
skills re&uired for 'ob performance. % there is greater clarity of norms and standards.
people understand their roles better because of increased communication. people
becomemore committed to their 'obs because now there is greater ob'ectivity to their
'obs, as also in the administration of rewards. people develop greater trust and
respect for each other.
!age: ""human resource development: an overview notes self-instructional material
2- there is greater collaboration and teamwork which produces a synergy effect.
people find themselves better e&uipped with problem-solving capabilities. there is
greater readiness on their part to accept change. alot of useful and ob'ective data on
employees is generated which facilitates better human resource planning. the
topmanagement becomes more sensitive to employees$ problems and human
processes due to increased openness in communication. the contribution of hrd
subsystems towards the development of the employee and the organization is given in
table 1.2 below: table 1.2 the contribution of hrd subsystem towards employee and
organizational development development dimensions hrdsubsystems mechanism
individual training career planning potential appraisal and development feedback and
rewards coaching performance individual in the performance appraisal training
feedback and present role rewards performance coaching individual in regard potential
appraisal training performance appraisal to likely future roles and development
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feedback and performance coaching dyadic relationship feedback and performance
training performance coaching appraisal team and teamwork organization training
team rewards development collaboration among organization different units.teams
development training self-renewing performance appraisal organization training
capabilities and development health of organization source: rao, v.s.p. 2++-. human
resource management : text and cases. newdelhi : excel books. 1.6 competency
re&uirements of hrd managers in order to meet the ever-growing needs,
manyorganizations, private businesses and government firms are fast moving towards
competencies and competency-based systems.
!age: "#2, self-instructional material human resource development: an overview
notes competency can be defined as 7an underlying characteristic of an employee 8i.e.,
a motive, trait, skill, aspects of one$s self image, social role, or a body of knowledge9
which results in effective and.or superior performance$. " competencies indifferent
forms have been in existence ever since the early 1),+s and are at present being re-
discovered by various organizations and government firms. in order to function
effectively and efficiently a company, needs to be well-e&uippedwitha competent hr
team.acompetent hr teamwith e&uallycompetent hrmanagerswould result in the
professionalwell-being of the employees, besides helping
themac&uirenewcompetencies through a process of performance planning, feedback,
training, periodic review, etc. hrd deals with creating conditions that enable people to
get the best out of themselves and their lives. hrd develops a new climate in the
organization. it replaces the old values bynewones. it does not merely respond to
organizational re&uirements. the capabilityof the hr to take on new roles and increase
the level of new competencies goes into determining the magnitude and impact that
hrwill have on the organization in the future. the magnitude and impact that hr will
have on the organization in the future is determined by its capability to assume new
roles and increase the level of new competencies. in order to better understand the
competency re&uirements of thehr , you will need to answer a few &uestions.
hrmanagers re&uire several competencies to ensure satisfied and happy employees. the
top three competency re&uirements for the position of hr managers are: top three
competency re&uirements for hrd managers knowledge skill ability figure 1.2
competency re&uirements of hr managers ". boyatzis
!age: "-human resource development: an overview notes self-instructional material
26 the three competency re&uirements are discussed as follows: knowledge: hr
managers should have the knowledge of: personnel and human resources: it includes
the knowledge of principles and procedures for personnel recruitment, selection,
training, compensation and benefits, labour relations and negotiation and personnel
information systems. administration and management: it includes the knowledge of
business andmanagement principles involved instrategicplanning, resource allocation,
human resourcesmodelling, leadership techni&ue, productionmethods and
coordination of people and resources. mathematics: it includes the knowledge of
arithmetic, algebra, geometry, calculus, statistics and their applications. skill: hr
managers re&uires the following skills: management of personnel resources: it
includesmotivating, developing and directing people as theywork and identifying the
best people for the 'ob. writing: it re&uires communicating effectively inwriting as
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appropriate for the needs of the audience. speaking: it requires talking to others to
convey information effectively. ability: hr managers should have the following
abilities: written comprehension: it includes the ability to read and understand
information and ideas presented inwriting. oral comprehension: it includes the ability
to listen to and understand information and ideas presented through spokenwords and
sentences. oral expression: the ability to communicate information and ideas in
speaking so others will understand. (source: the vs department of labors o*net
website tucker and cofskyhave classified competencies as: skills: the demonstration
of expertise (e.g.! the ability to make effective presentations or to negotiate
successfully knowledge: information accumulated in a particular areaof expertise
(e.g.! accounting! human resources management self"concepts:attitudes! values and
self"image traits:ageneral disposition to behave in certainways (e.g.! flexibility
motives: recurrent thoughts drivingbehaviours (e.g.! drive for achievement! affiliation
#age: $%&' self"instructional material human resource development: an overview
notes besides the aforesaid competencies hrmanagers also need to have the following
competencies: knowledge of the organi(ation: hrmanagers should be aware of the way
their organi(ationor business operates. theyshould be aware oforgani(ational strategy!
financial profits of the organi(ation! the organi(ation)s technological processes and
capabilities. thus! hr managers should be acquainted with the functioning of other
domains! such as finance! marketing! operations and general management. knowledge
of *best practices: hrmanagers needs to be keen towards acquiring expertise in their
field! knowing the best practices and )state" of" the"art in staffing! development!
appraisals! performance management and other related hr functions. skills to manage
change in an organi(ation: in view of the fast and ever"changingbusiness environment!
organi(ations need to be adaptable to changes so that theyare able tomeet
newrequirements and challenges. changemanagement requires skills in innovation!
problem solving! motivation! consultation! communication and leadership. this skill
demands increased attention as it is a comparativelynew skill. personal credibility:
finally! hrmanagers need to behave in a manner that would convey integrity!
accountability! confidentiality and related ethical qualities. thiswill help themearn the
trust and respect of employees. the societyfor human resources management (shrm!
the university ofmichigans business school and the global consultingalliance (gca
+ointly developed a modelwhich identifies five categories ofhr involvement: strategic
contribution! personal credibility! hr delivery! business knowledge and hr technology.
how do competencies relate to ksas, conventionally! knowledge! skills and abilities
(ksas have been used in the vs federalgovernment toverifyanapplicants qualifications
for selectionor promotion. such ksas serve as the basis for competency models.
competencies can be used to evaluate and train employees for future requirements!
while ksas focus characteristically on the requirement of the day. competencies build
upon the same ksas ! but are more comprehensive as they also comprise traits! motives
and behaviours. additionally! keyknowledge! skills and abilities can be grouped to
forma set of competencies that determine not onlybasic! but superior performance.
competencies can thereafter be connected to a set of behaviour that answer the
question! *howdo you know good performance when you see it, they can serve as the
basis to hire! train and develop employees! and eventually to decide their salary.
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theconvenience of assimilating allhrapplications and communicating these
connections to stakeholders seems to be an attractive featureof competencies
Page: 37human resource development: an overview notes self-instructional material
29 and provides a convincing reason for their increasingpopularityover conventional
hrmethods. why does hr need competencies hrmanagers need competencies to the
following reasons: ! competencies aid changes in human resources: there is a growing
awareness that the role of the hr is moving froman emphasis on rules to focus on the
results. to help achieve this" organi#ations are shifting their focus to newcompetencies.
competencies help anorgani#ation to refocus on what is really important and what
goes into the employees being successful. besides" competencies also provide the
means to finali#e on the technical aspects of a specific $ob and work out an important
path through regulations and laws desired bymanagement. ! competencies can be
useful in %raising the standards& of employee performance: organi#ations are using
competencies to integrate selection" training" appraisal and compensation.
'americancompensationassociation" aca" (99)*. ! competencies help inmeasuring
performance effectiveness of thehr team. using competencies as far as staffing is
concerned" organi#ations are using competencies to select and promote employees.
inhrd" competencies are used for identifying the gaps in individual&s capabilities and
closing them. in performance management" the assessment of competencies and
results are done to establish the relationship between how a $ob was done and the
results achieved. certified skills and competencies used on the $ob are the basis of
salaries or remuneration. many organi#ations believe that competencies aid
incommunicating desired behaviours" cutting costs and increasing customer
satisfaction. some of the ways in which competencies are being used to support the
new role ofhrmanagers are as follows: ! as an approach to fortify the connection with
organi#ational culture" results and individual performance by emphasi#ing
competencies that are re+uired across professional areas of e,pertise. ! as a means to
help describe the $ob and what is e,pected from employees in a broader and more
inclusive manner. ! as a techni+ue to align individualand teamperformance with the
vision of the organi#ation" and e,ternal environment. various models of hr
competencies important models of hr competencies are as following: ! napamodel: the
nationalacademy of publicadministration -napa. was a pioneer in identifying the
federal hrcompetencies re+uired today.
Page: 3/30 self-instructional material human resource development: an overview
notes napa in its report" %a competency model for human resources professionals&
convened three groups of federal agency1hr directors" senior staff and specialists1to
provide insights and contributions into the formation of a competencymodel designed
for the federalhrworkforce. the model includes thirty competencies and carves out five
hr roles for the federal hr professionals: business partner" change agent" leader" hr
e,pert and advocate. ! ipma model: the international personnel management
association -ipma. hasbeen e+uallyactive inthis domaindeveloping itsowncompetency
model based on the napa model. this model includes twenty-two competencies divided
into four ma$or hr roles: hre,pert" business partner" change agent and leader. it shows
the interrelationship among the four roles. the roles are carried out with reference to
the work that needs to be accomplished and the organi#ational environment. each role
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is carried out independentlybut iscloselyrelated andoften re+uires the same
competencies. the e,pert role of the hr serves as a basis for all other roles and
competencies. the combination of technical e,pertise and other competencies results
in finer performance. ! organi#ational process -op. model: the personnel resources and
development centre has carried out e,tensive research on the application of
competencies in the hr arena. opm&s research was vital to the development of a
newmore general competency framework based on the concept of %emotional
intelligence&. this framework suggests that emotional intelligencemaybemore helpful
in determiningoutstanding performance at work than cognitive intelligence. the five
elements -self-awareness" motivation" self-regulation" empathyand social-skills. reflect
howemployees handle interpersonal relationships on the $ob. the framework also
provides the parallel skills that must be learned to achieve emotional competence. !
the department ofdefenses -dod. model: hrcompetency framework includes
threeoverarchingcompetencycomponents1businessmanagement" professional and
technicalhr1that are common indod&shrenvironment. it recogni#es thedeveloping
roleof thehrpractitioner" undergoing transition fromperforming paper-intensive work
to becoming a strategic business partner withmanagement. for thehrprofessional to be
effective in today&s world" it is necessary for him to have %soft skills& as well as hr
technical knowledge and skills. preparing for future challenges in the upcoming years"
hr professionals will be relied upon bymanagers to use their competencies to help
devise and implement new salary systems and meet other challenges. the most
credible hr professionals in the eyes of the managers are those who serve as business
partner byproviding a range of options and solutions. they
Page: 39human resource development: an overview notes self-instructional material
3( are always positive and helpmanagers design systems customi#ed to their agencies
within the framework of the merit systemprinciples. in his book" human resources
champion" david ulrich envisions a new hr %that it be defined not by what it does" but
by what it delivers 1results that enrich the organi#ation&s value to customers"
investors -ta,payers." and employees&. he believes hr needs to shed %old myths& and
take on %new realities& and adopt competencies and redefine roles focussed on results
in order to evolve into a true profession that makes a difference for the organi#ation&.
therefore" the role ofhr professionals" managers and supervisors is even more daunting
as they try to model the new competencies besides continuing with the regular
operations and activities of the hr.as human resources professionals develop thiswider
range of competencies" their staturewithin the organi#ationwill increase
therebyresulting in the increase in status of the entire hr profession. checkyour
progress (2. how do people in organi#ations becomemore competent (). which are
the top three competency re+uirements for hrmanagers (7. which skills are re+uired
byhrmanagers (./ goals of hrd department the following are the main goals of an hrd
department: ! to ma,imi#e the utili#ation of human resources for the achievement of
individual and organi#ational goals ! to provide an opportunity for the development of
human resources in an organi#ation ! to develop enabling capabilities of the
employees in the organi#ation ! to develop a sense of teamspirit ! to humani#e
thework in the organi#ation need assessment data is useful for defining programme
ob$ectives because it identifies the deficiencies or challenges to be addressed. for
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example, keeping the objectives of hrd in mind, a training programme could be
designed that would increase the employees sensitivity to and support for the
customers of the organization. the objectives of this programme are determined
keeping the organizations goals which determine the specific deficiencies, customers
preferences, concerns and other factors identified in the need analysis. the objective of
anyhrd effort is to build human competencies, to build a climate and to improve
employee satisfactionwith work. in everyorganization a group of people is needed to
think constantly in terms of the above objectives, to
Page: !"# self$instructional material human resource development: an overview
notes assess the extent to which the above objectives are been achieved, to generate
mechanisms to achieve the above objectives and keep reviewing the processes and
rejuvenating the instruments. this group is the hrd department or the hrd group in the
personnel department. a good number of organizations have hrd staff in the
personnel%administrative department or in a separate hrd department. checkyour
progress &'. what are the main goals of an hrd department( &). how is need
assessment data useful( &.) functions of hrd department ahrd department seeks to
achieve thegoals and objectives of an organization in an effectivemanner through the
development of the employees of the organization. hrd performs three functions,
which are depicted in figure &.". functions of hrd development functions * training
learning and development * career planning and development * performance and
potential appraisal * employee empowerment maintenance functions * employee
counselling, coaching and mentoring * +uality of work life control functions * hrd
audit * ethics in hrd figure &." functions of hrd development functions thedevelopment
functions relate to the development ofcompetencies in employees so that they perform
their jobs effectively. in todays competitive business environment, an organization
has to develop the skills and competencies of employees so that organizations function
effectively.
Page: &human resource development: an overview notes self$instructional material
"" maintenance functions themaintenance functions relate to the maintenance of an
employees satisfaction level byremoving grievances and problems encountered by
employees both at the professional level as well as the personal level. maintenance
programmes such as counselling and coaching, provide opportunities to employees to
discuss their emotional problems. the hrd function plays a vital role in fostering an hrd
oriented work culture that is conducive to the professional and personal well$being of
the employee. control functions the control functions relate to the controlmechanisms
within the organization to establish a relationship between the hrd programmes and the
organizations objectives. if anygap is found, then immediate corrective action is to be
taken to rectify the problem. hrdplays a pivotal role in upholding and adhering
employees to ethical behaviour in business through training, motivation and
development. checkyour progress #!. which are the three basic types of functions of
anhrd department( #&. what do youunderstand bymaintenance functions
ofanhrddepartment( &.&! approaches to human resources development as hrd came
into prominence, frameworks and models were developed. some of the frameworks
and models are discussed as follows: &. ulrich and lakes strategic hr framework
approach the strategichr framework approachwas formulated byulrich andlake in the
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year &))!. the aim of this model is to align hrd practices to build critical
organizational capabilities that enable an organization to achieve its goals. the three
important elements in this framework are business strategy, organizational capabilities
and hrd practices. #. integrative framework the integrative framework developed
byyeung and berman in &))4 identifies three paths through which hrd can contribute
to the performance of the organization: * bybuildingorganizational capabilities * by
improving employee satisfaction * by shaping customer and shareholder satisfaction
the authors argue that hrd measures should be business$driven rather thanhrd$driven.
Page: #" self$instructional material human resource development: an overview
notes ". human capital appraisal approach the capital approcisal approach was
developed by friedman and his associates in &))'. the researchers believe that there
are five stages in the management of human capital: clarification stage, assessment
stage, design stage, implementation stage and monitoring stage. the five areas of
human capital management are: recruitment, retention and retirement, rewards and
performance management, career development, successionplanning and training, and
organizational structure and human capital enablers. a, , matrix using the five stages
and five areas could be done to evaluate and manage the human capital. . hrd
scorecard approach thehrdscoreboard approachwas developedbyt.v. rao in&))). his
approach envisages that for hrd interventions tomake the right business impact,
theyshould be mature in terms ofhrd systems, competencies, culture and business
linkages. the systemshould have: * the maturity level and appropriateness of each of
the subsystems ofhrd * the appropriateness of the hrd structures and the level of
competencies of hrd staff, line managers, top management, and so on *
anhrdculturedefined in terms of openness, collaboration, trust, autonomy, pro$action,
authenticity, confrontation and experimentation * congruence of the top management
andhrd staff styleswithhrd culture and the extent to which all the systems and practices
result in employee satisfaction and customer satisfaction * an assessment through a
well$formulated hrd audit ,. people capacity maturity model 5pcmm6 approach the
pcmmwas developed bycurtis and his associates in &)4,. the approach was developed
for software organizations. the model aims at providing guidance on how to improve
the abilityof software organizations so as to attract, develop, motivate, organize and
retain the talent needed to steadily improve their software development capability. the
pcmm is an evolutionary improvement path froman ad$hoc one. it starts from
inconsistently performed practices, to continuously mature, disciplined, and
continuously improving development of the knowledge, skills, and motivation of the
workforce. the pcmm approach is based on the assumptions that organizations
establish and improve their people management practices through the following five
stages ofmaturity, which are the initial stage, the repeatable stage, the defined stage,
the state of management and, finally the stage when these practices are defined
optimize. the approach includes practices pertaining to work environment,
communication, staffing, managing performance, training, compensation, competency
development, career development, team building and culture development.
Page: "human resource development: an overview notes self$instructional material
", 7. integrated systems approach the integrated systems approach envisaged a
separate hrd department for effective designing and implementation ofhrd systems. the
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approach aimed at synergy, that is an integrated approachwhich proposed the phased
evolution of the hrd function found in the pcmmapproach and which included most of
the elements of the human capital approach. it makes use of the other models to
develop frameworks for getting the best out of hr. it is with this view that an attempt is
made to assess the current status of hrd practices in industry. 1.11 improving
performance through hrd organizations often find themselves dealingwith strong
competitivemarketswith fast changing technologies. inan
increasinglycompetitiveworld, fewwould disagree with the view that a link should
exist between hrd and the business strategy of the organization.an alignment between
business strategy andhrd are regarded as good business sense all over theworld. hrd is
a systemwithin the organizational context andhr is regarded as the key to
competitiveness. employee learning and related strategies, such as knowledge
management creating a learning culture, are key issues for an organization. the role of
the hrd professional has changed from a trainer to a consultant. the execution of hrd
activities is a shared responsibilityofhrdprofessionals, managers and
employees.acarefullyplanned and implementedhrd systemaddresses the kind of
employee concerns that can affect performance if the following components are
integrated for the wholesome development of the individual and the organization. the
integral part of such a system is elaborated as follows: hrd to implement fairness in
the workplace practices: it is the hrd professionals responsibility to make sure that
allmanagers and employees apply hrd policies on a daytoday basis and distribute
tasks and responsibilities fairly and e!uitably among employees. in case there is an
imbalance, effort should be made to take corrective action to ensure that all employees
receive fair and e!uitable treatment. an organizations hrd policies should be reviewed
and updated and the information should be made available to all employees. in
addition, it must be ensured that all supervisors andmanagers apply the rules fairlyand
e!uitably to all employees. hrd to encourage good performance: the supervisor and
employee should agree on specific performance ob"ectives. once the ob"ectives are
agreed upon, they become the basis of the next performance review. a work planning
and performance review system can improve individual employee performance and
increase employee motivation. such a system becomes the basis for creating an
employee development plan, which will also help to align employee development
efforts more closely with the organizations goals.
#age: $$%& selfinstructional material human resource development: an overview
notes hrd and setting work priorities: one of the steps to take to strengthen the hrd
systemis to make sure that all employees have a current and uptodate "ob description
that provides themwith information about their general duties and responsibilities.
besides "obdescription, which is general, specific responsibilities or performance
ob"ectives given by a supervisor will help to hold an employee accountable. this
allows the employee and his supervisor to "ointly and systematically plan the specific
performance ob"ectives for which the employee will be responsible. this "oint work
planning process also helps the supervisor to identify in a timelyway the skill and
resources that the employeewill need to successfullyperform the tasks re!uired to meet
his work ob"ective. this input will formthe basis for the training and development of
the worker. hrd and the responsibility for providingmeaningful work: engaging in
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systematic planning and taking steps to make sure that peoples day-to-daywork
directly supports the priorities of the organization is critical to meeting the
organizations objectives. the work planning and performance review process can be
linked to the organizations annual work planning cycle byusing the priorities of the
organization, department or unit as the basis of joint work planning between each
supervisor and his employees. this will help to ensure that the work of each employee
does matter and that eachemployee understands howhiswork is important to the
organization. hrd and the responsibility of staff development: making employee
development a priorityis an important component ofa comprehensivehrd system.awell-
managed programme of training and employee development can broaden the skills
and competencies of employees and build organizational competencies. staff
development programmes canbe built through: mentoring relationship additional
job assignments technical presentations and discussions cross-functional
assignments these methods can provide the opportunity and challenge needed for
personal as well as professional growth. thus, hrd has almost become a fad since the
latter part of the last decade and stillcontinues. in the present contet, in thewake
ofrapid technological changes, a fierce competitive market has emerged in the
liberalized era, and employees are being perceived as important !assets. there is an
increasing awareness that employees too undergo value addition, that, they are
important in giving "uality products. hence the current situation has given the needed
fillip for the widespread promotion of the concept ofhrd.
#age: $%human resource development: an overview notes self-instructional material
&' checkyour progress ((. according to friedmans human capital appraisal approach,
which are the five areas of human capitalmanagement) (&. whichhrd approach is
meant specificallyfor software organizations) ($. who developed the hrd scorecard
approach) (%. how can staff development programmes be built) *.*( summary in this
unit, you have learned that: hrd is a continuous process. while the ultimate objective
ofhrd is to develop competencies in individuals and groups, developing competencies
is a never-ending process. hrd is rooted in the belief that human beings have
potential. it places a premiumon the dignity and tremendous latent energyof the
people. employees are continuouslyhelped to ac"uire newcompetencies through a
process of performance planning, feedback, training, periodic review of performance,
assessment of the developmental needs and creation of development opportunities
through training, job rotation, responsibility definition and other suchmechanisms.
people need competencies +knowledge, attitudes, values and skills, to perform tasks.
higher degree and "ualityof performance of tasks re"uires a higher level or degree of
skills. the hrd instruments should lead to the generation ofhrdprocesses like role
clarity, performance planning, development climate, risk-taking, and dynamismin
employees. humanresourcesmanagement is more than a function ofmanagement. it is
a philosophywhich must be reflected in the values, beliefs and activities ofmanagers
throughout the organization. an organizations departments can be structured in the
matri form i.e. organizational members are placed under two bosses, one boss will be
the head of the department to which the employees belong and the other boss will be
thehead of the project to which theyare temporarily involved. matri formis also
known as the !multiple command system. at the organizational level the goal of hrd
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is normally to have competent andmotivated people (employees) to ensure higher
levels of productivity, profitability and growth of the organization. an organization
uses many mechanisms to achievehrdgoals since without competent and committed
employees, organizations can achieve very little even if they have excellent
technological and other resource bases.
Page: 4!" self#instructional material human resource development: an overview
notes $ many hrd mechanisms are available to develop the competencies of employees
and improve theoverallorganizationalclimate, such asmanpower planning,
performance appraisal and feedbac%, etc. $ potential appraisal focuses on identifying
the employee&s future role in the organization. organizationdevelopment aims at
developing teamspirit and self#renewing s%ills. the contributions of these hrd
subsystems result in severalhrd outcomes. $ in order to function effectively and
efficiently a company needs to be well#e'uipped with a competent hr team.acompetent
hr teamwith e'ually competent hrmanagerswould result in the professionalwell#being
of the employees besides helping them ac'uire new competencies through a process of
performance planning, feedbac%, training, periodic review, etc. $ hrd see%s to achieve
the goals and ob(ectives of an organization in an effective manner through the
development of the employees of the organization. hrd basically performs three
functions: development, maintenance and control functions. $ the strategichr
framewor%model was formulated byulrich and la%e in the year )**+. the aim of this
model is to align hrd practices to build critical organizational capabilities that enable
an organization to achieve its goals. $ the integrative framewor%developedbyyeung
andbermanin)**, identifies three paths through which hrd can contribute to the
performance of the organization: bybuilding organizational capabilities, byimproving
employee satisfaction and by shaping customer and shareholder satisfaction. $ ma%ing
employee development a priority is an important component of a comprehensive hrd
system. awell#managed programme of training and employee development can
broaden the s%ills and competencies of employees and build organizational
competencies. ).)! %ey terms $ hrd: it is the process of enabling people to ma%e things
happen and deals bothwith the process of competencydevelopment inpeople and the
creation of conditions to help people apply these competencies for their own benefit
and for that of others. $ convergent downsizing: it is the shrin%ing of
organizationwithout ma%ing significant changes in its strategic direction. $
reorientation downsizing: it is generally stimulated by long#term dislocation in the
environment, resulting from the introduction of new technology, entry of a new
formof competition or a dramatic shift in the relevant political or economic conditions.
Page: 4,human resource development: an overview notes self#instructional material
!* $ manpower audit: it is examining whether manpower strength for various (obs is
inade'uate or more than what should be employed. $ training: it is a learning
experience designed to achieve a relatively permanent change in an individual that
will improve his ability to perform the (ob. $ potential: it refers to abilities possessed
byan employee but not put to use currently. $ career: it is a se'uence of positions held
by a person in the course of a lifetime. $ employee welfare: it means the effort to ma%e
life worth living for wor%men. $ competency: it is an underlying characteristic of an
employee that results in effective and-or superior performance. ).)4 answers to .chec%
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your progress 1. the ultimate objective of hrd is to develop competencies in
individuals and groups. 2. competent and motivated employees are essential for an
organizations survival and growth. 3. line functions in an organization refer to those
functions that have direct responsibility for accomplishing the major objectives of the
organization. 4. the three ways into which the different departments of anorganization
be structured are as follows: i! by function ii! bydivision iii! bymatri" structure #.
the other name for matri" formismultiple command system. $. hrd believes that human
beings are the real assets of an organization and theywill invariablybring in
substantialbenefits to the organization in the long run. %. the term &high performance
is used to refer to systematic' integrated development in the application of autonomous
groupwor(ing with related implications beyond theconfines of the original techni)ue'
invading the domain of supervision' and management structures and also affecting
training and payment systems as well as other aspects of organizational design. *
e"ecutives inmost traditional organizations seemto hold the followingvalues: + getting
the job done + being rational and logical rather than emotional
,age: 4*4- self.instructional material human resource development: an overview
notes + effectivelymotivating human relationships with appropriate rewards and
penalties /. anysystematic or formalwayofdeveloping thecompetencies andmotivation
of individuals in an organization and building the organizations climate by improving
the above processes can be called an hrdmethod. 1-. the fivemost fre)uently used
hrdmechanisms are: i! manpower planning ii! performance' appraisal and feedbac(
iii! potential appraisal and promotion iv! training' education and development v!
compensation and reward 11. the three broad areas inwhich training may be imparted
to employees are as follows: i! technical ii! behavioural iii! conceptual 12. the
objective of potential appraisal is to identify the potential of a given employee to
occupyhigher positions in the organizational hierarchy and underta(e higher
responsibilities. 13. career planning is a process of integrating the employees needs
and aspirations withorganizational needs. 14. hris is a method bywhich an
organization collects' maintains and reports information relating to people and jobs.
1#. people in organizations become more competent because: + they become more
aware of the s(ills re)uired for job performance. + there is greater clarity of norms and
standards. 1$. the top threecompetencyre)uirements for thepositionofhumanresources
manager are (nowledge' s(ill and ability. 1%. hrmanagers re)uire the following s(ills:
0 management of personnel resources: it includes motivating' developing and directing
people as theywor( and identifying the best people for the job. 0 writing: it re)uires
communicating effectively inwriting as appropriate for the needs of the audience. 0
spea(ing: it re)uires tal(ing to others to convey information effectively. 1* the
following are the main goals of are hr department: 0 to ma"imize the utilization of
human resources for the achievement of individual and organizational goals
,age: 4/human resource development: an overview notes self.instructional material
41 0 to provide anopportunityfor the development of human resources in
anorganization 0 to develop enabling capabilities of the employees in the
organization 0 to develop a sense of teamspirit 0 to humanize thewor( in the
organization 1/. need assessment data is useful for defining programme objectives
because it identifies the deficiencies or challenges to be addressed. 2-. the three basic
,age 2/ of 1/#
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types of functions of hrd are: (i) development functions (ii) maintenance functions (iii)
control functions 21. the maintenance functions relate to the maintenance of an
employees satisfaction level by removing grievances and problems encountered by
employees both at the professional level as well as the personal level. maintenance
programmes such as counselling and coaching, provide opportunities to employees to
discuss their emotional problems. 22. according to friedmans human capital appraisal
approach, the five areas of humancapitalmanagement are: (i) recruitment, retention
and retirement (ii) rewards and performance management (iii) career development (iv)
succession planning and training (v) organizational structure and human capital
enablers 2. the people capacitymaturitymodel (pcmm) approach ismeant specifically
for software organizations. 2!. the hrd scorecard approach was developed by t.v. rao.
2". staff development programmes can be built through: # mentoring relationship #
additional $ob assignments # technical presentations and discussions # cross%functional
assignments 1.1" &uestions and e'ercises short%answer &uestions 1. what are the
similarities between personnelmanagement and hrd( 2. what are the line, coordinative
and staff functions ofhrd( . e'plain briefly the four levels at whichhrd develops
competencies.
)age: "*!2 self%instructional material human resource development: an overview
notes !. what is the role of networ+s and information technology inhrd( ". what
should be the characteristics of a performance appraisal( ,. what are the ability
re&uirements of an hrmanager( -. write a short note on the ipmamodel of hr
competencies. .. what are the development andmaintenance functions ofhrd( /. how
does hrdhelp in staff development( long%answer &uestions 1. define human resource
development and e'plain its characteristics. 2. e'plain howhrd differs fromtraditional
human resource management. . describe the hrd processes. !. e'plain the important
hrd subsystems. ". e'plain whyhrd is needed. ,. e'plain the outcomes ofhrd( 1.1,
further reading armstrong, m. employee reward. london: ipd, 1//,. beac+, a. and t.
$ones. 0fromtraining manager to human resourcemanager : not a rose byanyother
name1, industrial and commercial training, may2$une: -312, 1/... beer, m. and b.
spector. 0corporatewide transformations inhuman resource management, inr. e.
waltonand p. r. lawrence (eds). human resource management: trends andchallenges.
boston: harvarduniversityschool press, 1/./. boydell, t. 0the identification of training
needs. london: bacie, 1/-1. chalofs+y, n. and g. lincoln. up the hrd ladder.
readings:addison%wesley, 1/.. garavan, t. n. 0strategic human resource development,
$ournal of european industrial training, 1"(1) : 1-3*, 1//1 raw, t. v. 0human resource
development: e'periences, interventions and strategies. newdelhi: sage publications,
1//, raw, t.v. and d. f. pereira (eds). 0recent e'perience in human resource
development. newdelhi: o'ford and ibhpublishing, 1/., robbins, s. p. organizational
behaviour, ,th edition. englewoodcliffs: prentice hall, 1//. stewart, $. and $.
mcgoldric+ (eds). human resource development: perspectives, strategies and practice.
london : pitmanpublishing, 1//,.
)age: "1human resource development: an overview notes self%instructional material
! webster, b. 0beyond the mechanics of hrd, personnel mangement, march: !!3!-,
1//* +ohli, uddesh 4sinha, dharui, hrd%global challenges and strategies in 2*** a.d.
newdelhi, istd maheshwari, b.l.and sinha, dharni p. management of change through
)age * of 1/"
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hrd. newdelhi, tata mcgraw- hill. silvera, d.n., hrd: the indian experience, delhi new
india dayal, ishwar, designing hrd systems, concept publishinghouse: newdelhi. nair,
m.r.r. and t.v. rao. excellence through hrd. newdelhi, tatamcgraw-hill virmani, b.r. &
rao, kala, economic restructuring, technology transfer and hrd. newdelhi: response
books. dessimone, r.l. human resource management. mumbai: thomson learning.
Page: 5!! self-instructional material human resource development: an overview
notes case study: mangala auto-tech ltd mangala auto-tech ltd is in the business of
manufacturing and marketing automobile components. the main problems faced by the
company are sagging employee morale, low productivity and an accumulated loss of
rs. 5" crore. looking at this deteriorating trend the management decided to hire the
services of a new ceo, mr arun d#sou$a. mr. d#sou$a is a hard-core operations man
with thirty years of professional credibility to his standing. he worked in large
automobile plants in goa in various capacities, like manager, production% gm,
production% and so on. after taking charge he called a meeting of the senior
management and representatives of workers. mr d#sou$a believed in creating a new
work culture for the organi$ation through various hrd mechanisms and instruments for
developing people, raising their morale with commitment, care and training. in other
words, he wanted to tackle the main problem through the hrd mechanism. &uestions:
'. what hrd strategies could the ceo employ to help the organi$ation tackle its main
problem of sagging employee morale and low productivity( . what more in your
opinion should the ceo have done to strengthen the hrd strategies( activities: '. after
completing your mba )hr* you +oin an old tile factory in mangalore as administrative
officer. the organi$ation has no separate personnel or hrd department. the
administrative department also does the work pertaining to hr functioning. you are of
the firm belief that if the organi$ation has more then 5"" employees, it should have a
separate hrd department. give a proposal to the top management suggesting the need to
have a separate hrd department.
Page: 5,hrd interventions notes self-instructional material !5 unit hrd interventions
structure ." introduction .' unit ob+ectives . designing hrd interventions ..'
ob+ectives of hrd interventions ., principles in designing hrd systems .! designing
the hrd process .!.' need assessment phase .!. design phase .!., implementation
phase .!.! evaluation phase .5 hrd interventions and their applications .5.'
approaches .5. subsystems .- organi$ational development .-.' definitions .-.
history of od .-., features of od .-.! ob+ectives of an od .-.5 &ualityof work life
.-.- change agent .-.. od assumptions .-./ od models .. organi$ation
development interventions ...' planning od interventions ... od intervention
strategies ..., innovation ...! creativity ...5 learningorgani$ations ./ assessment
centres ./.' history of assessment centres ./. need of assessment centres ./., uses
of assessment centres ./.! types of assessment and development centre exercise ./.5
process of selection of participants ./.- advantages and disadvantages of assessment
centres .0 role analysis .0.' need for role analysis .0. scope of role analysis .0.,
roleanalysis and evaluation .0.! key benefits of role analysis .'" process
consultation .'' in-basket exercises .''.' competencies measured in an in-basket
exercise .''. advantages of in-basket exercise .''., disadvantages of in-basket
exercise
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Page: 5446 self-instructional material hrd interventions notes 2.12 hrd in the national
context 2.12.1 human capital approach 2.12.2 social psychology approach 2.12.3 the
povertyalleviation approach 2.12.4 current approach to human resource development
2.12.5 reneed emphasis on hrd 2.13 early approaches to hrd in the organi!ational
context 2.13.1 earlyapprenticeship training 2.13.2 vocational education programmes
2.13.3 factory schools 2.13.4 training programmes for semi-s"illed and
uns"illedor"ers 2.13.5 the human relations movement 2.13.6 the esta#lishment of
the training profession 2.13.$ the emergence of hrd 2.14 hrd in indian
industries%organi!ations 2.15 hrd in the indian context 2.15.1 hrd in the current
scenario 2.16 summary 2.1$ "ey terms 2.1& ansers to 'chec" your progress( 2.1)
*uestions and exercises 2.2+ further reading 2.+ introduction hrd programmes and
interventions can #e used to address a ide range of issues and pro#lems in an
organi!ation. theyare used to orient and sociali!e ne employees into the
organi!ation, provide s"ills and "noledge and help individuals and groups #ecome
more effective. to ensure that these goals are achieved, care must #e ta"enhile
designing and deliveringhrdprogrammes. hrd interventions are used to address some
need or 'gap(ithin the organi!ation. aneed could #e a current deficiency or a ne
challenge that demands a change in the ay the organi!ationoperates.
designinghrdinterventions involves aprocess that involves assessment, design,
implementation and evaluation. the systems theory sees the orld in terms of
'systems(, here each system is a 'hole( that is more than the sumof its parts, #ut
also itself a 'part( of larger systems. the purpose of the hrd system is to #uild the
competencies and commitment of individuals, teams and the entire organi!ation as
ahole through a varietyof instruments. the instruments availa#le to anorgani!ation
are introduced ithin su#systems and themselves #ecome hrdsystems or su#systems.
training, performance appraisal, potential appraisal and development, employee
counselling and mentoring, career planning and development, team #uilding,
organi!ationdevelopment and learning manag are the main instruments of the hrd
system.
Page: 55hrd interventions notes self-instructional material 4$ 2.1 unit o#-ectives after
going through this unit, you ill #e a#le to: . explain the o#-ectives of hrd
interventions . understand the principles of designing hrd systems . design the hrd
process . descri#e hrd interventions and their applications . understand the various
aspects of organi!ational development/ od0 . understand the features ofod
interventions . explain the features of assessment centres . explainhat process
consultationmeans . understand the various features of in-#as"et exercises . descri#e
hrd in the national context 2.2 designing hrd interventions the economic li#erali!ation
ushered in #y the government of india has resulted in the economymoving toards a
mar"et economy, resulting in a more dynamic environment in the country. hrd plays a
significant and crucial role in mar"et economies under this dynamic environment.
effectivehrdshould essentiallyhave a strong#ase ofhumanresourceplanning /hrp0,
recruitment and selection#ased on effectivehrd re*uirements. hrd fromthe
organi!ational point of vie, is a process inhich the employees ofanorgani!ation are
helped%motivated to ac*uire and develop technical, managerial and #ehavioural
"noledge, s"ills and a#ilities, and the values, #eliefs and attitudes necessary to
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performpresent and future roles. this is done by realizing the highest human potential
with a view to contributing positively to organizational, group, individual and social
goals. the framework of hrd is depicted figure 2.1. figure 2.1 shows that hrd has three
facetsprogrammes, processes and tools, andemployee groups. these three facets
should be viewed fromthe point of view of the policies and strategies in the
organizational setup. programmes - ongoing - customised processes and tools
employee groups policies and strategies figure 2.1 beliefs and principles in people
development
Page !"#$ self-instructional material hrd interventions notes source deb, tapomoy.
2%%". human resource development & theory and practice. new delhi ann books india.
'i( programmes refer to the approaches to training, learning, performance
improvements, methodologies, resources and monitoring activities for maintaining
and improving core competences. 'ii( processes and tools refer to the operational
issues, individual needs, team needs, e)ternal changes, organizationalmanpower plans,
change initiatives and the ways to grapple with these. 'iii( employee groups refer to
various levels of employeess such as line personnel, staff, personnel, operatives and
technical*professional personnel. each group has different programmes, processes and
tools. hrd assumes significance in view of the fast changing organizational
environment and need of the organization to adopt new techni+ues in order to respond
to the environmental changes. for organizations to be dynamic, they should possess
dynamic human resources. for human resources to be dynamic, they should ac+uire
capabilities continuously, and they should adopt values and beliefs and aptitude in
accordance with the changing re+uirements of the organization. similarly, when
employees use their initiative, take risks, e)periment, innovate andmake things
happen, the organizationmaybe said to have an enabling culture. competent human
resources can allow for a dynamic culture. thus, the organization can develop, change
and e)cel only if it possess developed human resources. thus hrd plays a significant
role in making human resources vital, useful and purposeful. hrd is concerned with
building of competence commitment and motivation culture figure 2.2 model of hrd
from this analysis, we may conclude that hrd is an organized learning e)perience
conducted within a definite time period, to increase the possibility of improving ,ob
performance and growth. hrd can be modelled as shown in figure 2.2.
Page !-hrd interventions notes self-instructional material #. developed, educated,
motivated people are an unlimited resource for any organiztion.according to
lynhamandcunningham, /humanresource development is a process or processes of
organized capability and competencybased learning e)periences undertaken by
employees within a specified period of time to bring about individual and
organizational performance improvement, and to enhance national economic, cultural,
and social growth0. todayhrdmust be a strategic partner with the business in all areas
of people management. 2.2.1 ob,ectives of hrd interventions robert mager defines an
ob,ective as a /description of a performance you want learners to be able to e)hibit
before you consider themcompetent0. after needs0 assessment, the hrd department
should define the ob,ectives for the hrd programme. thehrd ob,ectives describe the
intent and the desired result of the hrd programme. the ob,ectives are important
because they are used as the basis for determining which methods should be used to
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achieve the specified outcome. table 2.1 the +ualities of useful ob,ectives performance
an ob,ective always says what a learner is e)pected to be able to do and* or produce to
be considered competent9 the ob,ective sometimes describes the product or result of
the doing. e)ample /write a product profile for a proposed new product0. conditions
an ob,ective describes the important conditions 'if any( under which the performance
is to occur. e)ample, /give all available engineering data regarding a proposed
product9 trainee will write a product profile0. criteria wherever possible, an ob,ective
identifies the criteria of acceptable performance by describing how well the learner
must perform in order to be considered acceptable. e)ample /the product profile must
describe all of the commercial characteristics of the product that are appropriate for its
introduction to the market, including descriptions of at least three ma,or product uses0.
sourcemager '1..-(. ob,ectives are essential to a successful hrd programme. the
usefulness of hrd ob,ectives is given byrobert mager in table 2.1. once the intent has
been described, the results could be achieved in many ways, such as lecturing, role
playing and coaching. ob,ectives forma useful base for determining which methods
should be used to achieve the specified outcome. checkyour progress 1. why are hrd
interventions re+uired: 2. when can an organization develop, change and e)cel:
Page !$!% self-instructional material hrd interventions notes 2.1 principles in
designing hrd systems hrd isa systemwithin theorganizationalconte)t. hrd
strategiescanbedeveloped for achieving the ob,ectives of the organization through
various developmental interventions. hrd systems facilitate the effective achievement
of themission and ob,ectives of organizations. the purpose of hrd systems is to build
the competencies and commitment of individuals, teams and the entire organization as
a whole through a variety of instruments. hrd cannot be a series of ad-hoc decisions
and practices. it has to be based on a set of predictable practices and measures. in
order to realize the benefits of integrated hrd systems, organizations must observe
certain principles which are given as follows 1. consistent support hrd
re+uiresconsistent support frommanagers and workers of all levels. the management
must formulate the hrd policies keeping organizational re+uirements inmind. the
employees must wholeheartedlysupport the topmanagement in implementing the
system. 2. focus on hrd the hrd system must be designed keeping the various
conte)tual factors inmind. it must focus ondeveloping human resources at all levels.
the hrd systems must prepare people for future challenges. it must be properly
integrated with the business planof the organization. 1. structure of thehrdsystem
thehrd systemmust have a distinct identity of its own. it must be created for the
purpose of developing the human resource in the organization andmust have proper
linkages bothwithinand outside the system. thehrdsystemmust be reviewed
periodically to ascertain its effectiveness. #. functioning of the system the hrd
systemshould be introduced in agradualway, after a thorough review of the
organization0s size, its needs and level of sophistication. internal e)perts and e)ternal
consultants could be ,udiciously used to offer training to various departments* persons.
the hrd systemmust receive appropriate feedback fromvarious departments at regular
intervals. checkyour progress 1. what is the purpose of hrd systems: #. why should the
hrd systembe reviewed periodically:
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Page !.hrd interventions notes self-instructional material !1 2.# designing the hrd
process designing hrd interventions involves a process which includes a four-step
se+uence ; need assessment ; design ; implementation ; evaluation the four-phase
process approach is e)plained in figure 2.1. 2.#.1 need assessment phase hrd
interventions are used to address some need or /gap0within the organization. a need
can either be a current deficiency or a new challenge that demands a change in theway
the organizationoperates. identifyingneeds involves e)amining the organization, its
environment, ,ob tasks and employee performance. once the assessment phase has
been completed, it is important to translate the issues identified in that phase into clear
ob,ectives for hrd programmes. 2.#.2 design phase in this phase of the hrd
intervention, some type of training and development is carried out. other activities to
be carried out are ; the ob,ectives of the programme should be outlined. ; the
appropriate trainers should be ac+uired along with the appropriate material to be used
for the trainees. ; determine how the trainer will deliver the programme. ; select
themost appropriate method to conduct the programme. ; schedule the programme. the
designphase also involves selecting and developing the content of the programme. the
design phase includes ; choosing the settingclassroom, on the ,ob, online, and so
on. ; the techni+ue to be usedlecture, role play, stimulation and so on. ; materials to
be used for delivery of the programme power point, videos, films workbooks ,ob
aids and so on.
Page "%!2 self-instructional material hrd interventions notes assessment design
implementation evaluation assess needs prioritize needs define ob,ectives select
evaluation criteria develop lesson plan develop* ac+uire materials select trainer *
leader select methods and techni+ues schedule the program * intervention determine
evaluation design conduct evaluation of program or intervention interpret results
deliver the hrd programme or intervention figure 2.1 the four-phase hrd process model
source desimone, randy l. ,on m. werner and david m. harris. 2%%1. human resource
development. singapore thomson asia pvt ltd. 2.#.1 implementation phase the goal of
the assessment and design phases is to implement effective hrd programmes and
interventions. the need assessment may also reveal that training is not the ideal
solution for the issues or problems facing the organization. it may also be the case that
a different type of hrd intervention is called for besides training. thismeans that the
interventionmust be delivered or implemented using the most appropriatemeans
'methods(. delivering anyhrdprogramme generally presents numerous challenges, such
as e)ecuting the programme as planned9 creating an environment that enhances
learning and resolving problems that may arise.
Page "1hrd interventions notes self-instructional material !1 2.#.# evaluation phase
programme evaluation is the final phase in the training andhrd process. careful
evaluation provides informationonparticipants0 reactions to the programme, how much
they learned, whether they use what they learned on the ,ob, and whether the
programme improved the organization0s effectiveness. this information allows
managers to make better decisions about various aspects of the hrd effort. checkyour
progress !. which are the four steps involved indesigning hrd interventions: ". what
might be the challenges while delivering anyhrd programme: 2.! hrd interventions
and their applications organizations cannot avoid the dynamic and fast changing
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world. for the success of an organization, it is necessary for it to be dynamic. to cope
with the changing world, organizations have to change their approaches ofworking
throughhrd. thus, it is necessary to understand the basic philosophy ofhrdwhich
assumes that hrd can be planned and monitored in ways that may be beneficial both to
the individual and to the organization. human resource is themost important asset in
any organization. there is, therefore, a need to invest time, moneyand effort in their
development. the investment of time, moneyand effort will not be awaste as human
resources can be developed to an unlimited extent because it has endless
potentials.asmcgregor observed, people have got a large amount of creativity,
imagination and ingenuity in solving the problems of organizations. but often these
potentials are not fully utilized bymanagement appropriately and systematically. thus,
it is the responsibility of management to develop subordinates for the achievement of
the organizational goals. ahuman being is a human being till he is converted into a
human resource through the provision and assimilationof inputs in the area of
knowledge, skills and proper attitudes. profudaipareek andt.v. rao have identified four
basic agents or partners of development as under: 1. employee or individual (the self)
. immediate boss of the employee !. hrd department ". organization
#age: $%" self&instructional material hrd interventions notes hrd is a wide and
dynamic concept. the total frameworkmaybe classified as shown in figure .". hrd
frame work climate for hrd hrd philosophy hrd sub&system or mechanisms hrd
principles and factors hrd output hrd skills figure ." the framework of hrd source: rao,
t.v., k.k. verma,a. khandelwal and s.'.abraham. 1()). alternativeapproaches and
strategies of hrd. 'aipur: rawat publications hrd is concerned with the development of
people working at all levels in the organization. p.l. rao rightlyobserves: hrd is a
strategy to transform human resource inputs into outputs. the inputs are people, the
individuals, groups and the total human organization. the transformation processes are
the managerial sub&system for ac*uiring, developing, allocating, conserving, utilising
and evaluating people. the outputs are the services provided by the individuals and
groups to the organization in which they are employed in particular and to the society
in general. hrd is needed by an organization that wants to be dynamic and growth&
oriented or to succeed in a fast&changing environment. organizations can become
dynamic and, thus, grow only through the efforts and competencies of their human
resources. hr policies can keep the morale and motivation of employees high, but these
efforts are not enough to make the organizations dynamic. employee capabilities must
be continuously ac*uired, sharpened and used. for this purpose an +enabling,
organizationalculture is essential. when employees use their initiative, take risks,
experiment, innovate and make things happen, the organizationmaybe said to have an
+enabling, culture. .%.1 approaches the following approaches are worth considering
not as *uick&fix solution, but as broad goals to aim for. these goals should be achieved
through institutionalizing systems in the following areas: - there should be no
compromise in recruitment.an important step that can be taken to avoidmediocrity trap
is to introduce recruitment tests. cognitive
#age: $!hrd interventions notes self&instructional material %% ability tests have been
found to be much better indicators of candidate,s ability to performwell on the 'ob
than the personal interview. - employees recruited through a rigorous selection process
#age !$ of 1(%
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should be paid the best rates possible.actually, an excellent employee costs
anorganization less in the long run than a mediocre one. an organizationmust be
willing to spend enough money on training and development to stop the slide
fromexcellence to mediocrity. efforts must bemade to reduce and eliminate the
growth-development gap of individuals. growth here means the acquisition of
technical human relations and conceptual skills. a good performance appraisal and
merit based promotion systemshould be introduced to retain talent. each and every
employee of the organization should be helped to reach his potential. this could be
done by installing hrd systems. it must be added that systems, per se, cannot produce
results. the impact of any good system can actuallybe nullified by implementing it
subjectively. however, it must be conceded that any system implemented with
objectivity, with the support of the top management, will certainlyproduce results.
therefore, properhrd systemshould be installed so that employees get help in achieving
their potential and performing at their peak. .!. subsystems hrd is a total systemwith
various subsystems. however, there is no one single concept ofanhrd system.
varioushrd thinkers and professionals have designed the mechanism of hrd in different
ways. t.v. rao is of the opinion that the subsystems should comprise performance
appraisal, potential appraisal and development, feedback and performance coaching,
career planning, training, organization development, rewards, employee welfare and
the quality of work life, and the human resources information system. d.l. silveria,
accepting the components given byt.v. rao, adds more to the list"manpower planning
and consultation at work. though there are divergent views as to the composition of
the hrd system, some agreement is visible in a few subsystems of hrd. the following
areas seemto be the fundamentals of hrd systems# $. manpower planning .
recruitment and selection %. performance appraisal &. performance counselling !.
potential appraisal and development '. feedback and performance coaching (. career
planning and advancement
)age# '&!' self-instructional material hrd interventions notes *. training and
development +. organisationdevelopment $,. employeewelfare and quality of work
life $$. humanresource information $. manpower planning the role ofmanagement is
to optimize the use of resources available at its disposal. the roleofmanpower planning
is to incorporate planning and control ofmanpower resources into total planning so
that all resources are used together in the best possible conjunction. the manpower
planning function must be satisfactorily integrated with other functions. the important
objective ofmanpower planning is to coordinate the organization-s policies with
respect to manpower. decisions affecting manpower are continuously being made by
managers and hrm professionals. recruitment and training programmes, promotion and
transfer policies, and changes inmethods of utilization or in remuneration affect the
future need for manpower and its supply. suchdecisions are largelymade in the
absence of any clear means of assisting their effects or their relevance to the objectives
of the organization. naturally, thosewho take the decisions attempt to take all factors
into account but they rarely have the information to do this satisfactorily. .
recruitment and selection recruitment of employees used to be an easy task. in a
country like india, a large number of educated unemployed makes the task easier.
while the scenario continues to be the same, it has become increasinglydifficult to get
)age %( of $+!
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the right type of employees in highly-skilled and strategic positions. it is, therefore,
necessary for topmanagements to devote their time and energy in choosing the right
man for the right job. peter drucker has put forward a five-point programme for
choosing the right man for the job. here is the programme: you should think through
the assignment. the job title and the job descriptionmaynot have changed but the job
itself mayhave changed. you should look at a number of potentially qualified people.
make a short list of three to five qualified candidates. you should think hard about
how to look at these shortlisted candidates. what are the candidates strengths and
weaknessescanhe!she do the job can he!she do it well you should discuss each of
the candidates with several people who have worked with them. to make the
selectionprocess more objective, it would be necessary to talk to as manypeople who
have worked with himas possible. you should make sure that the selected candidate
understands the job.
"age: #$hrd interventions notes self-instructional material $% &. performance appraisal
performance appraisal is a formal e'ercise in which an organi(ation makes an
evaluation, in a documented form, of its employees in terms of contributionsmade
towards achieving the organi(ations objectives and! or their personal strengths
andweaknesses and in terms ofattributes and behaviours demonstrated for meeting
whatever objectives the organi(ationmay consider relevant. the performance appraisal
systemcan serve the following purposes: to enable each employee to understand his
role better and become more effective on the job to understand his own strengths and
weaknesses with respect to his role in the organi(ation to identify the developmental
needs of each employee to improve the relationship between the superior and the
subordinate through the reali(ation that each is dependent on the other for good
performance and success to serve as a mechanism for improving communication
between the superior and his subordinates to provide an opportunity to the employee
for introspection, self evaluation andgoal setting so that he remains on the pathof
development to enable every employee to internali(e the norms and values of the
organi(ation so that organi(ational identityandcommitment is developed to prepare
employees for higher jobs by continuously reinforcing development of behaviour and
qualities for these higher-level positions. ). performance counselling performance
counselling refers to the help provided by a manager to his subordinates in objectively
analy(ing their performance. it essentially focuses on the analysis of performance and
identification of training and development needs bringing about future improvement.
it attempts to help the employee in: understanding himself*his strengths and
weaknesses improving his professional and interpersonal competence by giving him
feedback about his behaviour setting goals and formulating actionplans for further
improvement generating alternatives for dealing with various problems
byproviding asupportive and empathetic atmosphere inwhich the employee feels
encouraged to discuss his aspirations, tensions, conflicts, concerns and problems for
effective counselling, a climate of trust, confidence and openness is essential.
counselling cannot be effective if the subordinate does not trust his boss.
themainpurposeofcounselling is employeedevelopment. performance counselling
"age: ##$+ self-instructional material hrd interventions notes is employee
development. it does not serve its purpose if the discussion is allowed to digress into
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areas like increments, salaries, rewards and so on. 5. potential appraisal and
development inorganizations that subscribe to hrd, the potential of everyemployee is
assessed periodically. such an assignment is used for developmental planning aswell
as for placement. it is assumed under thissystemthat the organizationgrows
continuously. it may be expanding in scale, and its operations may be diversifying
through the introductionof technologicalchanges or through entering
newmarkets.adynamic and growing organization needs to continually review its
structure and systems, creating new roles, and assigning new responsibilities and
capabilities to perform new roles, and responsibilities must continuouslybedeveloped
among employees. the identification of employee potential, to ensure the availabilityof
people to do different jobs helps in motivating employees in addition to solving
organizational needs. in conducting the potential appraisal of employees, levels of
talent and ambition have to be clearly identified. it should be remembered that there
are limits beyondwhich any individual employeewill be over-stretched andunlikely to
succeed. doing the present job exceedinglywell is no indicator of assured success in
higher jobs. some employees are cut out for specific jobs. they are happy doing such
jobs. promoting themwithout assessing their potential may not be fruitful for an
organization. 6. feedback and performance coaching knowledge of ones strengths
helps one to become more effective, to choose situations inwhichones strengths are
re!uired and to avoid situations inwhichhis weaknesses could create problems. this
also increases the satisfaction of the individual. ". career planning and advancement
the hrd philosophy is that people performbetter when they feel trusted and see
meaning in what they are doing. in an hrd system, corporate growth plans are not kept
secret. long-range plans for the organization are made known to the employees.
employees are helped to prepare for change whenever such change is planned# in fact
the employees help to facilitate the change. major changes are discussed at all levels to
increase employee understanding commitment. career planning involves efforts on the
part of the organization to provide avenues for growth to its employees. certainly, this
growth shouldbe accompanied by development. the other side of the coin is the role of
employees in career planning. it involves efforts on the part of employees to clearly
think through and decide areas inwhich theywould like to make a career for
themselves. realizing that employees have definite career needs, organizations should
chart out career paths. these career paths provide the hope to achieve success. the
employees
$age% 6"hrd interventions notes self-instructional material 5& also want to know what
kinds of jobs are available in the near future# such information shouldbeprovided to all
employees. similarly, promotion routes should be made public. they should not be
kept secret. openness should be the hallmark of an effective organization in this area.
'. training and development training is linkedwithperformance appraisal and career
development. employees are generally trained on jobor through special in-house
training programmes. for some employees, outside training maybe utilized to enhance,
update or develop special skills. this is especiallyvaluable if the outside training
canprovide expertise, e!uipment or sharing of experience that are not available within
the organization. major sources of identifying training and development needs of
employees are performance appraisal and career plans. in the performance appraisal
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system, there is scope to identify the difference between the organizations
expectations and the individuals performance.areas relating to knowledge, skill,
attitude and behaviour on the jobwhich need change can be specificallyassessed in the
system. the identificationcomes fromthe employeehimself or out of a discussion
between an employee and his superior who prepares the appraisal. generally, need
identification forms a part of management appraisal system. the needs identified are
thencollected and suitable trainingprogrammes designed to meet the identified needs
for different groups. based on the advance informationmade available about changes
in the context of the job of an individual, the training department must provide
suitable inputs to prepare the individual for the change. the details of the input to be
given to the individualwill be arrived at fromthe discussion between the training
department and the concerned employee and his superiors. &. organization
development 4od5 or research and systems development this function includes research
to ascertain the psychological health of the organization. this is generallyaccomplished
bymeans ofperiodic employee surveys. efforts aremade to improve organizational
health through various means in order to maintain a psychological climate that is
conducive to productivity. personnel research is a major step towards the improved
management of human resources. it investigates management problems of varying
complexity. )+. employee welfare and !uality of work life employees at lower levels
usuallyperform relativelymonotonous tasks and have fewer opportunities for
promotion or change. in order to maintain their work commitment andmotivation, the
organizationmust provide some welfare benefits such asmedicalinsurance, disability
insuranceholidays andvacations. hrd systems focus on employee welfare and !uality
of work life by continuously examining employee needs and meeting them to the
extent feasible.
$age% 6'6+ self-instructional material hrd interventions notes )). human resource
information all appropriate information about the employees should be stored in a
human resources data bank. this includes all the basic information about each
employee, training programmes attended, performance records, potential appraisals
and accomplishments. thisdata is utilizedwhenever there is aneed to identifyemployees
for consideration or special projects, additional training or higher level jobs. decisions
regarding people are vital to anyorganization. the key to making the right 6people
decisions is having the correct data onwhich such decisions are based. the
humanresourcemanagement system 4hrms5 establishes a single source of such human
resource data and eliminates problems in their collection, storage, maintenance and
retrieval. with the advent of computers, all the human resource records can be stored
and programmes prepared to derive information for various reports on employees. it
maybe inferred fromthe above that there is no clarity about the scope of hrd systems.
further, divergent views as to the composition of the systemhave not made it possible
to develop a holistic systemofhrd. the process is still at the experimentalstage. the
contributions ofacademicians andmanagement consultants should be viewed in the
context of the overallhrdprogramme, enlisting various components that may form part
of the hrd system. it is not necessary that an organization introduces all the suggested
components. it may select a few subsystems according to its needs and
re!uirements.alternatively, anorganization may develop hrd by introducing one or two
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components in the beginning and then incorporate other systems byandby, with
experience gainedduring the course of the working of hrd system. in the same way, an
organizationmay use those subsystems which have been introduced in a similar
organization. the mechanism used by an organization depends on the size, technology,
corporate philosophy and resources of the organization. contribution of other
subsystems to hrd goals hrd is designed to work as an integrated system, although it
may be cast in an organization that does not have an overall hrd plan. the collective
benefits of integratedmechanismsmay not accrue to an organizationwhen theyare
viewed in isolation. eachsubsystemis inter-linked to other subsystems and offer rich
benefits to anorganization when they arewell integrated. training and development
and performance appraisal will be discussed in detail in units 3 and 4. checkyour
progress !. when does an organization said to have an enabling culture" #. what
should be done byhr to retain talent" $. what is the purpose of performance appraisal
system" %&. what is the purpose of performance counselling" %%. how are employees
trained"
'age( )$hrd interventions notes self-instructional material )% *.) organizational
development organizationaldevelopment or odas it is commonlyreferred to, is
anorganization-wide attempt to improve the overall health of the organization. the
strategyworks on not only the processes and structure of the organization, but also on
the beliefs, attitudes andvalueswithin it aswellas its adaptabilityto newchallenges,
technologies andmarkets. *.).% definitions of od organizational development is a
planned process of change in an organization+s culture through the utilizationof
behavioural science technologies. organizational development is a long-termeffort. it
is led and supported by the top management to improveanorganization+s visioning,
empowerment, learning andproblem-solving processes, throughongoing,
collaborativemanagement or through organizational culture ,with special emphasis
on the culture of intact work teams and other teamconfigurations, it utilizes the
consultant , facilitator role and the theory and technologyof applied behavioural
science, including action research. organizational development maybe defined as a
long-termphilosophybased on collective commitment, vision, empowerment,
problemsolving and employee welfarewhere the latest technology andorganizational
processes are used to create -ualityofwork life to achieve organizational effectiveness
and transformation into a vibrant, competitive and growth-oriented, learned
organization. *.).* history of od organizational development .od/ is a very nascent
field of study. od is now being carried out systematically. french .%$$)/ has identified
four 0trunk stems+ .as he calls it/ under which the studyofod is carried out. the four
trunk stems are as follows( .a/ innovations to be carried out to solve complex
organizational problems through laboratory training .b/ survey research and feedback
methodology .c/ action research .d/ socio-technical and socio-clinical approach to
organizational development kurt lewin had established a research centre called
research center for group dynamics .rcgd/ at mit in %$41. the laboratory training
methodology was practised in the centre to develop organizations. the studyof group
dynamics, change processes and action research was 2ointly carried out by
distinguished people likemarianradke, leonfestinger, ronald lippitt
anddorwincartwright. a leader carried out sessions and at the end of the day 0feedback+
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was provided. that is how 0t group+ emerged. lewin, who was a pioneer of t group,
died in %$4!. theworkwas later undertakenbybernebradford and lippitt at thenational
training laboratory. od included training into applied behaviour science, role
'age( !&)* self-instructional material hrd interventions notes playing, concepts in
learning and change, transactional analysis and studies of environment. in the %$4&s,
intensive training was being carried out on the basis of the performance of the teams
in the organizations whichwas largely the practical application of the t group. later,
chrisargyris was one of the first to carry out teambuilding sessions at yale and
subse-uently at harvard. douglas mcgregar was influenced by the work done by kurt
lewin, argryris and others. two significant innovationswere carried out during this
period( .a/ managerialgrid, .b/ team development, consultation and conflict resolution
concepts by blake and mouton. it was learning to re2ect t group stranger-type labs that
permitted od into focus and it was inter-group pro2ects, in particular, that 0triggered
real od+ states. duringworldwar ii, blake served in the psychological research unit of
armyair force where he interactedwith a large number of behavioural scientists. during
this period, the systems theory and od were evolved. those who contributed to the
development of od processes were 2ane mouton, robert blake and mcgregor. it was not
called 0management development+ because it was notmeant to beorganization-wide,
norwas it 0humanrelations training+ although there was a component of that in it. it
was not called 0organization improvement+ either because that was a static term. thus,
the term0organizationaldevelopment+ means system-wide change efforts. second
generationod efforts revolved around the following lines( .a/ change as a continuous
phenomenon( organizations are re-uired to study external and internal environmental
factors, the drawbacks, obsolescence and the carrying out of change. changesmay take
place in organizational structure, work design, processes and various operational
systems. change is re-uired to be undertaken for organizationalgrowth. there are two
basic strategiesof changenamely, the fundamental change strategy and the incremental
change strategy. .b/ organizational transformation( odinvolves a fundamental change
in the organization. it is a commitment made byhigh-levelmanagerial staff to carry out
modifications to the existing systems. it is a systems approach. organizational culture
is re-uired to be changed in order to ad2ust to the external environment. .c/ learning
organization( an all-out effort is re-uired on the part of themanagers to keep its
employees educated on the latest technology, systems, know-how and processes. it is a
part and parcel of the od re-uirement. more on learning organizations has been dealt
with separately in a later chapter. .d/ total -uality management( pioneering work on
total -uality management .t-m/ has been done byedward deming and crosby. t-m
involves employee involvement, teamwork, decision-making at lower levels,
removing fear psychosis caused due to failure, and development ofwork culture aimed
at growth and -ualityof product and services. for t-m to be successful, it must have
top management support.
'age( !%hrd interventions notes self-instructional material )3 .e/ visioning( visioning
envisageswhat the organizationwould look like in the future. it is related to hr
facilities, growth and the needs of people that it is likelyto fulfil. based on thevision,
adatabase is re-uired to be built, leading to the interpretation of information, arriving
at suitable decisions and setting a course of action leading to growth. visioning refers
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to looking at the organization in 0totality+. .f/ virtual organizations( thismeans getting
the whole systemin one room, evolving actionplan and implementation. structural
changeswere initiated to carryout organizational development. this included research,
use of the change agent for implementation. the process of initiating structural changes
involved identificationof the problemand the courses available, selection of the best
course of action and implementation. services of the odconsultant are central to
implement changes. *.).3 features of od .a/ od is a long-term effort ( od cannot be
completed in a short span of time. as french and cecil state that it is not a -uick fix. it
takes several years or even decades to achieve a change. amanager must set very high
goals and achieve the same in stages. .b/ od re-uires topmanagement commitment(
odmust be initiated, led and supported by the topmanagement.any change must be
planned at the highest level, initiated and supported throughout its 2ourney in order to
be effective. .c/ od is a visioning process ( visioning means creating a picture of the
desired future that includes salient features of the human side of the organization and
then working together to make that picture a reality. it is important, therefore, for the
members of the organization to anticipate customer preferences, develop a viable plan
to design and produce products and services which delight them. the application of
conceptual skill is important for visioning. .d/ od is an empowerment process(
empowerment is not meant to be a delegationofauthority, it ismuchmore than that. it
envisages the identification of leadership -ualities and human behaviour practices and
the setting up of organizational goals which promote individual growth. it involves 2ob
redesign, structuralmodifications and the implementation and attainment of goals. .e/
od is a learning process( peter senge describes learning organizations as 0organizations
where people continually expand their capacity to create the results they trulydesire,
where new and expansive patterns of thinking are nurtured, where collective
aspirations are set free, and where people are continually learning how to learn
together+. od is the interaction of individuals, teams and groups functioning within the
parameter of various systems and organizationprocesses with the aimof sharing
knowledge and achieving environment leading to growth.
'age( !*)4 self-instructional material hrd interventions notes .f/ od is a problem-
solving process ( problemsolving is a collective process in which individual creativity,
commitment and vitality are channelized in order to diagnose the problemand solve it.
the aimproblem-solving is the purpose of the organizational development. the
organizational environment plays a vital role in problem-solving. if the internal
environment is ideal, problems ease. when members contribute towards a common
cause, it becomes much easier. .g/ an ideal culture ismandatory forod to be successful(
organizational processes, systems, visioning and empowerment can be successful if all
the members share thecommonculturalvalues oftheorganization. organizational culture
is something like a fertile land. it consists of basic assumptions, values and norms of
behaviour that are perceived as correct. culture is the bedrock of organizational
behaviour. it is passed on to the new employees. organizational culture and processes
are central to od. .h/ od is a team-based effort and uses applied science ( od revolves
around teams, the work assigned to teams, the processes they adopt and, ultimately,
the output. the teamis central to the organization. they are the building blocks of it.
when the teamfunctions well, thewhole organization functions well. teams are usually
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independent and task-oriented. they are self-directed and take full responsibility of the
job right fromplanning and executing. the teamtakes full responsibility of its successes
and failures. complex jobs are undertaken by cross-functional teamswho assemble for
a purpose and, when it is achieved, they shift to another mission. od is applied in
nature. it relates to people and their behaviour in a particular situation. models
inpsychology, economics and other interactive fields are necessary for anyod effort to
be successful. (i) od is culture-bound: individuals andgroupswithin
theorganiationwork within particular processes and develop social relationships. od
relies on these processes and culture. it is based on action research and focuses on
total-systemchange on a long-termbasis. od relies on continuous change and
development of the individual employee aswell as the organiation as a whole. the
culture of the teams are central to anyod effort. !.".# objectives of an od $. individual
and group development !. development oforganiational culture and processes
byconstant interaction betweenmembers, irrespective of levels of hierarchy %.
development of teams #. empowerment &. value development
'age: (%hrd interventions notes self-instructional material "& ". employee
participation, problem-solving and decision-making at various levels (. evaluation of
present systems and introduction of new systems, thereby achieving total
systemchange ). transformation and achievement of the competitive edgeof the
organiation *. achievement oforganiationalgrowth throughhuman input such as
research and development, innovations, creativity and byutiliing human talent !.".&
+uality of work life to carry out organiational development, the study of the +uality
of work life (+wl) is important. , uma sekaran (!--") has explained +wl to encompass
of the employed the extent of job involvement or self-investment at work their sense
of competence (that is their level of confidence in their own competence at work). it
includes job satisfaction or the satisfaction they derive from the various facets of their
work, such as from the nature of the job itself, the supervision, the co-workers, the
pay, promotional opportunities, growth and development the job, and other aspects of
work environment. , +wl, apart fromthe employee point-of-view, is also considered
fromthe organiational point-of-view. it includes factors that measures organiational
growth and effectiveness. these are profits, market share, customer satisfaction,
product +uality, product innovativeness, services after sales and the image the
organiation carries. the social aspect of the +wl measures include factors like
ecologymaintenance, pollution control that generates additional employment, social
responsiveness and so on. +wl is therefore, measured by the combined impact of
individual comfort, organiational growth and societal gains. features of +wl +wl is a
concept that has evolved in view of solving problems and achieving organiational
development. some of the features of+wl are as following: $. teambuilding !. training
and development of the employees %. the use of +uality circles for periodic meetings
to review the progress of the +uality of products and to study the problems affecting
employee performance at the plant level and at the level of generalwork environment.
#. the organiation of meetings and brainstorming sessions to discuss matters of
customer welfare, +uality, safety, customer care and production schedules &. job
redesigning
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'age: (#"" self-instructional material hrd interventions notes ". skill training (.
autonomy in planning and execution ofwork ). evolving variousmethods to promote
responsiveness of the workers !."." change agent asmentioned earlier, the change
agent is the personwho is an expert ina particular field. he is a trainer who is generally
invited to implement organiational development programmes. aperson fromwithin
the organiation can also be assigned the responsibilityof being a change agent. the
externalperson is generally not biased and is, therefore, able to implement change
effectively, hence he is preferred. thevarious tasks and responsibilities of the change
agent are as following: , identifying areas where change is re+uired , studying the
organiational culture so that the implementationof change is easier , diagnosing the
problem , being in constant touchwith thedepartmental head and where the change is
being implemented , selectionoforganiational interventions , implementing change ,
following through , giving feedback , evaluating implementationoforganiational
development strategy !.".( od assumptions $. the basic building blocks of an
organiation are groups (teams). therefore, the basic units are groups, not individuals.
!. an ever-relevant change-goal is the reductionof inappropriate competition among
the parts of the organiation and the development of a more collaborative condition. %.
decision-making in a healthy organiation is located at the source of information and
not in particular roles or levels of hierarchy. #. organiations, their subunits and the
individuals continuouslymanage their affairs against their goals. controls are
interimmeasurements, not the basis ofmanagerial strategy. &. one goalof a
healthyorganiationis to develop opencommunication, mutual trust and confidence
between and across the levels. ". 6people support what theyhelp create.7 people
affected by changemust be allowed active participation and a sense of ownership in
planning and conducting change.
'age: (&hrd interventions notes self-instructional material "( !.".) od models $. teams
and teamwork: (model no. $) $. the first basic concept ofod is that the work teams are
the building blocks of the organiation. !. the second fundamental belief is that teams
must manage their culture, processes, systems and relationships if they have to be
effective. why teams are important (a) individual behaviour is rooted in the socio-
cultural norms and values that the work teams possess. if the team changes those
values and norms, the effect on the individual is immediate. (b) complex tasks cannot
be performed by the individuals. it is, therefore, necessary that these are performed by
the groups.teams. (c) teams create synergy, that is, the sumof the efforts of
teammembers is far greater than the sumof individual efforts of people working alone.
(d) teams satisfypeople7s needs for social interaction, status, recognition and respect.
potential of teams and teamwork $. od interventions are designed to improve
teamperformance. for example, teambuilding, +ualitycircles and process consultations.
!. teams periodicallyhold teambuilding exercises. people are trained ingroup dynamics
and group problem-solving exercises. individuals are given assignments inwhich they
are trained as group leaders. organiations using self-directed teams or autonomous
work groups devote considerable time and effort to ensure that the team members
possess re+uired skills and efficiency so that the teams can achieve higher output
leading to a higher level of job satisfaction. why some teams are more successful than
others the following characteristics are re+uired for superior performance and if
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anyone feature is lost, team performance is bound to decline. high performance teams
regulate the behaviour of the teammembers, help each other find innovative ways to
solve the problem. the reasons for high performance of the teamare as follows: 1.
result-driven teamstructure 2. competent members of the team 3. acollaborativework
environment 4. unified commitment . setting up of a high standard of e!cellence
"age: #$$% self-instructional material hrd interventions notes $. e!ternal support bythe
organi&ationandother departments including support fromthe agencies outside the
organi&ation that are interested in the success of thework involved #. e!cellent
leadership 'organi&ational leaders can foster teamperformance best bybuilding strong
performance ethics, rather than by establishing a team-promoting environment alone(.
akey characteristic of a high performance team is discipline. 'groups become teams
throughdisciplined actions. they shape a common purpose, agree on performance
goals, define a common working approach, develop high levels of complementary
skills, and hold themselvesmutually accountable for the results(. 'cross-functional,
autonomous, empowered teams are what the best organi&ations are using right now to
outdistance the competition(. individual and organi&ational performance model for
understanding the above-named model, it is necessary to understand the organi&ational
culture and the organi&ational climate. ) organi&ational culture iswhat binds the
organi&ation together. it is based on deeper and relatively enduring, often unconscious,
values, norms and assumptions established bythe organi&ation. it is a collective effort
directed towards the unificationof human beings. ) organi&ational climate is the
collective assessment of the organi&ation by the people within it in terms of whether it
is a good or bad place to work, whether it is friendly, warm*cold,
hardworking*easygoing and so on. these perceptions are based on managerial practices
and organi&ational systems andprocedures. theywill changewith
theorgani&ationalprocesses onwhich they are based. different climate can be induced
in the organi&ation by manipulatingmanagerial goals and practices. od is an applied
science to effect change. burke and litwin have given a model of first and second order
change. leaders*managers are advised to implement the following steps in their
organi&ation to bring about the change for improving their performance. +i,
transactional change ) first order change + transactional change, : this is a change that
is evolutionary in nature and is referred to as adaptive change. while implementing the
change, the features of the organi&ation are changed, but the fundamental nature of the
organi&ation remains the same. ) transactionalchange is related to the styleof the
leader. transactional leaders are thosewho guide or motivate their followers in the
directionof established goals byclarifying the roles and tasks re-uirement. )
transactional leadership implies a fair e!change between the leader and the led which
leads to normal performance.
"age: ##hrd interventions notes self-instructional material $. +ii, transformational
change ) transformational change is revolutionary in nature. it leads to fundamental
change. in thismodel, the nature of the organi&ation is altered in a significant way. it is
a second order change. ) transformational leadership plays a vital role in the
implementation of od interventions. transformation leaders inspire followers to
transcend their own self interest for the good of the organi&ation. transformational
leaders are capable of having a profound and e!traordinary effect on their followers. )
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transformational leadership aims at giving inspiration that leads to new heights of
performance. 2. systems theory of od (model no. 2) the second foundationofod is the
systems theory. it states that an organization is an open system. the theory is important
to understand the dynamics of an organization and organizational change. hanna states
that a system is an arrangement of inter-related parts (independent elements) forming
an entity. they are also interdependent and inter-connected. take for example the
production and sales department. the volume of sales or the net profit will depend
upon the quality of the product produced, quality control, new features incorporated
and incorporating the features in the product that are in demand y the customer. if
these things are not considered, the sales department will not e ale to achieve their
sales targets. the open system theory! (katz, kahn and hanna) this theorycane
expressed in the following manner! input"throughput"output mechanism. systems
take input from the environment in the form of energy, information, money, people
and rawmaterial. it is the second stage (process stage) which carries out conversion or
the transformation and produces products and services. these are referred to as
theoutput which return ack to the environment. every systemhas a oundary that
separates it from its environment. what is inside the oundary is the system and what
is outside the oundary is the environment. more energy is consumed within the
oundary, that is, the system oundaries are vulnerale as they are part of an open
systemand, therefore, the exchange of various elements of a product or the services do
take place. one of the most important element of input is the information that is
required for the very survival of the system. the second requirement is the feedack
that will correct the process if it is deviating fromits o#ective. feedackmayepositive
or negative. positive feedack is called deviation-amplifying feedack and negative
feedack is called deviation-correcting feedack. another characteristic of the open
systemis its steady state. the system achieves a steadystate or the equiliriumpoint and
seeks tomaintain this equilirium
$age! %&%' self-instructional material hrd interventions notes against disruptive forces.
the asic principle is the preservationofthe asic character of the system. over a period
of time, the system tends to get more elaorated, differentiated, specialized and
complex.with increasingdifferentiation, specialization and complexities, the
systemecomes strong. the systempreserves its character in spite of
suchdifferentiationor complexity. this is the strengthof the open system approach to
od. checkyour progress (2. what was the name of research centre estalished ykurt
lewin) (*. what is prolemsolving) (+. list some features of qwl. (,. what are the
reasons for high performance of a team) 2.% organization development interventions
2.%.( planning od interventions first, ehind every programme is an overall game plan
or intervention strategy. this plan involves the identification of the prolem, seeking
opportunities, implementation of the programme, its outcome sequencing of various
activities when the programme is in the implementation stage and the feedack.
intervention strategies are ased on the diagnosis and the goals desired y the client
system (organization). let us imagine that the client systemof anorganization wants to
replace the present sales systemased on the zonal, divisional and district-wise sales
activities. the systemthat is in vogue is that sales people at the district level conduct
the sale of the product, the same is reported to the divisional manager who, in turn,
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reports to the zonal office. all the zonal managers will compile the sales proceeds and
report it to the head office, whichmay be at the national level. the client wants a new
sales system, whereby the intermediatehierarchy is deleted, and where the sales people
report directly to the national level office. in this new system that is envisaged, each
sales representative is given a sales quota and he would be asked to complete the same
on a time-bound basis. the desired redesign requires diagnosis to determine whether
the work will be undertaken by all the sales people, the time required to switch over to
the new system, and the willingness of the sales employees. this will also lead to
various system changes- training and development of the employees, rewards system,
empowerment, communication layout, physicalcontrol reporting system, leadership,
motivation, morale and a host of other factors. it will also require a change in
management philosophy. the questions still remain as to what we are trying to
accomplish?what interventions/activitieswill get us there?what is the timing and
sequencing of interventions.
Page !"hrd interventions notes self-instructional material !# second, the following
points help practitioners structure the activities in $better%ways & structure the activity
to include the relevant peoplewho are related to the activity that is being planned. if
the aimis teameffectiveness then have thewhole teamworking together on a particular
'ob so that their effectiveness can be measured within the time allotted to them to
complete the activity. & structure the activityso that it is (a) problem-oriented or
opportunity-oriented and (b) oriented to the problemand opportunities generated by
the clients themselves. solving problems and capitalizing on the opportunities are
involving, interesting and en'oyable tasks for most people. & structure the activity in
such a manner that the goal is clear and the way to achieve the same is clearly defined.
& structure an activity that has a high degree of probability. the client and the
practitioner must ensure that the goals are realistic and attainable. failure in this de-
motivates the people involved in the implementation. reasons for failure must, at all
costs, be identified. on the contrary, the sense of achievement raises aspirations and
the feeling of self-worth. & structure anactivity that is basedon the conceptual
theoryand involves utilization of e*perience. integrated learning would, thus, take
place when the people undertake the activity involving e*perience and utilization of
various concepts. & activities must be carried out in a free environment. people should
not work in a defensive manner. they should be an*ious to learn together. all activities
should be considered as an e*periment so that better systems and procedures are
evolved while e*perimenting. & structure the activity so that the participant learns both
howto solve a particular problem and also to $learn how to learn%. such structure
oftenmeans scheduling time for reflecting on the activity and testing out learning+ it
maymean devoting asmuch as half the activity to one focus and half to the other. &
structure the activity so that individuals learn about the task and the process. the task is
what the group is working on. the term$process% refers to howthe groupworks andwhat
else is going onas theworkers work on the task. & structure the activity so that the
$whole% individualworks. it means calling into playrole demands, thoughts, beliefs,
feelings and strivings of the individual.all parts of the individualmust get involved in
the 'ob assigned to him.
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Page -0!/ self-instructional material hrd interventions notes third, the following set
of considerations concernchoosing and sequencing interventions activities. michael
beer (#"-0) suggests the following points & ma*imize diagnostic data ingeneral,
interventions that will provide the data needed to make subsequent intervention
decisions should come first. this is particularly true when the change agent does not
knowmuch about the situation. violationof this rule leads to choosing inappropriate
interventions. & ma*imize effectiveness interventions should be sequenced so that
early interventions enhance the effectiveness of subsequent interventions. & ma*imize
efficiency interventions should be sequenced to conserve organizational resources,
such as time, energyand money. & ma*imize speed interventions should be sequenced
to ma*imize the speedwithwhich ultimate organizational improvement is attained.
violation of this rule occurs when the progress of the intervention is slower to
conformto the other rules. & ma*imize relevance interventions that management sees
as most relevant to immediate problems should come first. in general, this means
interventions that will have an impact on the organization%s performance or task come
before interventions that willhave an impact on individuals or culture. & minimize
psychological and organizational strain asequence of interventions should be chosen
that is least likely to create dysfunctional effects such as an*iety, insecurity, distrust,
dashed e*pectations, psychological damage to people, and unanticipated and
unwanted effects on organizational performance. /.!./ od intervention strategies the
study ofod can be carried out on four different fronts as under (i) at the individual
level, which includes personal counselling and career planning at the intra-personal
level (ii) problemsolving, interpersonalcommunicationand interpersonal relationships
at the dyadic level (iii) group goalachievement and aspects related to group dynamics
at the group level (iv) at the societal level, whereinod interventionmay include
assisting people to resolve their personal problems, like housing, education, induction
programmers and social acceptance especially for those who are new to the
organization
Page -#hrd interventions notes self-instructional material !1 classification of od
intervention strategies organizational development strategies can be broadly classified
as in table /./. table /./ organizational development strategies od strategies for
personal concern 'ob-related od interventions sensitively training work flow
transactional analysis 'ob evaluation process consultations 'ob redesigning team
building interventions third party interventions individual counselling life and career
planning role playing socio-technical intervention structural interventions system
analysis change in physical setting fle*ible work hours formalization 'ob sharing
facilities organizational mirroring 'ob evaluation and role analysis techniques let us
discuss these types of interventions in details. #. organizational strategies for personal
concern sensitivity training kurt lewin first introduced sensitivity training in #",..
sensitivity training is also known as t-groups or lab training. this method is used to
train teams with an ultimate ob'ectiveof organizational development. sensitivity
training envisages the formation of unstructured small groups. members of the group
interact with each other and learn fromvarious situations. kurt lewinwas a theorist,
researcher and practitioner of interpersonal and inters-group dynamics and a strong
propagator of communityrelationshipas anapproach to
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theoverallorganizationaldevelopment. t-groups developed variousmodels of role-
playing, learning, change and also the transactional nature of human beings. team-
building dynamics was the ma'or contributionof thet-group. sensitivity training
involved organizational topics like deadlines, duties and responsibilities, policy,
procedures and inter-organizational group relationship. lewin carried out sensitivity
training byfield theory, group dynamics, change processes and action research which
were of profound importance to people involved indevelopment. the method helped an
individual to change his attitude, understand humannature, and modify behaviour to
suit a particular situation and be a usefulmember of the team.
Page -/!, self-instructional material hrd interventions notes team-building
interventions the teamis a smallnumber ofpeoplewith complementaryskillswho are
committed to a commonpurpose, a set of performance goals and an approach for
which they hold themselves mutually accountable (katzenbach and douglas smith).
teams have emerged as the most important group phenomenon in various
organizations. 'oseph 'uran first tried to adopt the $teamapproach to problemsolving%.
today, teams are becoming increasinglypopular as a result of advanced it and concern
for total qualitymanagement and organizational learning processes. odhas shifted
fromindividualmanagers and workers to inter-functionalmanagement teams and work
teams that focus on comple* problems and tasks. teams can be formed for any
purpose. theycan go beyond the traditional formalwork group by having a collective
synergistic effect. production teams, and teams for rendering advice in the form of
board and review panels are generally formed. teams can also be formed for the
completion of the specific task like research and development and engineering
work.action teams for sports, entertainment, e*pedition, surgeryand negotiation are
also formed. the ob'ective of such teams is to plan, implement and receive feedback of
the 'ob done. however, qualitycircles and self-managed teams are very common
inmost of the organizations. teams and work groups $team%is frequentlyused for
anygroup, especially to get themto work together and to motivate them. 'on and
douglas differentiated team fromwork-group. awork group%s performance is a function
of what its members do as individuals.ateam%s performance includes both individual
results and what we call $collective work products%. acollective work product is what
two or moremembersmust work on together. it reflects the 'oint, real contribution of
teammembers. acomparative understanding of teams and the work- group is given
intable /.1 table /.1 comparison of teams with work groups team work-group #. the
team plays a shared leadership role. #. the workgroup has a strong, clearly-focused
leader. /. the team has individual as well as /. individual accountability for the part of
mutual accountability. work he/she is doing. 1. the team has a specific purpose. it is a
1. its purpose is the same as that of the specific part of the organizational purpose.
organization. ,. the team works on collective work ,. the work-group has individual
work products. products. .. the team encourages open-ended, active .. the work-group
runs effective meetings. problem-solving meetings. 9. the team measures performance
directly 9. the work-group measures effectiveness by assessing collective work
products. directly (for e*ample, financial performance of overall business). !. the team
discusses, decides and !. the work group discusses, decides, works together. and
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works individually. (reference jon r. kazenback and douglas k. smith, the discipline
teams, harvard business review).
Page: !hrd interventions notes self"instructional material #$ %uality circles and self
"managed teams: %uality circles are made up of volunteers fromthe lower levels of
operations inmanufacturingwho offer advice to themanagement on improving
%ualityand productivity. on the other hand, self"managed teams, sometimes called
autonomouswork teams, are formallydesignated bymanagement and can be made up
of employees fromall levels. self"managed teams maymake decisions and do the
realwork of the organization. these teams have no appointedmanager. theydo their
ownmanagerial functions. development of self"managed teams: self"managed teams
can be developed to a great e&tent. these teams should be made up of dedicated people
who enjoyworking together, who maintain high standards and demonstrate high
productivity. these teams should be monitored on a regular basis and evaluated in the
following areas: (a) teammission (b) goal achievement (c) empowerment (d) open and
honest communication (e) positive role and norms by controlling suchkey functions,
self"managed teams canbe effective and contribute to the performance goals of the
organization. effectiveness of the team can be achieved by considering the following
points: (a) a proper training and development schedule should be planned well in
advance. (b) a facilitator (trainer) must be co"opted with the team right from the
beginning. teammembers and facilitators should develop rapport. facilitators should
create an environment where individual members can clear their doubts without
hesitation. (c) group goals should be set up in advance and re%uired resources should
be made available to the team. processes should be well"established. (d) decision"
making, delegation of authority and the e&tent of empowerment shouldbeclearlyspelt
out bythe organization.members should e&perience autonomy in the work
environment. (e) the group should be trained in various methods of group decision"
making, intra"group relations and should have an ade%uate knowledge of various
group functions. (f) intra"group procedures involving setting up meeting formats,
taking down the minutes of conferences and checking the progress of each point
should be known to each of the members of the group. (g) teammembers should be
trained so that they are self"managed. transactional analysis (ta) eric berne first
introduced tain '()*. he stated that every individual has three ego states invarying
degree.aperson acts and reacts depending upon the situation and the ego state
displayed by the personwithwhomhe is interacting.
Page: *#) self"instructional material hrd interventions notes (a) the parent ego state
represents feelings of superiority, authority, being judgemental and so on. (b) the adult
ego state represents maturity, objectivity, logic and rationality in communication. (c)
the child ego state indicates a dependant, impulsive and rebellious nature of behaviour.
most of us have one dominant ego state.any communication between two people is
called transaction. the transaction can be analysed in terms of the ego states of both
parties which may be complementary, crossed or ulterior. the complementary
transaction refers to transactions where two people communicate verbally froma
compatible ego state. for e&ample, the adult"to"adult communication. crossed
transaction occurs when the two ego states are incompatible.an adult to child
communication falls in this category. this kind of communications is not good and it
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produces anger, resentment and frustration between the two individuals involved in
the communication. ulterior transactions take place when two parties involve
themselves in communication where the main issue is circumvented. (d) tais a useful
techni%ue to understand people, their attitude and behaviour. communication should
preferablybe fromadult to adult ego states. this will lead to a better understanding and
logical approach to the problem. crossed and ulterior communication should be
avoided while interacting with each other. ta helps to %uickly identify and untangle
crossed transactions. byunderstanding the e&tent to whichulterior transactions occur in
organizations, efforts can be made, if necessary to minimize them since avoiding
authentic encounters adversely affects the organizational effectiveness. it is, therefore,
necessary for the employees to identify individual ego states, situations under which
one isworking, organizational stress and its effect on individual behaviour and transact
accordingly. by practice, interpersonal problems can be reduced to a great e&tent and
organizational growth achieved withta. process consultation process consultation
re%uires a combination of skills in establishing helpful relationships, knowing what
kinds of processes to look for in organizations and intervening in ways to improve
organizational processes (schein, '()(). the essence of process consultation is that a
skilled consultant (facilitator) works with managers, groups and individualswith the
object of developing their process skills. it involves diagnosing, understanding and
solvingprocess"related problems. there are various processes in the organizations like
the enrolment process and the administrative process which itself has various sub"
processes within it. the managers have evolved a particular process and they e&pect
that all the employees would implement it. for e&ample, the communication process.
in this process, managers must ensure a free flowof vertical, horizontal and diagonal
information
Page: $hrd interventions notes self"instructional material ## and that no work should
suffer for want of re%uired information in the re%uired format. should there be
anyproblem, anoutsider consultant is employed to e&amine the process, identify the
problemareas, suggest solutions, implement and obtain feedback. it involves
ascertaining solutions to various issues in the organization. major processes that are
generally evaluated are as below: (a) organizational structure and designmodification
(b) the dynamics of interpersonal relationships (c) the nature and scope of
communication (d) the issues relating to leadership stylewhich are followed byvarious
leaders (e) group problemsolving on organizational, social and domestic issues (f) the
decision"making process (g) welfare measures (h) training and development (i) issues
of production, %uality control, leading to product modification and, thereby, achieving
organizational effectiveness. the process consultation sensitizes the individuals who
are directly or indirectly involved in the above processes. individuals display their
voluntary commitment to develop organizational processes and assist eachother to
resolve issues irrespective of their departmental boundary. third"party peacemaking
interventions a facilitator to resolve conflict in the organization uses third party
interventions. walton ('()() suggests that a fundamental aspect of third"
partypeacemaking is for the consultant to make the two disagreeing parties each other
confront and agree that conflict does e&ist and is leading to a situation where od
efforts are being hampered. the problem generally relates to emotional disagreement
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by conflicting parties. the facilitator resolves the issue by creating a congenial
atmosphere by way of selecting a place, mode and appropriate agenda for the meeting.
during the course of themeeting, he evolves techniques bywhich both parties agree
that there does exist conflict between them. the facilitator identifies the problemand
suggests remedialmethods. if the problemis ofa structural nature, like sharing scare
resources, then problem-solving strategies are implemented. if the problem is of an
emotional nature, like anger, distrust or fear, the consultant has to adopt strategies for
behaviour modification. this kind of problem takes more time and effort to be
resolved. individual counselling counselling refers to the process of advising an
employee or, preferably, in most cases, listening to the statement of his problemand
enabling him to formhis own thinking and find a solution for it. counselling relates to
understanding and helping people.as counselling involves discussion, it forms a
process of communication.
Page: 8!8 self-instructional material hrd interventions notes effective counselling is a
function of communication skills bywhich an individual shares his emotionswith
another individual. counselling dealswith resolving the emotional difficulties of
individuals which excludes mental illness. although the emotional problems may not
appear to be very significant or complex to others, they are important to the
individualwho has themandwhose productive efficiency or performances are, thus,
affected. the problems may relate to stagnation, no promotions, "ob insecurity,
inappropriate treatment by superiors, "ob stress and the like. apart from emotional
imbalance, need for counselling may arise from varied on and off-the-"ob conditions
such as dissatisfaction, resistance to change, alienation, frustration, stress and conflict.
counselling helps solve employee problems so that they develop self-confidence, self-
worth, understanding and the ability towork effectively. various functions of
counselling are, therefore, to advice, reassure, communicate, release emotional
tension, and clarify thinking and orientation. while performing the above functions,
counselling may have several accomplishments. maier indicates seven such
accomplishments of counselling. these are: #a$ identification of attitudes and values #b$
reduction of frustration #c$ location and acceptance of true problems #d$ stimulation of
problemsolving #e$ development of responsibility #f$ conformityof solutionwith value
system #g$ availabilityof expert knowledge counselling is of two types: #a$ directive
counselling: directive counselling is the process of listening to the employee%s
emotionalproblems and advising him.advice is not preferred as compared to listening.
the facilitator maydevelopmutual understanding with the individual so that the latter
may be free to release his tension and thus modify his behaviour. the advice and
assurance provided by the counsellor during the counselling processmaybeworthwhile
if the employee has faith in the counsellor. it is more of amatter of trust and belief
between the two. #b$ non-directive counselling: roger, the founder of non-directive
counselling states that, &within the client resides constructive forceswhose strength and
uniformityhave been either entirelyunrecogni'edor grosslyunderestimated. in most of
us, if not all individuals, there exits growth forces, tendencies towards self-
actuali'ation. the individual has the capacityand the strength to devise, quite unguided,
the steps whichwill lead him to a more mature and more comfortable relationship to
his reality. all of his capacities are reali'ed in the individual if a suitable psychological
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environment is provided. this non-directive counselling is instrumental in the releaseof
dynamic forces within the individual and resolving emotional problems.
Page: 8!hrd interventions notes self-instructional material !+ life and career planning
life hasbecome veryfast becauseof automation, social changeand the technological
leap. the expectations of individuals have, therefore, grown out of proportion. it is the
responsibilityof the organi'ation to plan growth of each employee. this will enhance
the organi'ational culture, growth and the sense of belonging. this will also facilitate
succession in family-run organi'ations.at the supervisor andworker levels, training and
development is essential. it is the responsibility of the line managers to organi'e
periodic cadres, refresher courses, and promotion cadres and ensure that the work
force is kept updated. acareer manningcell should be established in large
organi'ations, whose sole responsibility should be to plan, organi'e and conduct
career planning courses in consultation with the hr department, training institutes,
government agencies and ngos. one of the drawbacks of career planning is the
constant turnover of the employees for various reasons. ifcareer planning is effective,
the employee turnover will reduce drastically. career planning is one of the important
functions of the organi'ationwhich should be taken seriously. role playing role playing
is a spontaneous acting out of a realistic situation. real-life situations are used to teach
the trainees. when few individuals play a role, the others observe and critici'e at the
end of the session. role playing is a substitute for experience. it emphasi'es techniques
of observation, participation, copying and discussion. trainees tryto enrich themselves
by trying out different approaches of role playing. role playing, as a tool of
organi'ational development, is an important instrument. it should be carried out under
an expert so as to derive maximumadvantage. ,. "ob related interventions workflow in
a highly technological environment, every "ob has to be reviewed periodically so as to
ensure that the "ob has the following attributes: #a$ task identity: as far as possible a
"obmust have an identifiable right from its inception to its completion. it is necessary
because a worker identifies himselfwith the "ob and derives a greater satisfaction. #b$
meaningfulness: while designing a "ob, due care should be taken to ensure that every
"obshould involve skill variety.the "ob shouldutili'e all the abilities of the individuals.
the "ob should not be of routine nature. #c$ task significance: employees will derive
maximumsatisfaction if the "ob they are doing is of a great significance. for example,
manufacturing of a firing mechanismin a petrol vehicle is of great significance. #d$
autonomy: employees should en"oy autonomywhile theyare performing. freedomof
action, decision-making and discretion inscheduling a "ob should be taken into
account byod efforts. autonomy requires that the content,
Page: 888- self-instructional material hrd interventions notes structure and
organi'ation of the "ob is such that individuals or groups performing those "obs can
plan, regulate and control their own work. autonomyimplies theuseof individualskills
effectivelyso that the contribution to the "ob is meaningful. it regulates the individual.
autonomy is self-governance. "ob evaluation wendell french defines "ob evaluation as
&a process of determining the relative worth of the various "obs within the
organi'ation, so that differentialwagesmaybe paid to "obs of different worth%. relative
worth of a "ob means the relative value produced. the variables which are assumed to
be related to the value produced are suchfactors as responsibility, skill, efforts
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andworking conditions. it is important to note that job evaluation is, in other words,
the ranking of job, not the job holder. job holders are rated through the performance
appraisal. job evaluation provides the basis for developing job hierarchy and fixing
structure. it must be remembered that job evaluation is not absolute. that is why job
evaluation cannot be the sole determining factor for deciding the pay structure. various
external factors like technologicalchanges, labour market, the collective bargaining
capacity of the workers, and political and economic factors affect the level ofwages. it
is important to note that regular review of various jobs should be done by the
organization and suitable modification to pay structure be made. job redesign
strategies job design refers to the study of jobs, tasks and the constellation of tasks. it
includes job enrichment, job enlargement, job characteristics, models and social
informationprocessingperspectives. the traditionalapproachinvolved fitting people to
job.amore recent approach to designing jobs incorporates both objectively gathered
descriptions of the jobs and the perceived requirements and relationships of job-
holders. since hertzbergs work on job enrichment, a great deal of interest has been
aroused in job redesigning.apart fromcollecting data pertaining to the job and work, a
great deal of emphasis on human values has also been added. davis proposed the
concept of job design as the organization !structuring" of a job to satisfy the technical
#organizational requirements of the work to be accomplished and the human
requirements of the person performing the work. job designs change as job-holder
needs and work requirements change. job redesign strategies seek to address these
changes. job redesign approaches aimed at enhancing productivityand employee
motivation include job enlargement, the scope of the job, the varietyof activities, the
number of processes and the required skills to accomplish the job. job extension, that
is, doing more of the same work, is a formof job enlargement. $. socio-technical
interventions systems analysis an organization should studyboth external and internal
environment, analyse the socio-economic factors like the prevailing standard of living,
social demands on employees, aspirations ofchildren and the abilityof the individual to
fulfil the same.
%age& '(hrd interventions notes self-instructional material ') demographic factors also
play a dominant role in the organizational development paradigm. based on the above
factors, an organization should design its reward system so that the employee is able
to live at a desired level and meet its social obligation. this is important because the
systems so evolved would be able to generate enthusiasm and the desire to excel,
which will bring growth to the organization. acontingency approach should be adopted
by the managers in this respect and aspirations of the employees bemet. of late the
individual has started comparing his status vis-a-vis the status of the workers
throughout the world. a certain amount of parity is required to be adopted by the
organizations. in the light of the above discussion, the following systemneeds
attention& * recruitment system * reward system * appraisal system * training and
development * organizationalmissionwith particular reference to growth potential *
technical upgradation * social recognition * the ability andwill of the organization to
plan for the growthof the children of the employees to enable them to be competitive
in the present social scenario flexible work hours organizations should planwork
according to the brick pattern. the responsibility to produce is assigned to teams and
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work groups. the work assigned to them should be basedon timings.all the resources
aremade available and no interference should bemade by the seniormembers,
therebyproviding themwith total autonomy. flexible work hours are necessary for dual
career families. for instance, dual career members, who are now trying to combine
their family and work lives, face problemsmanaging their workfamily interface.
workshops should be conducted for both spouses on time management, childcare,
stress management, and the management of all that comes in the wayof performance.
job-sharing facilities organizations should create job-sharing facilities within itself and
may also have tie-ups withother organizations for sharing the job. this is
particularlyrequired for the research and development branch of any organization. job
sharing creates additional facilities without anymonetaryburdenon the organization
and optimum utilization of resources is achieved. if the facilities are available for
performing the work, employees canmeet deadlines more easily. job evaluation and
role analysis techniques an individual should be trained to handlemore than one job so
that, if required, he couldbe gainfullyemployed ina different role job!. individuals
have to playdifferent
"age# $%&' self-instructional material hrd interventions notes roles in the organization.
he should bemade self-sufficient so that he can fulfil his obligations. it is important
that an individual is satisfiedwith the jobhe is performing. job redesign, job rotation,
job simplification and job automation are some of the methods where organizational
development takes place. (. structural interventions change in physical setting the
physical setting and its importance on productivity is a subject onwhich a lot of work
has been done. the objective of the ideal physical setting ofmachinery is to reduce
thephysical fatigue that workersare oftensubject to andprovidemaximum physical
convenience to the worker for doing the job. this involves the layout of themachinery,
the positionof the operator, the availabilityof tools and rawmaterial. this also involves
the supervision that is required to be carried out by the superiors. for example, youwill
notice that in the case of the layout in banks or in a bottling plant, there are standard
tailor-made layouts available and the organization can adopt themwith suitable
modification. the objective is to improve productivity. taylor has done pioneering
work on the subject in early twentieth centurywhen management concepts were in the
evolution stage. formalization formalizationrefers to the extent towhichpolicies,
procedures, rules and regulations exist in the organization. policies are basic
guidelines and principles based on which the organizational objectives are to be
fulfilled. policies are laid downwith great thought and deliberation and are indicative
of the culture that the organization wants to follow. policies are
mandatoryrequirements of any system. policies are general in nature and give basic
guidelines to the manager on how to operate. for example, the recruitment policyor the
training and development policyfor managers. on the other hand, rules and regulations
are strict in nature and individuals must obey those. there is no scope for deviation.
these are the prescribed codes of conduct that need to be strictly followed. procedures
are methods which are practical in nature and are followed to carry out any work.
these are generally stated in the standing orders for an organization. these are
necessary to relieve managers of the necessity of directing so that he can concentrate
on the job exclusively. there are certain situations that are not covered in the policy of
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the organization. under this situation, the manager has to interpret the event/situation
and give his decision. this phenomenon is called management by exception. thus,
formalization of rules, regulations, policies and procedures help managers focus onthe
primarymanagerial functions.toomuchof formalizationis not advisable as it reduces the
personal contact between employees andmanagers. it also gives the feeling of too
much of bureaucracy and the lack of operational freedom. for creativity and
innovation, less formalization is recommended. for organizational development, it is,
therefore, necessary to ensure a mix of both formalization and work autonomy to the
employees.
Page !"hrd interventions notes self#instructional material $% organizational mirroring
organizational mirroring is an intervention techni&ue to assess and improve an
organizations effectiveness by obtaining feedback from the organizations with which
it interacts.when anorganization experiences difficultiesworkingwithother
organizations, it canseek assistance fromtheseorganizations throughorganizational
mirroring. the process of organizationmirroring is as follows 'i( a representative
fromoutside organizations like suppliers or government organizationswithwhomthe
host organization faces problems is invited for mirroring or reflect back their
perception. 'ii( he generally interviews the people attending the meeting in advance of
the scheduledmeeting. 'iii( he ascertains the magnitude of the problem that the host
organization is seems to be facing. 'iv( ameeting takes place in which groups/sub#
groups identify the problems faced by the host organization and suggest solutions. 'v(
host organizations shouldgenuinelywant to resolve their problems with the external
organization) only then can organizationalmirroring be of anyuse. 'vi( host
organizations should implement the action plandeveloped during the meeting. *.+.%
innovation innovation is the process of creating newideas and putting theminto
practice. it is the means bywhich creative ideas find their way into everyday practices,
ideally those practices that contribute to improved customer service or organizational
productivity. product innovation results in the introduction of new or improved goods
or services to better meet customer needs. process innovations result in the
introduction of new and better work methods and operations. innovation process new
product development can be carried out by innovative ideas. the process of innovation
takes the following four steps 'figure *.,( 'i( idea generation to create an idea
through spontaneous creativity, ingenuityand information processing 'ii( initial
experimentation to establish the ideas potential value and application 'iii( feasibility
determination to identity anticipated costs and benefits 'iv( finalapplication to
produce and market a new product or service, or to implement a new approach to
operations
Page !*$- self#instructional material hrd interventions notes organizational support
for innovation idea generation discovering a potential new product or ways to modify
an existing one initial experimentation sharing the idea with others and testing it in
prototype form final application commercializing the product for sale to customers or
client feasibility determination testing practicality and financial viability figure *.,
innovation process new product development the innovation process is not complete
until final application has been achieved. anew idea, even a great one, is not enough.
in any organization, the ideamust pass throughallstages ofinnovationand reach
Page ,+ of "!,
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thepoint of finalapplication before its value can be realized. features of innovative
organizations the features of innovative organizations are as follows: highly
innovative organizations have strategies and cultures that are built around a
commitment to innovation tolerance to mistakes and respect for well-intentioned
ideas highly innovative organizations have structures that support innovation
emphasize creativity through teamwork and cross-functional integration innovative
organizations practisedecentralization and empowerment organizational plan and
staff organization with clear commitment to innovation innovative organizations
payspecial attention to critical innovation roles of idea generators, information
gatekeepers, product champions and project leaders innovative organizations benefit
fromtop-management support 2..! creativity creativitygenerates uni"ue and novel
responses to problems. one individual on behalf of a group makes individual
decisions. in a dynamic environment full of non-routine problems, creativity in
crafting decisions often determine howwell
#age: $%hrd interventions notes self-instructional material &' people and organizations
do in response to comple( challenges. group dynamics and are group an important
resource for improving creativity in decision-making. indeed, making good use of
such traditional techni"ues as brainstorming, nominal groups and the delphimethod
cangreatly e(pand the creative potential of people andorganizations.mis, dssand other
computer-based techni"ues further enhance the decision -making abilityof individuals.
stages of creative thinking creative thinking is carried out in five stages. these are as
follows: preparation: in this stage, people engage in active learning and day-to-
daysensing that is re"uired todealwith the comple(environment successfully.
concentration:actual problems are defined and framed so that alternatives can be
considered for dealing with them. incubation: people look at the problems in diverse
ways that permit the consideration of unusual alternatives, avoiding tendencies
towards purely linear and systematic problem-solving. illumination: at this stage,
people respond to flashes of insight when all pieces to the problemfit together.
verification: this stage refers to conducting a logical analysis to confirm that good
problem-solving decisions have been made. all these stages of creativity need support
and encouragement in the organizational environment. however, creative thinking
indecision-making canbe limited by a number of factors. these are the following: )i*
judgemental heuristics can limit the search for a number of alternatives )ii* when
attractive options are left unconsidered )iii* cultural and environment blocks creativity
model the rational decision-maker needs creativity, which is the ability to produce
novel and useful ideas. most people have a creative potential which they can use when
confronted with decision-making problems. but in order to unleash that potential, they
have to get out of the psychological rut most of us get into and learn how to think
about a problemin divergent ways. three component model of creativity this model is
based on the e(tensivework done byt.m.ambabile on the subject. thismodel proposes
that individual creativityessentiallyre"uires e(pertise, creative-thinking skills and
intrinsic task motivation. the model is shown in figure 2.+.
#age: $!&+ self-instructional material hrd interventions notes three components of
creativity e(pertise creative thinking skills task motivation figure 2.+ creativity model
)source: t.m. amabile, ,motivating creativity in organizations: on doingwhat you love
#age '& of -$'
-$----2.-% file:///0:/1sers/2ismillah/3esktop/4563.(ml
and lovingwhat you do, california management review, vol. 40, no. 1, pp. 3958,
199. 1. e!perti"e# e!perti"e i" the foundation of all creativewor$.arya%hatta had the
e!perti"e to %e creative inmathematic". %ha%ha" $nowledge of phy"ic" made
himcreative innuclear "cience". the potential for creativityi" enhanced when
individual" have a%ility, $nowledge and proficiencie". &. creative thin$ing "$ill"# thi"
encompa""e" per"onality characteri"tic" a""ociated with creativity, the a%ility to u"e
analogie" a"well a" the talent to "ee the familiar in a different light. for in"tance, the
following individual trait" have %een found to %e a""ociated with the development of
creative idea"# intelligence, independence, "elf'confidence, ri"$ ta$ing, an internal
locu" of control, tolerance for am%iguity and per"everance in the face of fru"tration. 3.
intrin"ic ta"$motivation# thi" refer" to the de"ire to wor$ on "omething %ecau"e it i"
intere"ting, involving, e!citing, "ati"fying or per"onally challenging. thi"motivational
component i" what turn" creativitypotential into actual creative idea". it determine" the
e!tent to which individual" fully engage with their e!perti"e and creative "$ill".
creative people often love their wor$.an individual" wor$ environment can have a
"ignificant effect on intrin"ic motivation. five organi(ational factor" have %een found
that can, e"pecially, impede one" creativity# )i* e!pected
evaluationfocu"ingonhowyourwor$ i" going to%e evaluated )ii* "urveillance+%eing
watched while you are wor$ing )iii* e!ternalmotivator"+empha"i(ing e!ternal,
tangi%le reward" )iv* competition+facingwin'loo"e "ituation" with peer" )v*
con"trained choice+%eing given limit" on howyou cando your wor$
,age# 95hrd intervention" note" "elf'in"tructional material 8 it i", therefore, nece""ary
to o%-ectively "tudy and lay down evaluation "y"tem". in"tallation of camera" for the
%o"" to o%"erve what wor$er" are doing i" a %ygone method of "upervi"ion a" it $ill"
creativity. for the enhancement of creativity, healthy competition and autonomy
inwor$ environment i" nece""ary. &..5 learning organi(ation" ma-or wor$ ha" %een
done on learning organi(ation" %y frederic$ w. taylor through the introductionof
"cientific management. however, the origin" of today" u"e of termlearning
organi(ation" i" u"uallyattri%uted to the "eminalwor$ ofchri" argyrri" andhi"
colleague", whomade the di"tinction%etween fir"t'order or ."ingle'loop and "econd'
order or .dou%le'loop learning. / "ingle'loop learning involve" improving the
organi(ation" capacity to achieve the $nowno%-ective". it i" a""ociated with routine
and %ehavioural learning. under "ingle'loop learning, theorgani(ationlearn"without
"ignificant change in%a"ic a""umption". / dou%le'loop learning re'evaluate" the nature
of the organi(ation" o%-ective" and the value" and %elief" "urrounding them. thi"
typeof learning involve" a change in the organi(ation" culture. importantly, dou%le'
loop learning con"i"t" of a dra"tic change re"ulting in a change in the %a"ic
a""umption" of the organi(ation, cultural or "tructural, for which the organi(ation ha"
to conduct adoptive learning. the "y"tem face" "everal difficultie". more importantly
generative learning i" needed. generative learning involve" creativity and innovation".
the generative proce"" lead" to the total reframing of an organi(ation" e!perience"
and learning from that proce"". "enge propagated generative learning. thi"
ten"ion"tem" fromthe gap%etween the organi(ation" vi"ionand reality and "ugge"t"
that learning organi(ation" continually 0ue"tion and challenge the "tatu" 0uo. "y"tem"
thin$ing refer" to the a%ilityof learningorgani(ation to recogni(e the "hared vi"ion of
,age 59 of 195
19'11'&013 file#1112#13"er"14i"millah15e"$top16785.!ml
employees throughout the organization and be open to new ideas and the external
environment. another major characteristics is the organizational culture. it must place
ahigh value to learning and the setting upof a mechanism for suggestions, teams,
empowerment and empathy. the factor of empathy reflects the genuine concern for
and interest in an employee, suggestions and innovations, which can be backed by the
reward system. all these factors contribute to a truly learning organization.
Page: 9!! self"instructional material hrd interventions notes checkyour progress #.
what is sensitivity training$ #%. who was kurt lewin$ #!. what kind of people should
be a part of the self"managed teams$ #9. what is complementary transaction$ &'. what
is counselling$ &#. what is effective counselling$ &&. what are the various functions of
counselling$ &(. what are the two types of counselling$ &). what is job design$ &*.
what is organizationalmirroring$ &. what is single"loop learning$ &.! assessment
centres an assessment centre is used to determine a candidate+s ,ualifications for a
specific job. it canbe defined as -amethod for assessing aptitude and performance
applied to a group of participants by trained assessors using various aptitude
diagnostic processes to gain information about a candidate+s capability or
development potential. .assessment centres are often described as the varietyof testing
techni,ues that allow the candidates to demonstrate under standardized conditions, the
skills and abilities most essential for success in a given job/. dennisa. joiner it is a
process which is being increasinglyused byorganizations to evaluate staff, either asa
part of recruitment process or for promotionwithin the organization. in an assessment
centre you+ll be asked to performexercises which would involve the skills and abilities
you would re,uire for a role. these exercises usually last from half a day to two
complete days. they are usually conducted at the training facilityof the employer or in
facilities provided by the hr consultancy. they are considered to be one of the most
effective ways of identifying top candidates who+ll be amiable and fit in with the
organization+s culture. &.!.# history of assessment centres assessment centre process
was used for the first time, sometime between the twoworldwars. the
-treatyofversailles+which brought an end toworldwar i, prevented germany from re"
arming and thus the traditional approach to the selection of officers, which was to
observe their performance during war or exercises was denied to them. german
psychologists thendeveloped this method
Page: 9%hrd interventions notes self"instructional material !9 which involved a
combination of tests, simulations and exercises to identify the potential of officer
candidates. the britisharmy used this methodology in the initial days ofworldwar ii
when they established thewar office selectionboards 0wosbs1, againfor the
selectionofofficer candidates. however, it was introduced to the private sector only in
#9* after at2t used it for the selection of high potentials for managerial positions.
&.!.& need of assessment centres themarket has become extremelycompetitive and
demandingdue to globalization. to survive in this competitive environment,
organizations need to aligntheir strategic planswith the re,uirements of
themarket.anorganization thensets its performance goals according to its strategic
intent. an organization therefore needs to have competent and capable people to
achieve these performance goals. assessment centres help organizations identifyand
develop these competent and capable people and have thus become a necessary
Page ' of #9*
#9"##"&'#( file:3334:35sers36ismillah37esktop389:7.xml
requirement. assessment centres are required for the following: to exclude guess
work fromselection and development to extract more out of fewer people
competitive edge depends on exceptional people interviews alone are not enough in
assessing applicants as using job simulations if the business is all about hiring and
nurturing the best skills and talents, effective assessment should be viewed as a major
investment. 2.8. uses of assessment centres the assessment centremethod is utili!ed in
various settings including government firms, educational institutions, armed forces,
etc. to identif"and select individuals for supervisor", technical, sales or managerial
positions. a recent trend is the emergence ofmass testing. this is done b" video#taping
the candidates as the" carr" out various exercises. this allows the assessment of a large
number of candidates per da" and requires less observation. to list out, the uses of
assessment centres are as follows: helps to select the right kind of emplo"ees,
identif" potential and capabilities, measure development needs and succession
planning simulates the level that candidates aspire to reach onl" here can leadership
effectiveness be assessed 2.8.$ t"pes of assessment and development centre exercise
assessment centres can take on a variet" of forms. the most common t"pe of exercises
used b"assessment centre includes in#basket exercise, role pla"s, group discussions,
presentation exercise, etc.%figure 2.&'.
(age: )8)* self#instructional material hrd interventions notes in#basket exercise asks
"ou to assume a particular role and work through the correspondence in "our tra". this
is used to measure "our abilit" to organi!e and prioriti!e work. in#basket exercises are
discussed in detail under section 2.++ group discussion exercises evaluate "our
interpersonal skills %group leadership, teamwork, negotiation and group
problemsolving skills' b"making "ou work with other candidates as part of a team to
resolve a common issue. in a presentation exercise "ou will be given a topic or a
choice of topics and asked to make a presentation of approximatel" +*#+, minutes.
this is done to evaluate "our communication and presentation skills including "our
abilit" to organi!e and structure information. assessment centre exercises in#basket
exercise group discussion presentation exercise role pla"s figure 2.& t"pes of
assessment and development centre role pla"s where "ou are asked to assume a
fictitious role based on a business scenario and a set of rules. the" can be great fun if
"ou full"get into the spirit. good morning-this is bob from dell services ltd. hi tom- i
have a problem with m" computer . besides the ones described above assessment
centres also use panel interviews to evaluate candidates. panel interviews are
considered to be more objective means of assessing "our suitabilit" for the job as
"ouwill be interviewed b" ., people and the decision does not depend on one
person/s opinion. ps"chometric tests are also used to assess the abilit" and
personalit"of a candidate.
(age: ))hrd interventions notes self#instructional material )+ 2.8., process of
selection of participants candidates for assessment centres are usuall" selected on the
basis of recommendation b"seniors. performance appraisal data is also taken into
account for the selection toassessment centres. frequentl"used competencies b"most
organi!ations are as follows: leadership organi!ing and planning
decisionmaking impact oral andwritten communication initiative and innovative
energ" attitude the various stages of an assessment centre are discussed intable 2.$.
(age 0+ of +),
+)#++#2*+ file:1112:13sers14ismillah15esktop16785.xml
table 2.$ stages of an assessment centre pre assessment centre through assessment
centre post assessment centre determine the objective introduce assessment centre to
participants, its procedure and outcome compile reports and submit the list of selected
participants to the respective authorities. get the approval from assessment centres and
conduct job anal"sis give instructions to the participants before ever" exercise and
distribute the matrix sheets improve the design according to suggestions determine
competencies for target positions conduct the exercises and group discussions assess
the results for its validit" after a specific period recogni!e potential candidates and
send invitations to them make note of the strengths and improvement areas of each
participant identif" and train observers plan the exercises and rating methodolog" give
feedback and get feedback from participants and observers about the programme set
up the infrastructure and schedule the programme. inform the participants 2.8.0
advantages and disadvantages of assessment centres there are some reasons for the
preference of assessment centres over other methods of selection. some of themare:
assessment centres foresee the next level of challenges and include themin the
exercises.
(age: +**)2 self#instructional material hrd interventions notes exercises are designed
such that specific competencies required for the target position are carved out. an
assessment centre helps the internal assessors get a clear idea of the candidate, his
skills and capabilities, as it is conducted outside the workplace. the process offers
equalit", fairness and precisionwhichmakes it appealing to most candidates. besides
helping the organi!ation place the right candidate for the right job1 assignment, it also
helps in developing the participants. when participants see others handling the same
assignment differentl" it gives themnew ideas besides helping themjudge their own
performance. it appeals to the logic of a common man. assessment centres canbe
tailored for different kinds of jobs, competencies and requirements. assessment
centres gain support fromline managers b" involving them. assessment centres
provide training to the participants through the process of selection. their
validit"coefficient is higher for predicting performance. assessment centres have some
disadvantages aswell. some of themare as follows: the" are expensive and time
consuming. the" require highl" skilled observers as the observers ma"bring in their
own perceptions and biases while evaluating. candidates receiving poor assessment
ma" get demotivated. planned and run properl", the" provide a window to verif" or
challenge informationgained through assessments such as interviews. for example,
someone ma" summari!e loads of experience %e.g. leadership experience' in a
behavioural interview, while in a group exercise the" are observed to dictate, do not
listen to others and disregard the quieter groupmembers.assessment centres are
dominant and are gaining extreme popularit".assessment centres are
strongl"recommended for organi!ationswith substantialgrowthplans together with the
desire to get people to take charge of positions from within the organi!ation. some of
the global organi!ations using assessment centres are britvic, rolls#ro"ce, unilever, u.s.
aerospace and defense compan", boeing, smithkline beecham consumer healthcare,
philips semiconductors, etc. 2.) role anal"sis role anal"sis is nothing but the
extensionof job anal"sis and is generall"performed b"means of interviews,
(age 02 of +),
+)#++#2*+ file:1112:13sers14ismillah15esktop16785.xml
possibl"complementedb"one of the competenc" anal"sis techniques. it focuses on
recogni!ing the ke"result areas and defining behavioural
(age: +*+hrd interventions notes self#instructional material ) and professional
competencies that emplo"ees need and the role the" pla" in performing their work
with other people, how the" fit into the structure of the organi!ation, what independent
action the" can take and to what measure and how the" ascertain their objectives and
priorities. inorder to conduct a successful training needs anal"sis it is essential that the
role and its competencies are determined and fit well within the organi!ation/s process
chain. it is essential to know the role of an emplo"ee properl" to identif" the expected
performance. in role anal"sis, the job of an individual in the organi!ation is anal"sed
and enriched in terms of his role and not in terms of his job. it is alwa"s ensured that a
role is sufficientl"challenging for the individual, provides himadequate autonom" for
taking initiatives and is linked withother organi!ational roles to avoid a feeling of
isolation. 2.).+ need for role anal"sis the major reason for organi!ations to conduct
role anal"sis is their constant endeavour to improve the efficienc"of their workforce.
this demands a training needs anal"sis, however, a gap anal"sis between the
individual/s present potential and the role profile cannot be determined if the role is
not comprehended. also, conducting regular role anal"sis is important as the role can
become hidden b" organi!ational s"stem and process changes. role anal"sis helps one
take anordered but d"namic approach to workwithout which the potential dangers of
peoplegettingdepressed, slipping into chaos, gettingdemotivated andperforming below
their standards, would exist. therefore, role anal"sis will help in the following wa"s:
will realign roles to skills will realign skills to their development will realign roles
to responsibilities will realign roles to expected results willmaximi!e roleswithin
the process chains role anal"siswill help the organi!ationsevaluate thewa"roles
canbedefined, and how the"ma" inter#relate thereb" leading to improved process
management. 2.).2 scope of role anal"sis to maintain a viewpoint, and remain
objective, it is best that role anal"sis takes a planned approach initiall", within a well
defined area. it is therefore suggested that to begin with, role anal"sis operates within
a ke" process life c"cle or ke" result area. sustained b" an organi!ationalmatrix and
coupled with leveled function anal"sis, roleanal"siswill consider howto
realignresponsibilitieswithin the process chain thereb"enhancing performance. an
organi!ation cannot be successful in coping with change without an efficient process
chain.
(age: +*2)$ self#instructional material hrd interventions notes adopting a standardi!ed
role anal"sis approach helps achieve better results when a process chain is realigned
with improvised supporting s"stems. 2.). role anal"sis and evaluation role anal"sis
androle evaluation are linked to eachother. the aimof role evaluation is to establish the
relative si!e of roles with regard to the contribution the role makes in accomplishing
the organi!ation/s objectives. role evaluation acquires the revised roles, compares and
evaluates those, using approved criteria. however, an optional method to traditional
evaluation s"stems could be to assign points to competencies %using a level of work
model' to set up competence definitions. this wa" role anal"sis would establish what
competencies, and at what level, the role warranted. as a result, the role would be
automaticall" re#evaluated. 2.).$ ke" benefits of role anal"sis one of the main benefits
(age 0 of +),
+)#++#2*+ file:1112:13sers14ismillah15esktop16785.xml
of role anal"sis is the recognition of excessive communication links and other inbuilt
process dela"s. the process life c"cle and training needs anal"siswill
provemanageableonce the operating costs are reduced. role anal"sis will make known
the best wa" to optimi!e resources when considering business expansionor
contraction. role anal"sis helps an individual to have a better perspective on his roles,
activities and work environment. with roles becoming realigned, improvised and better
recogni!ed, role anal"sis will result in better decision making, setting of priorities,
etc.as a result individual role holders can generate better time management plans
leading to a practical and achievable result#oriented culture thereb"adding greater
value. role anal"sis also helps in competence definitions being revised and roles being
re#evaluated. with an improved role structure and revised competencies, performance
reviews and development, s"stems would become more effectual and personal
development plans would become more meaningful as would hr strategies. therefore,
to concludewe cansa"that role anal"sis is anextremel" important technique used b" the
hrd. in it, the work of an emplo"ee in the organi!ation is anal"sed and enhanced in
terms of his role and not in terms of his job. he along with his immediate superior and
subordinates sits together to discuss their expectations about the job fromeach other.
the" then reach an agreement about the emplo"ee/s role and prepare his role
description. it is alwa"s guaranteed that a role is adequatel" challenging for the
individual, provides him adequate independence for taking initiative and is linked with
other organi!ational roles to avoid a feeling of seclusion. whereas role anal"sis, role
development and role description are generall" related to managerial jobs, job
anal"sis, job enrichment and job description are
(age: +*hrd interventions notes self#instructional material ), related to workers/
jobs. job anal"sis of a worker/s job is done to know its critical attributes which
ultimatel" determine all those job qualities or attributes which a jobholder should
possess. job descriptions describe these qualities. job enrichment signifies efforts to
make a job more motivating. role anal"sis can be used to its full potential b" thehr to
bring out the best out a job and an individual, thereb" leading to a successful
organi!ation with satisfied and enthusiastic emplo"ees. 2.+* process consultation
process consultation requires a combination of skills in establishing helpful
relationships, knowing what kinds of processes to look for in organi!ations and
intervening in wa"s to improve organi!ational processes %schein, +)0)'. the essence of
process consultation is that a skilled consultant %facilitator' works with managers,
groups and individualswith the object of developing their process skills. it involves
diagnosing, understanding and solvingprocess#related problems. there are various
processes in the organi!ations like the enrolment process and the administrative
process which itself has various sub#processes within it. the managers have evolved a
particular process and the" expect that all the emplo"ees would implement it. for
example, the communication process. in this process, managers must ensure a free
flowof vertical, hori!ontal and diagonal information and that no work should suffer for
want of required information in the required format. should there be an"problem,
anoutsider consultant is emplo"ed to examine the process, identif" the problemareas,
suggest solutions, implement and obtain feedback. it involves ascertaining solutions to
various issues in the organi!ation. major processes that are generall" evaluated are as
(age 0$ of +),
+)#++#2*+ file:1112:13sers14ismillah15esktop16785.xml
below: (a) organizational structure and designmodification. (b) the dynamics of
interpersonal relationships (c) the nature and scope of communication (d) the issues
relating to leadership stylewhich are followed byvarious leaders (e) group
problemsolving on organizational, social and domestic issues (f) the decision-making
process (g) welfare measures (h) training and development (i) issues of production,
quality control, leading to product modification and, thereby, achieving organizational
effectiveness. the process consultation sensitizes the individuals who are directly or
indirectly involved in the above processes. individuals display their voluntary
commitment to develop organizational processes and assist eachother to resolve issues
irrespective of their departmental boundary.
age: !"#$% self-instructional material hrd interventions notes &.!! in-basket e'ercises
a very popularly used e'ercise in an assessment centre, an in-basket e'ercise assesses
a candidate(s ability to performa manger(s )ob froman administrative perspective. in
this e'ercise, the candidate is made to deal with concerns and problems that have got
accumulated in the manager(s in-basket or in-tray after his returning to work from a
long absence. an in-basket may include memos, correspondence, e-mails, directives,
reports, forms, messages, etc, from management, supervisors, staff members,
subordinates, shareholders, etc. the candidate(s )ob is to review these items and then
take action depending on each item(s priority. these actions are then assessed and rated
based on )ob related competencies by a formal question and answer round by a group
of trained observers. the candidate(s managerial and administrative skills are )udged
by observing his method of prioritizing each task and handling themeffectively. the in-
basket e'ercise is usually used to teach skills such as policymaking, decisionmaking,
time management, prioritizing, delegation and coordination. in handling the role, some
trainees tend to spend time on insignificant, unimportant problems* others arrange the
work to be done and the decisions to be made in terms of priorities and spendmost of
their limited time on important matters. some trainees make decisions quite rapidly
without considering all the consequence* others are more cautious and planned. some
try to do everything on their own while others delegate the work. the +in-basket,
e'ercise involves only one participant. it involves no interpersonal interaction.
therefore, the areas of learning involve the administrative features rather than the
interpersonal aspects ofmanagement. it is alike role playing in that: !. it involves
hands-on activities that are realistic and life-like* &. it allows trainees to learn
fromtheir own behaviour* -. it allows trainees to learn about themselves and the
consequences of their behaviour* and #. it can bring self realizationwhichwill prompt
or motivate trainees to want to change. &.!!.! competencies measured in an in-basket
e'ercise the in-basket e'ercise measures administrative skills that are vital for
effectual performance in supervisoryandmanagerial )obs. the in-basket is a consistent,
behaviorallybased e'ercise. multiple trained raters evaluate and score candidates
according to defined competencies of performance specific to the in-basket e'ercise.
after the completion of the in-basket e'ercise, a question and answer session is
conducted by a group of trained raters with the candidate, to assess performance on
the e'ercise using a set of pre-defined rating scales based on )ob related competencies
(e.g., planning and evaluating, problemsolving and decision making, etc.). the
outcome of the in-
age %. of !$.
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Page: 105hrd interventions notes self-instructional material 97 basket exercise is that
each candidate receives a combined score frommultiple raters based on standardized
criteria the in-basket exercise is intended to test the candidate!s competencies such as
adaptive thinking" problem-solving skills" decision-making skills" administrative
abilities" planning" organizing" delegating and integrative skills#hile under stress"
dealing #ith all kinds of documents some of these competencies are described belo#:
planning and assessing: organizes and prioritizes #ork" determines resource
re$uirements% determines ob&ectives and plans to accomplish them% supervises and
evaluates progress against target problemsolvingand decisionmaking '&udgment(:
categorizes problems" assembles" construes and evaluates information to determine its
accurac) and relevance% creates and evaluates options% takes intelligent and #ell-
informed decisions% and outlines actions to accomplishorganizational goals managing
and organizing information: identifies re$uirement for information% evaluates and
interprets data in complex circumstances involving contradictor)demands" needs" and
priorities% determines its magnitude" accurac)" and communicates it b)various
methods self-management 'initiative(: exhibits initiatives% sets #ell-defined and
realistic personal goals% keeps an e)e on progress and is motivated to achieve% is a
good manager of time and stress the follo#ing items are found in the in-basket: *
#ork order form: from ra& submitted this thursda)" completion expected no later than
this saturda) priorit)" not marked on form regarding: co#+feed inventor) * invoice
frommother dair) feed dated 5 november ,009" and due ,, november ,009" for rs
11"000 * phone call form: abraham&ohn" kolkata" income tax office" called thursda) at
-:.0 pm phone 9/..,,0070 remarks: needs to re-schedule visit fromnext #ednesda)
to either next monda)or tuesda) sounds desperate1telephoned and please call boxes
checked message taken b)vina) * #ork order form: from mr singh 'ra&iv!s dad(
submitted this thursda)" completion #anted: not marked on form priorit): lo#
regarding: milk #eights" please enter milk #eights into the computer as )ou have extra
time 'takes about 1 to , hours to complete( * invoice fromindia oil compan)" dated 10
november ,009 and due 0 december ,009" for rs,0"000 * #ork order form:
fromashok submitted this thursda)" completion #anted no later than thisfrida)
priorit)" not marked onform regarding: pregnanc)+check list" veterinarian is going to
arrive at 11:.0 pm the list takes 1 to , hours to prepare and print
Page: 1009/ self-instructional material hrd interventions notes ,11, advantages of
in-basket exercise in-basket simulations have several advantages the)are as follo#s: *
in-basket exercises can be governed in either an individual or a group-setting * once
the materials have been developed" administration is comparativel) clear-cut * there!s
no need for the assessors to observe the participants through the exercise" and
someone other than a trained assessor ma) oversee the exercise * assessment and
rating are done after the participant completes the exercise b)going through the
participant!s #ritten response * it allo#s the evaluation to be done at a later time as
per the convenience of the assessor and even at a different place * abroad variet)of
skills canbeobserved in the in-basket making it especiall) suitable for managerial and
administrative positions * it is one of the fe# methods available for assessing a
participant!s administrative skills ,11. disadvantages of in-basket exercise in-basket
exercise is an extremel) expensive and time-consuming process it can also result in a
Page 00 of 195
19-11-,01. file:+++2:+3sers+4ismillah+5esktop+6785xml
demotivated candidate or a fall in the confidence of a candidate when he sees others
performing better than him. it usually requires 23 hours to complete and then almost
that much time to score. extra time is required for a follow-up interviewand
evaluationof interviewperformance. scoringcanbedifficult because the assessor must
consider a complicated set of answers to various items as well as the persons reasons
for these responses. overcoming the disadvantages problems like these can be reduced
by developing clearer scoring standards for assessors. with sufficient training
assessors will be able to rate candidates with high levels of consistency. computeried
in-baskets can be used to reduce time requirements and to standardie scoring
procedures. in this method! participants are presented the items on a monitor and
asked to choose from them. each item has been predetermined to indicate effective or
ineffective performance. the computer can then score the answers and give ratings on
the dimensions. therefore! we can conclude bysaying that in-basket exercise is an
extremely effective way of determining the administrative and managerial capabilities
of a candidate.
"age# $%&hrd interventions notes self-instructional material '' 2.$2 hrd in the national
context it is necessary to differentiate the termhrd in the national context and hrd in
the organiational context. here! we discuss the evolution ofhrd in the national context.
the term(human resource development has come into popular usage in development
literature in the last decade. prior to that! emphasis in development literature
hadmostlybeenon the term(humancapital. therewere three distinctive approaches to
hrd in the $')%s and the $'&%s. 2.$2.$ human capital approach in the $'*%s and the
$')%s! hrd was equated with human capital formation. human capitalconsists of five
activities according to schult. theyrelate to health! on-the-+ob training! formal
education! adult literacyprogrammes and migration. muchofwhat is called
consumptionconstitutes investment inhumancapital. direct expenditure on education!
health! and internalmigration for better +obopportunities clearly constitutes investment
of human capital. 2.$2.2 social psychology approach davidmcclelland inhis book!
theachieving society! published in$')$! examined the factors contributing to the
economic development of various countries. in his analysis! he suggested that the
degree of challenges offered by the environment! child-rearingpractices in the family!
interactionpatterns ofparentswith their children! interactive factors associated with
religion and social class! and core religious and social valuesall influence achievement
motivation! which in turn influences economic development. on the basis of his
analysis of various psychological! sociological! anthropological and other social
science! he suggests howachievement motivation can be developed in people so that
economic improvements can take place. 2.$2.3 the poverty alleviation approach the
poverty alleviation approach suggests that state interventions are needed to develop
people and alleviate or reduce poverty. the approach identifies the existing problems
and argues that investments in human development are necessary to help the poor to
help themselves. the poverty alleviation approachmakes a case for humandevelopment
where less hunger! fewer child deaths and a better chance of primary education are
almost universally accepted as important ends in themselves. 2.$2., current approach
to human resource development the current approach to hrd incorporates many of the
"age )& of $'*
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key dimensions of the earlier approaches. the belief is that there is a need to interlink
the development process and their contribution to economic growth.
"age# $%5$%% self-instructional material hrd interventions notes 2.$2.* renewed
emphasis on hrd there are several reasons provided for the emphasis onhrd. these are
as follows# 6 hrd is a multifaceted concept. it is a continuous process that requires
sensitivity to human needs. 6 hrd is both a means as well as an end. 6 developing
people is the essence ofhrd effort.all forms of development are meant for people and
their improvement. 6 hrdholds the keyfor economicdevelopment byenabling people to
become more productive. 6 development is increasingly being seen as people-centred
and there is a need to focus on people development. 2.$3 early approaches to hrd in
the organiational context 2.$3.$ early apprenticeship training the origins of hrd can
be traced to apprenticeship training programmes in the $5th century. during this
period! skilled artisans producedvirtuallyallmanufactured goods. to meet the growing
demand for their products! theyhad to employworkers who had no previous training.
the skilled artisans need for extra workers made himtrain theworkers in certain skills
needed byhim. thus! the apprentices learned the craft of their master! usuallyworking
in the shop for several years until they became proficient in their trade.apprenticeswho
mastered all the necessary skills were considered (yeomen! and could establish their
own craft shops. however! because they could not afford to buy the tools and
equipment needed to start their own business! theyremained with their master. 2.$3.2
vocational education programmes vocational instruction is an important part of the
public education system of every country. vocational education has become necessary
in the country today because it is felt that the education system in the country is
inadequate to meet the technical skills needed by the industries. given the facts and the
current concerns about the (skill gap vocational education in india has become even
more critical. in the us! dewitt clinton founded the first recognied privately funded
vocational school in new york. the school was called (manual school. the purpose of
the manual schoolwas to provide occupational training to unskilled unemployed
young people. 2.$3.3 factory schools the industrial revolutionwas essentially in the
area of development ofmachinery. this brought about mass production of goods. large-
scale production brought about increased output and the accumulation of capital.
business and commerce
"age# $%'hrd interventions notes self-instructional material $%$ were greatly
accelerated and the owners of business and entrepreneurs did well. but labour fared
poorly and was considered a commodity to be bought and sold. but the consequence of
grouping workers into shops and factories! and of the specialiationof labour! was the
gradual emergence ofmore systematic attention to the design of +obs! to the choice of
workers for those +obs 7selection8! to the provision of pay and benefits
7compensation8! and to the welfare of employees both onand off the +ob. in the late
$5%%s! whenunionswere battling for recognition andviolent strikesbecome a
significant concern! these developments inmanagement practices accelerated. by the
early $'%%s! many of the components of modern human resourcesmanagement and
hrdwere falling into place. with the advent of the industrialrevolutionduring the
late$5%%s! machines began to replace the hand tools of the artisans. this necessitated
the training of semi-skilled workers to use machines. the factory systemmade it
"age )5 of $'*
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possible to increase productionbyusingmachines and semi-skilled workers. it also
created a significant demand for engineers! machinists and skilled mechanics to build
and repair machines. the factoryschool programmes differed fromearlyapprenticeship
programmes in that they tended to be shorter in duration and had a narrower focus on
the skills needed to do a particular +ob. the first documented factory school was
located in hoe and company! a new york-based company manufacturing printing
presses. 2.$3., training programmes for semi-skilled and unskilled workers the
apprenticeship programmes and the factory schools provided training for skilled
workers but very few organiations offered training programmes for the unskilled or
semi-skilled worker. two events changed all this. the first significant historical event
was the outbreak ofworldwar i! whichnecessitated the production of a large quantity of
military equipment! and the technique of mass production using the assembly line
system of production that required only the training of semi-skilled workers to
performseveral tasks. 2.$3.* the human relations movement one of the by-products of
the factorysystemwas the frequent abuse of unskilled workers! including
childrenwhowereoften sub+ect to unhealthyworking conditions! long hours and low
pay. the appalling conditions spurred the conscience ofmany enlightened people. the
campaign led bymaryparker follett and lillian gilbreth gave rise to the (human
relationsmovement providing amore complex and realistic understanding ofworkers
as people instead of merely (cogs in a factory system. the (human relations
movement has been a ma+or influence on modern hrd. this movement is characteried
by its focus on group behaviour and workers feelings as they relate to productivity
and morale. eltonmayo and others of the harvard graduate school of
businessadministration conducted experiments at the hawthorne plant ofwestern
electric company at chicago. the important features of the hawthorne experiment are
as follows#
"age# $$%$%2 self-instructional material hrd interventions notes 6 a business
organiation is basically a social system. it is not +ust a techno-economic system. 6 the
employee canbe motivated bypsychological and socialwants because his behaviour is
also influenced by feelings! emotions and attitudes. thus! economic incentives are not
the onlymethod to motivate people. 6 management must learn to develop cooperative
attitudes andnot relymerely on command. 6 participation becomes an important
instrument in the human relations movement. in order to achieve participation! an
effective two-way communication network is essential. 6 productivity is
linkedwithemployee satisfaction inanybusiness organiation. therefore! the
management must take greater interest in employee satisfaction. 6 group
psychologyplays an important role in anybusiness organiation. we must! therefore!
relymore on informal group effort. the humanrelationsmovement emphasies that man
is a livingmachine and he is far more important than the inanimate machine. hence! the
key to higher productivity lies in employee morale. highmorale results in higher
output. the findings of the hawthorne experiment layemphasis on the importance of
understanding both the needs ofmanagement and workers as also the special aspects of
work performances. the basic conclusion was that sociological and psychological
phenomena oftenexerted evengreater influences onoutput than the physical conditions
ofwork. therefore! management must be mainly concerned with the informal!
"age )' of $'*
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spontaneous behaviour ofwork groups and the sentiments and attitudes of employees.
thehumanrelationsmovement highlighted the importanceofhumanbehaviour on the +ob.
the movement continued into the $',%s. the theories ofmaslow on human needs served
to reinforce the notion that the varied needs and desires of workers can become
important sources of motivation in the workplace. 2.$3.) the establishment of the
training profession with the introduction of the factorysystem! large number
ofpeoplewere employed by one organiation. these employees were to be trained if the
goals of that organiation were to be achieved. with the increase in the number of
employees! a separate personnel specialist had to be appointed. he was entrusted with
the following responsibilities# 6 to assist the line managers
tomaintainoptimumefficiencyof the workforce 6 to assist management in the field of
human relations! labourmanagement relations and to develop personnel policies and
procedures 6 to manage welfare services for the benefit of the employees 6 to provide
training to employees
"age# $$$hrd interventions notes self-instructional material $%3 the outbreak of world
war ii led to the establishment of new training programmes within larger
organiations. the us government established the training within industry 7twi8 service
to coordinate training programmes across defense-related industries. manydefense-
related companies established their own training departmentswith instructors
trainedbytwi. in$',2! theamericansociety for trainingdirectors 7astd8 was formed to
establish some standardswithin this emerging profession. 2.$3.& the emergence of hrd
during the $')%s and the $'&%s! professional trainers realied that their role extended
beyond the training classroom. themove towards employee involvement in many
organiations required trainers to coach and counsel employees. thus! training
expanded to include interpersonal skills such as coaching! group process facilitation
and problem solving. the american society of training directors 7astd8 started
emphasiing on employee development rather thanmere training. it renamed itself as
theamerican societyoftraining anddevelopment 7astd8. the $'5%s ushered in the rapid
expansionof the profession.as a result! theastd approved the term(human resource
development to encompass the growth and change ushered in the $'5%s. in the $''%s!
efforts were made to strengthen the strategic role of hrd. that is how! in the present
context! hrd is linked to and supports the goals and ob+ectives of the organiations. the
historyand originofhrd is not veryold. the termcame into use in the early $'&%s.
according to leonard nadler# (the term hrd was first applied in $')' in the george
washington university. in $')'! it was used in miami at the american society of
training and development conference. but by the middle of the $'&%s it was gaining
more acceptance! but was being used by many as merely an attractive term than
training and development. hrd has since gained specialists! training and development
professionals! chief executives and linemanagers. manydimensions ofhrd havebeen
integrated into research! training and organiational design and change. 2.$, hrd in
indian industries- organiations acritical review ofhrd efforts inmanyorganiations
reveals that organiational diagnosis has beenneglected andhrefforts are centred
onorganiationalprocesses and peripheral issues. the involvement and acceptance of a
topmanagement team is a sine qua non for bringing in effective change and for
institutionaliing hrd. this is! to a large extent! non-existent in indian organiations
"age &% of $'*
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today. the country witnessed the emergence of a new hrd culture when two researchers
were invited to review the performance appraisal system in larsen and toubro ltd. the
researchers, udaipareek and t.v. rao of iim-ahmedabad
Page: 11210 self-instructional material hrd interventions notes developed a new
function called the hrd function. the hrd systemas a function evolved in india very
indigenously from the year 1!"#. today, there are high e$pectations from hrd. good
hrd re%uires a well-structured function, appropriately-identified hrd systems, and
competent staff to implement and facilitate the change process. the term, hrd, has
become very popular in the recent past. many organi&ations have either started a
newhrddepartment or have appointed hrd managers or have at least strengthened their
human resource departments to look after the hrd functions. in india, larsen andtourbo
ltd was the first company among the private sector companies to introduce this
concept in 1!"# with an ob'ective of facilitating the growthof employees, especially
the people at the lower level. among the public sector companies, it was bhelwhich
introduced this concept in 1!(0. even while introducing hrd, manyorgani&ations were
under the impression that it was nothingbut a )training anddevelopment* concept.
certain companies started renaming their training and development as human resource
development and some created new departments. asurvey by industrial team service in
1!+! indicated that the personnel functionwas no longer viable if it did not include or
allow scope for employment, training, welfare measures, employee education,
employee benefits, industrial relations and industrial insurance. thus, the concept was
sub'ect to serious criticismand this ultimatelypaved the way for the emergence of
human resource development. the history of evolution and growth ofhrd in india is not
very old. hrd in india has grown out of hrm practices. the various stages in the growth
of human resource development are are discussed under the following heads: 1. report
of the royal commission on labour in india human resource management in india dates
back to the report of the royal commission on labour in india ,1!2!-.1/, which
recommended the appointment of labour officers to deal with recruitment in order to
check corrupt practices in industries in india, particularly in areas of selection of
workers. the royal commission observed that : ,i/ the 'obber should be e$cluded
fromthe engagement and dismissalof labour and that, instead, a labour officer is
appointed for the purpose. ,ii/ the %ualities re%uired of a labour officer should be
integrity, personality, energy and the gift of understanding individuals and he should
possess a linguistic facility. if he is of the right type, the workers will rapidly learn to
place confidence in himand regard himas a friend. ,iii/ all labour should be engaged
byhim, and none should be dismissedwithout consultinghim. ,iv/ the labour officer
should fulfilmanyduties and should particularly initiate and administer welfare
measures.
Page: 11.hrd interventions notes self-instructional material 10# 2. appointment of
labour officers labour officers were entrusted with the responsibility of promoting
welfare activities. they functioned as industrial relations officers in charge of handling
grievances. the bombaymill ownersassociation in bengal appointed labour officers to
settle grievances and disputes. .. second world war during theworldwar ii, the need for
enlisting labour support for the war effort was considered imperative. these
officerswere generallyentrustedwith the handling ofwelfare and labour administration.
Page "1 of 1!#
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theywere to dealwithworking conditions, canteens, ration shops, recreation facilities,
medical facilities andworkers housing. worldwar ii resulted in welfare officers being
appointed by the government as well as industry. the function of the welfare officers
included welfare activities, personnel activities and industrial relations. 4. enactment
of the industrial disputes act the enactment of the industrialdisputesact, 1947made
adjudication compulsory. thismade thewelfare officer handledisputes and
adjudicationrelating to conditions of service, wages, benefits, and so on. thewelfare
officer thus became the industrial relations officer. as a result, employers employed
welfare officers with a legal background. . enactment of factories act section 49 of
the factoryact, 194! made it obligatory for factories employing "" or more workers
to appoint welfare officers. awelfare officer had a list of duties laid down for him.
thus, they had to perform activities concerned with welfare, personnel administration
and industrial relations. #. period 19#"$%""" till 19#", recruitment was untouched by
lawbut the rapid growthof industry and the conse&uent demand for skilled and semi'
skilled workers led the government to enact the employment e(changeact, 199,
whichwould regulate recruitment of workers) and theapprenticeact, 19#1, which
would regulate the training of workers to some e(tent. 7. %""" and after hrd was one
of the major thrust areas in the seventh, eighth and nineth five'year plans. the 1"th
five'year plan is no e(ception. the main focus of the 1"th plan has been on
*growthwith e&uity, having four dimensions+the &ualityof life of citi,ens,
generationofproductive employment, regionalbalance and self'reliance. there is a need
for strengthening the training institutes. knowledge workers are becoming crucial in
this global and competitive environment. training and development is a core and
necessaryinput for everyemployee and every individual.
-age. 1141"# self'instructional material hrd interventions notes for the purpose of
selecting a suitable hrd strategy, the areas can be classified under si(main headings. /
training on the job / planned organi,ation e(perience / in'house courses / planned
e(periences outside the organi,ation / e(ternal courses / self'managed learning the
evolutionof the personnel function into the emerging concept ofhrd is given in table
%.. table %. evolution of the hrd function concept whats it all about0 the commodity
labour was regarded as a commodity to be bought and sold. wages concept were based
on demand and supply. government did very little to protect workers. the factor of
labour is like anyother factor of production, vi,., money, materials, production concept
land etc. workers are like machine tools. thegoodwill welfare measures like safety,
first aid, lunch room, rest room will concept have a positive impact on workers
productivity. the paternalistic management must assume a fatherly and protective
attitude towards concept1 paternalism employers. paternalism does not mean merely
providing benefits but it means satisfying various needs of the employees just as
parents meet the re&uirements of the children. humanitarian concept to improve
productivity, physical social and psychological needs of workers must be met. as
mayo and others stated, money is less a factor in determining output, than group
standards, group incentives and security. the organi,ation is a social system that has
both economic and social dimensions. the human resource employees are the most
valuable assets of an organi,ation. there concept should be a conscious effort to reali,e
organi,ational goals by satisfying needs and aspirations of employees. theemerging
-age 7% of 19
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employees should be accepted as partners in the progress of a concept. hrd company.
they should have a feeling that organi,ation is their own. to this end, managers must
offer better &uality of working life and provide opportunities to people to e(ploit their
potential fully. the focus should be on human resource development. source. rao, v.s.p.
%"". *human resource management . te(t and cases, %nd edition. newdelhi. e(cel
books. thus, hrd in india began with industrial discipline and bygetting rid of
troublemakers. at a later stage, personnel officers were appointed as *labour welfare
officers to satisfy statutory re&uirements. later on, the roleof a personnel officer was
converted into that of an *industrial relations officer. todayhis role is
-age. 11hrd interventions notes self'instructional material 1"7 that of a *human
resource manager. he today works in three areas+labour welfare, industrial relations
and personnel administration. besides this, he has also taken on the role of human
resource developer and has begun offering better &ualityofworking life
andprovidingopportunities to people to e(ploit their potential fully. there should be
opportunities for self'fulfilment in ones work. checkyour progress %7. what are the
most common types of e(ercises used byassessment centres0 %!. what is the major
reason for organi,ations to conduct role analysis0 %9. which company in india was the
first private sector company to introduce hrd department0 2". name the two
researchers who introduced hrd in larsen and tourbo ltd. %.1 hrd in the indian conte(t
the framework of hrd in the indian conte(t dates back to 197 when two consultants
from the indian insitute of management, ahmedabad, professors pareek andrao,
conducted a studyon the performance appraisalsystemat larsen and toubro, and made
recommendations for its improvement. they suggested that *performanceappraisal,
potentialappraisal, feedback and counselling, career development and career planning
and training and development get distinct attention as uni&ue parts of an integrated
systemwhichwe call thehuman resource development system :pareek and rao 197;.
they proposed a separate systemwith strong linkageswith the human resource or
personnel system. the consultants therefore, differentiated hrd fromother components
of hrm and also integrated it structurally with the hrm system. pareek and rao also
outlined a philosophy fromthe newhr system. theyoutlined fourteen principles to be
kept in mind in designing the hrd system. these principles include the following. / the
hrdsystemshould be an enabling system. the development of human resources
inallaspects, organi,ationalhealth improvements, problem'solving capabilities,
diagnostic skills and capabilities to support all other systems in the organi,ation
should be taken into consideration. / hrd systems shouldhelp individuals recogni,e
their potentialand help them contribute their best towards the various organi,ational
roles they are e(pected to perform. / hrd systems should help ma(imi,e individual
autonomy through increased responsibility. / hrd systems should
facilitatedecentrali,ation throughdelegationand shared responsibilityof the superior
and the subordinates.
-age. 11#1"! self'instructional material hrd interventions notes / there should be a
continuous review and renewal of the hrd function as hrd is a dynamic concept. the
hrdsystemapproach of pareek and rao has the following elements. :i; a separate and
differentiated hrd department :ii; linkage between the various subsystems ofhrd :iiii;
linkage withother subsystems of the human resource function %.1.1 hrd in the current
-age 72 of 19
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scenario hrd plays an important role for an organi,ation to survive in the competitive
market. immense changes fuelled by advancing technology, global competition, a
fragileworld economyandworkforcediversityhave begun to alterhrphilosophies of
organi,ations, to whichworkforce and careersmust continuouslyadjust. it thus becomes
essential to shift gears to thrive in the current scenario. the key &ualities to succeed
are. / a sense of personal responsibility / increasing contribution of value byvalue
addition / building trust amongst peers and superiors / building anever'give'up
attitude / building the re&uired competencies it is thus essential that the hrd
professionals learn to look at change and harness the hrpotential to achieve
organi,ational and individual goals. checkyour progress 21. name the elements of the
hrd systemapproach of pareek and rao. 2%. what should be the key &ualities to succeed
as anhrdmanager. %.1# summary in this unit, you have learned that. / hrd, from the
organi,ational point of view, is a process in which the employees of anorgani,ation
are helped1motivated to ac&uire and develop technical, managerial and behavioural
knowledge, skills and abilities, and the values, beliefs and attitudes necessary to
performpresent and future roles. this is done by reali,ing the highest human potential
with a view to contributing positively to organi,ational, group, individual and social
goals. / hrd has three facets+programmes, processes and tools, and employee groups.
these three facets should be viewed fromthe point of view of the policies and strategies
in the organi,ational setup.
-age. 117hrd interventions notes self'instructional material 1"9 / programmes refer to
the approaches to training, learning, performance improvements, methodologies,
resources and monitoring activities for maintaining and improving core competences.
/ processes and tools refer to the operational issues, individual needs, team needs,
e(ternal changes, organi,ationalmanpower plans, change initiatives and the ways to
grapple with these. / employee groups refer to various levels of employeess suchas
line personnel, staff, personnel, operatives and technical1professional personnel.
eachgroup has different programmes, processes and tools. / the purpose ofhrdsystems
is to build the competencies and commitment of individuals, teams and the entire
organi,ation as a whole through a variety of instruments. hrd cannot be a series of ad'
hoc decisions and practices. / designing hrd interventions involves a processwhich
includes a four'step se&uence. need assessment, design, implementation and
evaluation. / organi,ations can becomedynamic and, thus, growonlythrough the efforts
and competencies of their human resources. / hrd is a total systemwith various
subsystems. however, there is no one single concept ofanhrd system. various hrd
thinkers and professionals have designed the mechanismof hrd in different ways. /
organi,ationaldevelopment :od; is anorgani,ation'wideattempt to improve the overall
health of the organi,ation. the strategyworks on not only the processes and structure of
the organi,ation, but also on thebeliefs, attitudes and valueswithin it aswellas its
adaptability to new challenges, technologies andmarkets. / organi,ational
development maybe defined as a long'termphilosophybased on collective
commitment, vision, empowerment, problem solving and employeewelfarewhere the
latest technologyand organi,ational processes are used to create &ualityofwork life to
achieveorgani,ational effectiveness and transformation into a vibrant, competitive and
growth'oriented, learned organi,ation. / intervention strategies are based on the
-age 74 of 19
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diagnosis and the goals desired by the client system:organi,ation;. / kurt lewin first
introduced sensitivity training in194. sensitivity training is also known ast'groups or
lab training. this method is used to train teams with anultimate objective of
organi,ationaldevelopment. sensitivity training envisages the formationof unstructured
small groups.members of the group interact with each other and learn fromvarious
situations. / eric berne first introduced the concept of transactional analysis :ta; in
19#4. he stated that every individual has three ego states invarying degree. a person
acts and reacts depending upon the situation and the ego state displayed by the person
with whomhe is interacting.
-age. 11!11" self'instructional material hrd interventions notes / process consultation
re&uires a combination of skills in establishing helpful relationships, knowing what
kinds of processes to look for in organi,ations and intervening inways to improve
organi,ationalprocesses :schein, 19#9;. / counselling refers to the process of advising
an employee or, preferably, in most cases, listening to the statement of his problemand
enabling him to form his own thinking and find a solution for it. counselling relates to
understanding and helping people. / role playing is a spontaneous acting out of a
realistic situation. real'life situations are used to teach the trainees. when few
individuals play a role, the others observe and critici,e at the end of the session. /
wendell french defines job evaluation as *a process of determining the relative worthof
the various jobswithin the organi,ation, so that differential wages maybe paid to jobs
of different worth. / job design refers to the study of jobs, tasks and the constellation
of tasks. it includes job enrichment, job enlargement, job characteristics, models and
social information processing perspectives. / an assessment centre is used to determine
a candidates &ualifications for a specific job. it can be defined as *a method for
assessing aptitude and performance applied to a group of participants by trained
assessors using various aptitude diagnosticprocesses to gain informationabout a
candidates capabilityor development potential. / the assessment centre method is
utili,ed in various settings including government firms, educational institutions, armed
forces, etc. to identify and select individuals for supervisory, technical,
salesormanagerial positions. / role analysis focuses on recogni,ing the key result areas
and defining behavioural and professional competencies that employees need and the
role theyplay in performing their workwith other people, how they fit into the
structure of the organi,ation, what independent action they can take and to what
measure and how they ascertain their objectives and priorities. / in role analysis, the
job of an individual in the organi,ation is analysed and enriched in terms of his role
and not in terms of his job. it is always ensured that a role is sufficientlychallengingfor
the individual, provides himade&uate autonomy for taking initiatives and is linked
withother organi,ational roles to avoid a feeling of isolation. / the essence of process
consultation is that a skilled consultant :facilitator; workswithmanagers, groups and
individuals with the object of developing their process skills. it involves diagnosing,
understandingand solving process'related problems. / averypopularlyused e(ercise
inan assessment centre, an in'basket e(ercise assesses a candidates ability to perform
a mangers job from an administrative perspective. in this e(ercise, the candidate is
made to deal
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Page: 119hrd interventions notes self-instructional material 111 with concerns and
problems that havegot accumulated in themanagers in-basket or in-tray after his
returning to work froma long absence. 2.1 key terms ! performance appraisal: it is a
formal e"ercise inwhich an organi#ation makes an evaluation$ in a documented form$
of its employees in terms of contributionsmade towards achieving the organi#ations
ob%ectives and their personal strengths and weaknesses. ! performance counselling: it
is the help provided by a manager to his subordinates in ob%ectively analysing their
performance. ! organi#ational development &od': it is an organi#ation-wide attempt to
improve the overall health of the organi#ation. ! visioning: it is envisaging what the
organi#ation would look like in the future. ! change agent: is the personwho is an
e"pert in a particular field. he is a trainer who is generally invited to implement
organi#ational development programmes. ! organi#ational climate: it is the collective
assessment of the organi#ation by the peoplewithin it in terms ofwhether it is a good
or bad place to work$ whether it is friendly$ warm(cold$ hardworking or easy-going $
and so on. ! team: it refers to is a small number of people with complementary skills
who are committed to a commonpurpose$ a set of performance goals and an approach
for which they hold themselves mutually accountable. ! )uality circles: these are made
up of volunteers fromthe lower levels of operations in manufacturing who offer advice
to the management on improving )ualityand productivity. ! transaction: any
communication between two people is called a transaction. ! process consultation: it is
a combination of skills in establishing helpful relationships$ knowing what kinds of
processes to look for in organi#ations and intervening in ways to improve
organi#ational processes. ! role playing: it is a spontaneous acting out of a realistic
situation and is used to impart training through real-life situations. ! formali#ation: it is
the e"tent to which policies$ procedures$ rules and regulations e"ist in the
organi#ation. ! policies: they refer to the basic guidelines and principles based on
which the organi#ational ob%ectives are to be fulfilled. ! procedures: these are the
methods which are practical in nature and are followed to carryout anywork.
Page: 12*112 self-instructional material hrd interventions notes ! innovation: it is the
process of creating new ideas and putting them into practice. ! role analysis: it is an
e"tension of %ob analysis and is generallyperformed bymeans of interviews$ possibly
complemented byone of the competency analysis techni)ues. 2.1+ answers to ,check
your progress 1. hrd interventions are re)uired to address a wide range of issues and
problems in an organi#ation. they are used to orient new employees into the
organi#ation$ provide skills and knowledge and help individuals and groups
becomemore effective. 2. anorgani#ationcandevelop$ change and e"cel only if it
possesses developed human resources. -. the purpose ofhrdsystems is to build the
competencies and commitment of individuals$ teams and the entire organi#ation as a
whole through a variety of instruments. .. the hrd system should be reviewed
periodically to ascertain its effectiveness. /. the four steps involved in designinghrd
interventions are: &i' need assessment &ii' design &iii' implementation &iv' evaluation 0.
some of the challenges faced while delivering anhrd programme maybe e"ecuting the
programme as planned$ creating anenvironment that enhances learning and resolving
problems that may arise. . an organi#ation is said to have an enabling culture when its
employees use their initiative$ take risks$ e"periment$ innovate andmake things
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happen. +. a good performance appraisal and merit-based promotion system should be
introduced byhr to retain talent. 9. the performance appraisal systemhas the following
purposes: ! to enable each employee to understand his role better and become more
effective on the %ob. ! to understand his own strength and weaknesses with respect to
his role in the organi#ation. ! to identify the developmental needs of each employee. !
to improve relationship between superior and subordinate ! to prepare employees for
higher %obs.
Page: 121hrd interventions notes self-instructional material 11- 1*. the purpose of
performance counselling is for the manger to help his subordinates in ob%ectively
analysing their performance. it focuses on the analysis of performance and
identificationof training and development needs to bring about future improvement.
11. employees are generallytrained on %ob or through special in-house training
programmes. 12. the research centre established by kurt lewin was called the research
centre for group dynamics. 1-. problem solving is a collective process in which
individual creativity$ commitment and vitality are channeled in order to diagnose the
problem and solve it. 1.. )wl has the following features: ! teambuilding ! training and
development of the employees ! the use of )uality circles ! %ob redesigning ! skill
training ! autonomy in planning and e"ecution of work 1/. the reasons for high
performance of a teamare as follows: ! result-driven teamstructure ! competent
members of the team ! acollaborativework environment ! unified commitment !
setting up of a high standard of e"cellence ! e"cellent leadership 10. sensitivity
training is used to train teams with an ultimate ob%ective of organi#ational
development. 1. kurt lewin was a theorist$ researcher and practitioner of interpersonal
dynamics and a strong propagator of communityrelationship as an approach to the
overall organi#ational development. 1+. dedicated people$ who en%oyworking together$
maintain high standards and demonstrate highproductivity$ shouldbe the part of self-
managed teams. 19. complementary transaction refers to transactions where two
people communicate verbally froma compatible ego state. 2*. counselling refers to the
process of advising an employee or listening to his problemand enabling himto
formhis own thinking and find a solution to it. 21. effective counseling is a function of
communication skills by which an individual shares his emotions with another
individual.
Page: 12211. self-instructional material hrd interventions notes 22. the various
functions of counselling are to advice$ reassure$ communicate$ release emotional
tension and clarify thinking of an employee. 2-. the two types of counselling are: &i'
directive counselling &ii' non-directive counselling 2.. %ob design refers to the study of
%obs$ tasks and the constellation of tasks. it includes %ob enrichment$ %ob enlargement$
%ob characteristics$ models and social information processing perspectives. 2/.
organi#ationalmirroring is an intervention techni)ue to assess and improve
anorgani#ations effectiveness byobtaining feedback fromthe organi#ations withwhich
it interacts. 20. single-loop learning involves improving theorgani#ationscapacity to
achieve the known ob%ectives. it is associated with routine and behavioural learning.
2. the most common types of e"ercises used by assessment centres are: ! in-basket
e"ercise ! group discussion ! presentation e"ercise 2+. thema%or reason for
organi#ations to conduct role analysis is their constant endeavour to improve the
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efficiencyof their workforce. 29. larsen and tourbo ltd. was the first private sector
company in india to introduce hrd department. 30. the two researchers who introduced
hrdin larsen andtourbo ltd. were udai pareek and t.v. rao. 31. the hrdsystemapproach of
pareek and rao has the following elements: (i a separate and differentiated hrd
department (ii linkage between the various subsystems ofhrd (iiii linkage withother
subsystems of the human resource function 32. the key !ualities to succeed are: " a
sense of personal responsibility " increasing contribution of value byvalue addition "
building trust amongst peers and superiors " building anever#give#up attitude "
building the re!uired competencies
$age: 123hrd interventions notes self#instructional material 11% 2.19 !uestions and
e&ercises short#answer !uestions 1. e&plain briefly the three facets ofhrd. 2. what do
you understand by the implementation and evaluation phases of the hrd intervention
process' 3. what are the fundamental areas ofhrd systems' (. what are the
characteristics of organi)ational development' %. e&plain briefly the features of!wl. *.
what do you understand by transactional analysis' +. write a short note on
organi)ationalmirroring. ,. what are the uses of assessment centres' 9. which
competencies are measured in an in#basket e&ercise' 10. what are the disadvantages of
an in#basket e&ercise' long#answer !uestions 1. e&plain the instruments of the hrd
system. 2. e&plain the principleswhichmust beobserved indesigning thehrd system. 3.
e&plain in detail the four#step se!uence indesigning hrd interventions. (. e&plain in
detail the various systems of hrd. %. what do youmean byhrd in the national conte&t'
e&plain the distinctive approaches ofhrd in the national conte&t. *. what ishrd in the
organi)ational conte&t'e&plain the earlyapproaches to hrd in the organi)ational
conte&t. +. e&plain the emergence ofhrd'when and where was the termhrd first
applied' ,. discuss the history and growth ofhrd in the indian conte&t. 9. outline the
fourteen principles to be kept inmind while designing the hrd system. 10. e&plain the
goals of hrd in the indian conte&t. 11. -hrdhas played an important role in the survival
oforgani)ations.. in light of the this statement/ e&plain the current scenario ofhrd.
$age: 12(11* self#instructional material hrd interventions notes 2.20 further reading
amstrong/ michael. human resource management0the art of hrd. crest
publication/1999. chandra/ ashok and shilpa kabra. human resource strategy. new
delhi: response books/ 1999. beack/a. andt. 1ones. -fromtrainingmanager to
humanresourcemanager0 not a rose byany other name2. industrial and commercial
training/ may31une : +412/ 19,,. beer/ m. human resource management: a general
managers perspective. newyork: the free press/ 19,%. beer/ m. and b. spector.
-corporatewide transformations inhuman resource management./ inr. e. walton and p.r.
lawrence (eds. human resource management: trends and challenges. boston : harward
university school press/ 19,9. billimoria/ r.p. and b.k. singh. human resource
development. new delhi: vikas publishing house pvt ltd. beach/ dale s. personnel
management. newyork: macmillan/ 19,%. singh/ duleep. -productivity scenario in
india4+th five year plan and hrd/ in uddesh kohli/ vinayshil gautam (eds. hrd and
planning process in india. newdelhi: vikas publishing house pvt ltd/ 199%. english
garh. -turning up for performance management./ training and development 1ournal/
april : %*4*0/ 1991. flippo/ edwin b. personnel management. tokyo: mcgraw hill
company/ 19,0. mcgregor/ douglas. the human side of enterprise. new york: mcgraw#
$age +, of 19%
19#11#2013 file:3335:36sers37ismillah38esktop39:;8.&ml
hill, 1960. rao, p.l. harnessignhumanresources for nationaldevelopment, thehindu, 4
november, 1986. rao, t.v. hrd and organizational effectiveness, in. singh, t.v. rao
and b. nair !eds". selected readings in hrd. ne# delhi $ tata mcgra# hill publishing co.,
ltd, 1996. robbins, s.p. organizational behaviour, 6th edition. engle#ood cliffs$
prentice hall, 199%. ste#art, &. and &. mcgoldric. !eds". human resource development$
perspectives, strategies and practice. london$ pitmanpublishing, 1996. #ebster, b.
be'ond the mechanics of hrdpersonnel management, march $ 44(4), 1990.
*age$ 1+,hrd interventions notes self-instructional material 11) billomoria r.p and b..
singh. human resource development $ a stud' of the airlines in asian countries.
ne#delhi $ vias publishing house pvt ltd, 198,. chalofs', n. and g. lincoln. up the
hrd ladder. reading$addison-#esle', 198%. beach, d.s. personnel management.
ne#'or$ macmillan, 198,. singh, d. productivit' scenario in india()th five 'ear plan
and hrd in u. ohli and v. gautam !eds." hrd and planning process in india. ne# delhi$
vias publishinghouse pvt ltd, 199,. garavan, t.n. strategic human resource
development, &ournal of european industrial training, 1, !1" $ 1)(%0, 1991. apoor,
b.m. hrd should be part of business strateg', indianmanagement &ournal, 40 !1" $ ,9,
+001. rao, m. hrd in indianorganisations in . singh, t.v. rao and b. nair !eds".
selected readings in hrd. ne#delhi $ tatamcgra#hillpublishing co. ltd, 1996. paree, u.
and t.v. rao. hrd s'stem in larson and toubro. ahmedabad$ indian institute
ofmanagement, 19),. robbins, s.p. organizational behaviour, 6thedition.
engle#oodcliffs$ prentice hall, 199%. rao, t.v. hrd and organizational effectivenessin
. singh, t.v. rao, and b. nair !eds". selected readings in hrd. ne# delhi $ tata mcgra#
hill publishing co. ltd, 1996. ste#art, &. and &. mcgoldric !eds". human resource
development$ perspectives, strategies and practice. london$ pitmanpublishing, 1996.
#ebster b. be'ond the mechanics of hrd. personnel management, march$ 44(4),
1990. ohli, uddesh .sinha, dharui, hrd-global challenges and strategies in +000 a.d.
ne#delhi, istd mahesh#ari, b.l.and sinha, dharni p. management of change through
hrd. ne#delhi, tata mcgra#- hill. silvera, d.n., hrd$ the indian e/perience, delhi ne#
india da'al, ish#ar, designing hrd s'stems, concept publishinghouse$ ne#delhi. nair,
m.r.r. and t.v. rao. e/cellence through hrd. ne#delhi, tatamcgra#-hill virmani, b.r. .
rao, ala, economic restructuring, technolog' transfer and hrd. ne#delhi$ response
boos. dessimone, r.l. human resource management. mumbai$ thomson learning.
*age$ 1+6emplo'ee training and development notes self-instructional material 119
unit % emplo'ee training and development structure %.0 introduction %.1 unit
ob&ectives %.+ training %.+.1 importance of training %.+.+ ob&ectives of training %.+.%
t'pes of training %.+.4 benefits of training %.+., areas of satisfaction and dissatisfaction
%.+.6 concepts of development and training %.+.) measuring training %.+.8 evaluation
of training %.+.9 reasons for the gro#th of training and development %.+.10 role of
training in an hrgrand strateg' %.+.11 role of training in leadership development %.+.1+
role of training in high-performanceteam %.+.1% role of training in no#ledge
retention %.% assessing training needs %.%.1 reasons for conducting training needs
assessment %.%.+ methods of training needs assessment %.%.% needs assessment process
%.%.4 levels of needs assessment %.%., elements of needs assessment %.%.6 t'pes of
training needs assessment %.4 training methods techni0ues %., evaluation of training
%.,.1 irpatricmodel of training evaluation %.6 summar' %.) e' terms %.8 ans#ers
*age )9 of 19,
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to check your progress 3.9 questions and exercises 3.10 further reading case study
3.0 introduction for anyorganization to perpetuate itself through growth, there is a
asic need for de!eloping its "anpower resources. it is one thing to possess
knowledge ut another to put it to effecti!e use. it is essential to help de!elop skills
and also update knowledge. especially, in a rapidly changing society, e"ployee
training and de!elop"ent is !ery i"portant for anorganization. thus, in this unit, you
will learn aout training and its !arious aspects. training is a "ethod of acquiring a
succession of planned eha!iour. it atte"pts to i"pro!e their perfor"ance on the
#age$ 1%&1%0 self'instructional "aterial e"ployee training and de!elop"ent notes
current (o or prepare the" for an intended (o. a"ong other enefits, training
instructs theworkers towards etter (oad(ust"ent and reduces the rate of laour
turno!er and asenteeis". thus, the enefits of training "akes it essential for the
purpose of"eeting specific prole"s ofa particular organization arisingout of the
introductionofnew lines of production, changes indesign, de"andsof co"petition, and
so on.you will also learn aout the types of training "ethods. there are "any types of
training "ethods, such as induction or orientation training, (o instruction training,
pro"otional training, refresher training, andso on. efore starting a training
progra""e, an organization has to keep the goals of the organization in "ind. it for"s
theorganizationalgoals and strategies for"the asis for trainingprogra""es. so, you
will study aout training need analysis in this unit. finally, you will learn aout
e!aluation of training. training should e e!aluated to deter"ine its effecti!eness. 3.1
unit o(ecti!es after going through this unit, you will e ale to$ ) understand the
"eaning and purpose of training ) know the i"portance and enefits of training )
descrie the different types of training progra""es ) explain the syste"s approaches
to training ) co"pare on'the'(o and off'the'(o training progra""es ) understand
how to select a training"ethod ) e!aluate training progra""e 3.% training training is
the application of knowledge and it can e defined as a process of learning the
sequenceof progra""ed eha!iour. traininggi!es people anawareness of the rules and
procedures to guide their eha!iour. it atte"pts to i"pro!e their perfor"ance on the
current (o or prepare the"for an intended (o.according to edwin dflippo, the
purpose of training is to achie!e a change in the eha!iour of the people in order to
enale the" to do their (os etter. in order to achie!e this o(ecti!e, any training
progra""e should try to ring positi!e changes in the following$ ) knowledge$ it helps
a trainee know facts, policies, procedures and rules pertaining to his*her (o. ) skills$ it
helps a trainee increase his*her technical and "anual efficiency necessary to co"plete
the task. ) attitude$ it "oulds the eha!iour of the trainee towards his*her co workers
and creates a sense of responsiility in the trainee.
#age$ 1%+e"ployee training and de!elop"ent notes self'instructional "aterial 1%1
3.%.1 i"portance of training training is a !ital phase of "anage"ent control. one of the
"eans of reducing accidents, eli"inating wastages and increasing quality is training in
these areas. the !alues of training cannot e o!ere"phasized. to egin with, training
rings aout an i"pro!e"ent in e"ployee skill, which in turn increases the quality
and quantity of output. second, this increase in pri"ary o(ecti!es will e reflected in
increased returns to e"ployees, personal rewards eing affected y indi!idual
producti!ity. third, there is the e!er'present need for training "en on the (o to "eet
#age +0 of 19-
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changing techniques or to improve oldmethods that arewoefully inefficient. jobs have
a way of changing. men must be retrained to handle the new jobs and to meet the
requirements of the newmethods properly. moreover, the impact of automation
hasmade training more important for three reasons, (i) that some jobs will be enlarged,
thereby requiring additional skills and knowledge; (ii) others will require a narrow
range of skills and (iii) many jobs will be replaced entirely by newlycreated jobs.
fourth, the relative amount ofequipment andmaterials required for a unit of output is
decreased. thus, it leads to a saving of resources in men, machine and materials. fifth,
it is not always possible, especially in an underdeveloped country, to recruit trained or
experienced hands for all jobs. for untrained workers, training by the employer is the
onlymethod open to learn how to do the job. even in the case of trained recruits, some
special training becomes necessarybecause the same training does not fit everywhere
due to peculiarities in the job conditions. employee development is not an end in itself
but rather ameans to greater productivity, lower costs and higher profits. the objectives
of training are to bridge the gap between existing performance abilityand desired
performance. the japanese believe that continuous training can lead to continuous
improvement in performance. therefore, inmost japanese companies, everyone froma
sweeper to a managing director attends training classes throughout their career. the
japanese approach to training is the en approach as opposed to the chinese approach
based on the teachings of confucius. according to the en approach, the purpose of
training is continuous improvement in the performance of whatever one does.
everyone can improve on his work throughout his career bycontinuous
training.according to confucius approach training is for promotion. the en approach is
beneficial both to the worker as well as to the factorywhere he is employed. !."."
objectives of training the chief aimof formal education for themanager is to increase
his ability to learn fromexperience. the second aimis to increase his ability to help his
subordinates learn fromexperience.according to mcgregor, there are three different
purposes of training. these are#
$age# %"&%"" self'instructional material employee training and development notes %.
acquiring intellectual knowledge#an electrical engineer mayneedmore knowledge than
he now possesses about circuit design.anew employee may require knowledge about
company policies. aforeman may require information about thenewprovisions in the
labour agreement. the acquisition of knowledge is a fairly straightforward process,
provided the individual wants new knowledge. it can be made available to him in
several ways. however, if he does not want knowledge, there is considerable difficulty
getting himto learn it. in the industry, attempts should be made to create a (felt need)
for new knowledge. ". acquiringmanual skills# the acquisition ofmanual skill requires
practice or experience accompanied by feedback. pure trial and error learning can be
speededup byguidance but the individual cannot learnunless he performs and receives
cues which tell himabout the success of his efforts. !. acquiring problem'solving
skills# muchof a manager)s work is solving problems. these include organiing his
own andhis subordinates) activities, planning and a wide range of other decision'
making activities. these are skills involved in diagnosing problems, interpreting
relevant data, accessing alternative solutions and getting feedback concerning the
effectiveness of the solution. these skills can be improved and classroomeducation is
$age *% of %&+
%&'%%'",%! file#---.#-/sers-0ismillah-1esktop-2341.xml
one method utilized for this purpose. as with any skill, practice and feedback are
essential for learning. the most widely used classroom method for improving the
problem-solving skills is the case method. in the hands of a skilful teacher, it can be
highly effective. 3.2.3 types of training training can be of five different types. these
types are: inductionor orientation training ob training refresher training
apprenticeship training internship training induction or orientation training
inductionor orientation training is themethod of introducing a new employee into the
organization with a view to gain his confidence and develop a sense of cooperation in
him!her. it is a training programme used to induct a new employee into the newsocial
setting of his!herwork. the newemployee is introduced to his! her obsituation and to
his!her coemployees. the trainer informs the newemployee about the rules, working
conditions, privileges and activities of the company. the induction training not
onlyhelps personal adustment of the newemployee to his! her ob and work group but
also promotes the morale of the employee. induction training aims at achieving the
following obectives:
"age: #3$employee training and development notes self-instructional material #23 to
build up the new employee%s confidence in the organization so that he! she may
become an efficient employee to ensure that the newemployee does not formfalse
impressions regarding his!her workplace to promote a feeling of belonging and
loyalty in the new employee to give information to the newemployee about the
canteen, leave rules and other facilities ob training the obect of ob training is to
increase the knowledge of workers about the ob withwhich they are concerned, so
that their efficiency, skills and performance can be improved. in ob training, workers
are given training to learn about correct methods of handling machines, e&uipments,
avoiding accidents and minimizing wastes. under this techni&ue, an employee is
placed in a new ob and is told how he!she has to perform. ob training is primarily
concerned with developing the skills in the employee so that he!she can work
according to the e'isting practices of an organization. it also involves e'plaining the
problems that can be faced by the employeewhile working. refresher training with the
passage of time, employees mayforget some of themethods, whichwere taught to
them, or they may have become outdated because of technological development and
improved techni&ues ofmanagement and production. refresher training is arranged for
e'isting employees inorder to provide theman opportunity to revive and also improve
their knowledge.according to daleyoder, (refresher training programmes are designed
to avoid personnel obsolescence.% apprenticeship training the apprenticeship training
systemis widely used in many industries. it is a good source of providing the re&uired
personnel for the industry. under this method, both knowledge and skills re&uired for a
ob are taught to the employees of a company. the apprenticeship programmes involve
on-the-ob training and e'periencewithclassroominstructions for particular
topics.apprenticeship training is desirable in industries which re&uire a constant flow
of new employees e'pected to become all-round craftsmen. internship training
internship training is usually meant for those obs where advanced theoretical
knowledge is to be backed up by practical e'perience on the ob. under this method,
the professional institutes enter into arrangement with a big business enterprise for
providing practical knowledge to its students. for e'ample, engineering students are
"age )2 of #*+
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sent to industrial enterprises andmedical students are sent to hospitals for practical
knowledge.
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3.2.4 benefits of training aprogrammeof training becomes essential for the purpose
ofmeeting the specific problems of a particular organiation! which arise out of the
introduction of new lines of production! changes in design! the demands of
competition! etc. the ma"or benefits of training to an organiation are: # high
productivity: training can help the employees increase their level of performance on
their present assignment. training increases the skill of an employee in the
performance of a particular "ob.an increase in skill usually helps increase both $uantity
and $ualityof output. # less supervision: training does not eliminate the need for
supervision! but it reduces the need for constant supervision. # prevention of
manpower obsolescence: manpower obsolescence is prevented by training! as it
fosters initiative-taking and creativity of employees.an employee is able to adapt
himself to technological changes. # economical operations: trained personnel will
make economical use of materials and e$uipment. this will reduce wastage of
materials. training also helps reduce damage to machinery and other mechanical
e$uipments. # prevention of industrial accidents: proper training can help prevent
industrial accidents. # improvement of $uality: trained employees are less likely to
make operational mistakes! thereby increasing the $uality of the company%s products. #
greater loyalty:acommon ob"ective of training programmes is to mould employees%
attitudes to achieve support for different organiational activities and to obtain better
cooperation and greater loyalty. thus! training helps in building an efficient and loyal
workforce. # standardiation of procedures: trained employeeswillwork intelligently
and make fewer mistakes than untrained employees because they have better
understanding of their "obs. # betterorganiational climate:anendless chainof positive
reactions results froma well-planned training programme. training causes an increase
in morale! less supervision! improved product $ualityand increased financial
incentives.all these factors result inbetter organiational climate. the following are the
benefits of training for the employees: # personal growth: employees on a personal
basis gain individually from training. they securewider awareness! enlarged skilland
enhanced personal growth. # development of new skills: training improves the
performance of the employee and makes himmore useful and productive. the skill
developed through training serves as a valuable personal asset to the employee. it
remains permanentlywith the employee.
Page: 132employee training and development notes self-instructional material 12& #
higher earning capacity: by imparting skills! training facilitates higher remuneration
and othermonetarybenefits to employees. thus! training helps each employee to utilie
and develop his full potential. # helps ad"ust with changing technology: old employees
need refresher training to enable themkeep abreast of the changing methods!
techni$ues and the use of sophisticated tools and e$uipments. # increased safety:
proper training can help prevent industrial accidents. trained workers can handle the
machines safely and they are less prone to industrial accidents. asafe work
environment also leads to a more stable mental attitude on the part of employees. #
confidence: training creates a feeling of confidence in the minds of employees. it gives
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safety and security to themin the organization. 3.2.5 areas of satisfaction and
dissatisfaction some areas of satisfaction are: careergrowth: if theemployees are
givenproper trainingbyanorganization, then it helps in the career growth of the
employees because employees develop their skills and knowledge with the help of
training. knowledge and skill improvement: the employees of an organization
increase and improve their knowledge and skill because during the process of training
the employees are provided with newmethods through which they can increase their
knowledge and skills. learning: learning is an important psychological process in
trainingwhich determines the behaviour of the employees of an organization.
achievement of organizational goals: when the employees are provided with training
by an organization it sharpens the skills and knowledge of the employees, which in
turn helps in achieving the goals and obectives of an organization. better
performance: the performance and the efficiencyof the employees automatically
improve, when the employees are given training by the organization. some areas of
dissatisfaction are: less improvement in knowledge: there is less improvement in the
knowledge of the employees because the employees are only trained to improve the
productivityof the organization. time consuming: the process of training is a very
time!consuming process because it takes lot ofmonths to train the employees
effectively. increase in organizational budget: training leads to increase in the budget
of the organization because if the employees are given training, then the
organizationhas to provide variousmaterials that are re"uired for the training.
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3.2.% concepts of development and training development is a process that is very
educational. in the process of development, managers learn and ac"uire knowledge
inorder to achieve the specific tasks and goals of the organization. in the process of
development, there are various approaches to knowledge!sharing that are designed
specifically for the managers of anorganization. the process of imparting education to
themanagers is provided in such amanner that is veryhelpful for them in the long run.
according to compbell, &training courses are typicallydesigned for a short!term, stated
set purpose, such as the operation of some pieces ofmachinery, while development
involves a broader education for long!termpurposes.' one of themain purposes of
training is to sharpen the skills and knowledge of the employees of an organization so
that they can help the organization in achieving its goals and obectives within a
specified period of time. training and development go hand in hand because as the
skills and knowledge of employees get enhanced, the development process of the
employees starts. this also enhances themanagers' hands!onknowledge and e(perience
of tackling the various difficulties faced during knowledge transition. hence, it is a
win!win situation for both the managers and the trainees. table 3.$ shows the
differences between training and development. table 3.$ difference between training
and development point of distinction training development content it is the process of
imparting mechanical and technical knowledge to employees. in the process of
development, conceptual and theoretical knowledge is provided to employees.
participants the main participants of training programmes are usually employees. the
main participants of development are usually the managers of any organization. time
period the time frame for which the employees are provided training is usually of short
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duration. the process of providing knowledge to employees is a continuous process.
initiative the process of training is mainly started by the management of an
organization. the process of development is usually started by individuals within the
organization, themselves. it is vital for an organization to concentrate on the
development of its employees andmanagers. the management of anorganizationmust
not ignore the fact that the development of managers and employees is very essential
if the organizationwants to achieve success in the long run.
nowadaysmanyorganizations are taking an active part in the development of its
employees and managers.
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development is a very important concept for the managers of any organization.
management is regarded as aprofession and it is very important that for managers to
develop as professionals, they should be provided with better knowledge. the process
of development is generallyundertaken in anorganization to promote the professional
growth of its managers. the process of development is mainly skill oriented and more
and more employees and managers participate in this process to enhance their skills.
for e#ample, amanager of an organizationmight attend computer classes in order to
develop skills and ac$uire knowledge in the use of various software applications as
management tools. therefore, it is an important functionof anyorganization to initiate
theprocess of development in theirwork environment which in turn leads the
entireorganization to think of new goals. development is necessary in order to ensure
growth within theorganization. the development process further helps anorganization
inplanning its future goals and ob%ectives. some elements of development are as
follows: & the focus of development is on the individual's latent potential. &
development is a long termprocess and it graduallymanifests itself. & development isa
continuous process and it aims at fulfilling an individual's potential. & development is
the result of conscious and unconscious learning and it comes with age, maturity and
e#perience. & development is reflected in better interpersonal skills and in better
understanding ofhuman psychology. & development cannot be taught formally, as it is
based on guidance and counselling of the superiors. & employee development is related
to the organization's future growth and re$uirements. & development is indicative of
the growthof the learner (worker) and not of learning (training). & development caters
to the need of self actualization of an individual. & organization's focus on employee
development with the intention of making a longterm investment. organization's
efforts at employee development bear results only inmedium to longtermtime scale.
training, education and development management education or training is different
from college education. since management relates e#perience with learning, we go
frome#perience to concept. in a college education, there is no link between e#perience
and concept. training is purely vocational, in contrast to education, the main purpose
of which is the development of general culture. education is person oriented while
training is %ob oriented. training is an investment inpeople so it follows that systematic
training is
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sound business investment. training helps employees to learn their %obs $uickly and
effectivelyand therebyhelps to minimize the cost incurred during the learning period.
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training is a means to development. training is a process and development is the end
result of the process. training should bedifferentiated fromdevelopment. training may
be defined as helping an individual to learn how to carry out satisfactorily thework
required of himin his present job. development is defined as preparing the individual
for a future job. training refers only to instruction in technical and mechanical
operations, while development refers to philosophical and theoretical educational
concepts. training courses are typically designed for a short-term, stated, set purpose
such as operation of some piece ofmachinery, while development involves a broader
education for long-termpurposes. training provides the trainee with the knowledge and
skills necessary to carryout specificwork tasks. it is geared directly to this and is
essentiallypractical and relevant to the job. in contrast, educational programmes
contain theoretical and conceptualmaterial aimed at stimulating an individuals
analytical and critical faculties. despite differences, both are concernedwith the
development of human potential or talent. they are complementary parts of the same
process and it is difficult to imagine any training whichdoes not have some
educational effect and vice versa. raw human resources canmake only limited
contribution toward the achievement of an organizations objective, while the
demands for developed human resources are constantly growing. in this setting,
managers cannot escape the responsibility for training and developing the human
resources they employ. flippo defines training as the act of enhancing the knowledge
and skill of an employee for accomplishing a specific job. thus, training is a kind of
investment. however, most business enterprises in india consider resources spent on
training and development as current ependiture rather than investment whichwill
yield continuous results in the years to come. most employerswant to hire trained
personnel and veryfeware interested in developing people through investing in them.
of course, this attitudemaypartly reflect theunrelatedness of the present education
systemto the countrys immediate needs in industry. education overemphasizes
humanities and concentrates less on the type of training which develops skill for
industrial employment. moreover, there are problems of obsolescence, not
onlyofmachines but also ofmen, calling for rethinking and retraining. training
activities in the organization aimat! " training for placement " training for better
performance " training for development
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management development activities should growout of the recognition that managers
cannot be trained. we can give people the tools to manage, but cannot state with
assurance that these people will outperform those who have not been eposed to these
tools because managers do not perform programmed work. we can teach about
management but we cannot teach management. we can teachwhat a manager does, but
not by teaching enable someone to do it. in other words, we cannot train people to
manage, we can only educate themto think like managers. the term training indicates
any process by which the aptitudes, skills and abilities of employees to perform
specific jobs are increased. through training old talents may be updated and new ones
developed. education denotes the process of increasing the knowledge, understanding
the attitude of employees so that they are better adjusted to their working environment.
training refers to know-how, while education denotes know why. a distinction is
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made between learning at cognitive and behavioural levels. the cognitive level refers
to the understanding of concepts at the knowledge level while behavioural level is that
which shows up in behavioural change. education is concerned with learning while
training is concerned with behavioural change. training is the application of
knowledge. it gives people an awareness of the rules and procedures to guide their
behaviour. in contrast, education instils sound reasoning processes rather than merely
imparting a body of serial facts. education is the understanding and interpretation of
knowledge. it does not provide definitive answers but rather develops a rational mind
that can determine relationships among pertinent variables and thereby understand
phenomena. new employees need to be trained in company procedures and policies
even though they may be experienced in the particular task. need for training,
education and development the need for training and development programmes can be
illustrated as follows: to meet the needs of performance improvement as indicated by
the performance appraisal reports. to check and evaluate the status of improvement
caused due to performance improvement effort. to help an employee achieve better
professional knowledge. to make an employee eligible for a change in role in the
organization. to train the employees about a specific topic. the topics generally
include the following: communication computer skills customer service
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diversity inviews and thinking of different people ethics human relations %uality
initiatives such as total %uality management &t%m' and benchmarking safetyduring
use of heavy e%uipment prere%uisites for training, education and development: apart
froma good training anddevelopment plan, the training, educationand development
programme needs a learner or a trainee and the supervisor or the trainer. the learner
and the trainer must fulfil some basic re%uirements. basic re%uirements of a learner: a
learner must possess the following characteristics: willingness to grow and
experience: training basically involves developing new skills and new kinds of
behaviour. there is no advantage in any educational degree if the learner is not willing
to actually learn and apply new information. for training, education and development
processes to succeed, an individual must be willing to take risks. willingness to be
involved: alearner must be willing to involve himself( herself entirelyand share every
aspect of his life such as stressmanagement, emotional intelligence, including
professional behaviour. eagerness for feedback: alearner must ask for feedback from
others to understand himself and his )ob. this feedback is also useful for a learner to
decide what he knows and what more he wants to know. ability to overcome
reluctance and fears: a learner must have the courage to overcome his fears, which in
turn serves as the first step toward achieving enhanced performance in the )ob.
confidence about learning: learning fromthe knowledge of other people is not
successful because different people mayprovide varied information about what you
need to do and what you need not to do. to make it successful, a learner must be
highlymotivated and self$directed. basic re%uirements of a supervisor: the supervisor
must performthe following tasks for the successful completion of a training and
development programme: discussing the training and development plan: the learner
will learn more and get the most out of the training and development plan if he feels
ownership of the plan. feeling of ownership can be developed in a learner by seeking
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his suggestions regarding the training and development plan. learners can realize their
need for self-development in a much better way. therefore, the supervisor should try to
get the learner involved indeveloping the plan.
Page: 138employee training and development notes self-instructional material 131
interacting with the human resources !hr" representative:atrained hr representative
must be included in the training and development plan because he has a good
understanding of the dynamics of training and development. the representative also
has strong wor#ing#nowledge of the relevant policies and procedures related to
training and development. in addition, the representative will act as an impartial
source of #nowledge for the learners. providing continuous feedbac# and support:
supervisors must visit the learners on a regular basis to ensure that the latter are
comfortable wor#ing in the environment. supervisors should collect and provide
timely feedbac# fromand to the learners. allocating funds for re$uired resources:
funds should be provided to learners by the supervisors for re$uirements such as
course tuition and materials, self-studymaterials, videos, training fees and stipend.
finding time for regular meetings: there should be meetings between the supervisor
and the learner at regular intervals of time, so that the learner feels the concern of his
supervisor towards him. 3.%.& measuring training training measurement is a process
that is used to measure the progress of the learner as wellas of instructors toward the
ob'ectives and goals of the organization or business. bymeasuring the performance of
the learners, the instructor can find his ownshortcomings. therefore, training
measurement is a wayof improving and modifying the performance of the instructor
itself. this process provides a self-feedbac# to the instructor. therefore,
trainingmeasurement is an important process in training and learning process. what is
measurement( measurement and evaluation are different processes in some respects.
in fact, measurement is a process that precedes the evaluation process. generally,
measurement is a process of collecting the data about some observation. the evaluation
process is used to analyse the collected data and it ma#es some 'udgements or
decisions about those data. measurement is a process that is used to allocate some
numeric value to an ob'ect or event or some items byusing some predefined set of
rules. some real-life applications can perform the evaluation process without
collecting the data. however, to ma#e the perfect decisions or 'udgements about the
operations of the organization, hard data is necessary. this hard data about the
organizational operations come from the measurement process. thus, the evaluation
process performedwith themeasurement process has some advantages. these
advantages are:
Page: 13)13% self-instructional material employee training and development notes
the decisions or 'udgements of different evaluators do not conflict with each other.
the evaluation process based on the measurement process provides a solid and
accurate feedbac#. this feedbac# would help the learners as well as the instructor to
improve and modify their performance. the status of the pre and post problems can
be compared positively. therefore, the measurement and evaluation processes are
interrelated in a training and development programme. evaluation in training and
development programme is used to ma#e 'udgements about the progress of the
learners as well as for analysing the performance of the instructors. measurement
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processes are used to measure the conditions that have caused the problems. all
training and development functions should involve the measurement process. the
measurement process ensures that the feedback provided by the training
anddevelopment functions is positive and accurate. if the evaluation process is
conducted without collecting hard data through themeasurement process, there is no
guarantee that the performance problems do not exist anymore. therefore, without the
measurement process, it is verydifficult to say that the training and development
efforts have achieved the objectives. training and development managers also make
the use of measurement data to make good and accurate decisions. scales of
measurement the measurement process for the organizational operations can be
conducted with the statistical methods. this means data is collected for the
organizational operations with the help of statistical methods. the training and
development managers should have good skills for applying these methods to the
operations of the organization. some organizations having bigger training and
development departments may employ a person who has some special statistical skills.
if the organizations do not have a qualified statistical person, then theycan hire
someone fromthe local colleges and universities. however, in some operations,
measurement processes can be conducted without the help of professionals. before
starting the measurement process, it should be clear to themeasurement managerwhat
he is going tomeasure. the unit of measurement is another issue in this process that
depends on the operations that you are going to measure. the management
performance canbe measured by analysing the things such as decisions, counselling,
sessions, budgets planned, budgets on hold and total production. the next step in the
measurement process should be the selection of the scale. training and development
measurements are often conductedwith the help of nominal scales.anominal scale is a
measuring system inwhich the numerical values do not return the magnitude of the
objects. the numbers used in this
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measuring system is used to classify the objects into mutually exclusive and
exhaustive categories. it is used to classify the units based on their performance while
measuring the organizational operations. it is used to differentiate between the
satisfactoryand defective units. however, the analysis provided by this nominal scale is
not very broad but the feedbackprovidedbythis scale is enoughfor
traininganddevelopment managers and client%managers to decidewhat to do.anominal
scale provides the total, mode and median of the collected data. mode is the value that
occurs in the data most frequently. the mediandenotes the central value in the data.
table $.& shows the data that denote the age of a group of trainees. table $.& collected
data on the age of trainees age of trainees number of occurrences less than &' years '
between &' and $" years $ between $" and !" years & between !" and '" years !
between '" and (" years (" years or more ) the mode of the above data is *(" years
or more+, because most number of trainees fall in this category. the median would be
*between !" and '" years+ because there is equal number of trainees,ten,in the
categories below and above. another type of scale that is used to measure the training
and development efforts is the ordinal scale. the ordinalscale is ameasuring
systeminwhichnumbers are assigned to the objects according to their magnitude. this
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means larger the object, the larger is the number. the training and development
managers can be ranked according to their importance for subordinates. ordinal scales
are also very useful in post#training feedback. training and development department
can also use the interval scale measuring system. interval scale is a measuring
systemon which equal distance between the objects and scales represents equal
differences. this scale is used to measure difference between two events or
phenomenon. the last measuring system that the training and development department
can use is ratio scale. this scale is similar to the interval scale but has an absolute zero
point that indicates the measured variable that is absent in the hard data. baselines
abaseline is an initial or starting point that is used to measure the future changes. the
concept of baseline is very important in the measurement process. to measure
Page: !$! self#instructional material employee training and development notes the
progress toward your objective, youmust know fromwhere you have started. the point
from where you have started is the baseline for measuring your performance. baselines
are veryuseful inpre#measurement and post#measurement processes. baseline canbe
implemented for individuals as well as for organizations. the training and development
manager needs pre and post baselines to evaluate the programmes. there are three
steps that can be used for baseline measurement. these steps are: 5i6 define specifically
the object to bemeasured. the key indicator can be the tasks accomplished, defective
accomplishments, money spent, money wasted and time wasted. 5ii6 select a scale that
is used to assignnumerical values to the objectsmeasured. 5iii6 ensure that
themeasurement procedure corresponds to realityand it would not be disturbed by
variables such as new policies, new procedures and depressions. instruments the
traveller canmeasure the progress toward his destination using tools such as a
highwaymap and a mileage table. the training and development managers also use
some tools to measure their progress toward objectives. one such tool used by
thesemanagers is instrument. instrument is used to measure learning. this tool
generally includes some formof test that canbe accomplished either bypaper and
pencilor byperformance. this test is also referred to as pre#test that is used to bring
some type of confidence in the learners and instructors. this test generally includes the
matter that the individual alreadyknows. this test also provides an opportunity for the
learners to know about the areas on which they have to concentrate more. another type
of test that is conducted in this tool isagree%disagree 5ada6 tests. these tests are used to
gather data about the problemand allow the learner to focus on the key concepts. this
test follows the nominal scale because the intervals are unequal. another type of test
that this tool supports is thematicapperception test 5tat6. in this test, the learners have
to write a story about a picture. this story about thepicture exposes their feelings. this
test has some interesting applications in training and development measurements.
Page: !&employee training and development notes self#instructional material $'
table $.$ shows a sample of theadatest. table $.$ sample of ada test how do you feel
about the role of an instructor7 the number of statements about the instructor is given.
you have to know your level of agreement to which you agree or disagree with each
statement. strongly disagree tend to agree no clear idea tend to disagree strongly
disagree one of the responsibility of the instructor is to motivate the students to learn
no other person has more responsibility for this motivation than the instructor good
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instructor should use visual aids. instructor is also responsible for conducting
successful training 3.2.8 evaluation of training training should be evaluated to
determine its effectiveness. training activities should be periodicallyreviewed.
thiswillmake it possible to improve training programmes. some of the criteria that are
used in evaluating the effectiveness of training are increased productivity, decreased
costs and waste and change of supervisory behaviour to the desired direction etc.to
determine the extent of positive advantage, the savings and improvements resulting
from training is to be set off against the cost of training. however, evaluation of
training programmes, especially of the executives, is difficult because it is impossible
to determine which improvements are attributable to training and which to other
causes. nevertheless, it is desirable to make an attempt because a partial answer is
better than none. there are many approaches to evaluate executive training
programmes. one approach is that of determining howwell trainees have learned. they
should be tested and rated after the completion of training course. the performance of
the executives before and after the traininggives some clue to its effectiveness.again,
more informal plans of
Page: !33" self#instructional material employee training and development notes
follow#up maybe undertaken. such plans include conference and discussions by
superiors with those who have undertaken training. in the end, executives maybe
asked to comment upon the usefulness of the training theyhave undertaken. indian
scenario training in india is a rs $%%% crore#industry in terms of the annual expenditure
on training ofdifferent kinds. for a country like ours, this is a massive figure and with
an estimated expenditure of rs %%% per hour of training. training is certainly a high#
cost industry. trainee evaluation is necessarybecause training has to be viewed as an
investment by the organi&ation in terms of the time and money spent on the trainees'
hence, this must be followed by an account of how usefullymoney and time was
utili&ed. conducting an evaluation of training expenditure is extremely important in
india because of the high training cost and so we have to assess the returns we get out
of the investment on training. training is conceived as an attempt to bring about a
continuous improvement in the (ualityof a person)s work. two components of training
arebuilding up skills and updating and upgrading them. the purpose ofmanagement
training is not to make a manager knowmore but to behave differently. it is a change
agent. training is essentially (ualitative, both in its process and its results. it is an
activity aimed at bridging the (uality gap in companymanpower. evaluationof training
shouldbe a four#fold attempt: *i+ evaluationof reaction, *ii+ evaluationof learning, *iii+
evaluationof behaviour and *iv+ evaluationof results. the methodologyof evaluation
follows a four#tier system: *i+ by the subordinate, *ii+ by the trainee, *iii+ by the peers
and *iv+ by the trainee in terms of observed behaviour before and after training.
management training in our country has not been accepted as a top management
activity in the sense that the training manager has no place in the board ofdirectors.
training expenditure has a low priority in companybudgets. (uite often, persons who
received training in specialist areas are posted in areas other than those for which
theyhave been trained. if we follow a ,fringe#benefit) approach to training, if we
consider training as a necessary evil, ifwe have a ,spare parts) approach to training, the
results will be frustrating. management training in india has to be conceived as an
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extensive and intensive drive to transform traditional management into effective
professional management. management training in india: in india, we can identify
three different classes ofmanagers. in the earlydays of business enterprise in the
country, a businessman was supposed to be born and so was a manager. this has
created a class of high priests of business management who monopolized most of the
entrepreneurship and the control of industries in this country. with the advent of
institutes of
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management and other institutions conferring degrees and diplomas in business
administration, another class ofmanagers"the professionalmanagers"has been
created in the industrial society. if in the earlier generation, managers were #born$, in
the new generation theyhave achievedmanagership. there is also a third class of
business administrators onwhommanagership is #thrust$% they are civil servants or
bureaucrats of the public enterprises who have come into prominence fromthe time the
business of government was no longer confined to the government of the countrybut
was extended to the government of business. in asmuch as management is now
regarded as a profession, formal training for it becomes necessary li&e anyother
profession. however, in india until very recently, managerswere expected to learn their
'ob through experience or through 'ob rotation. recently, a welcome change is
noticeable in more progressive organizations. manyorganizations send their top
andmiddlemanagement members to attend executive development programmes
organized byvarious staff colleges and professional institutions. asurveyof the existing
status ofmanagement training in indiawill be useful. in-service training in management
sub'ects was introduced in india during the 1()s by companies owned by
foreigners.at that time the university systemdid not offer any teaching programmes
inmanagement except in a few sub'ects, such as accounting, finance, commerce and
economics as part of the existing commerce curriculum. the establishment of the
indian institute of socialwelfare and business management in 1(4* mar&s the
beginning ofmanagement education in india. in that year the institute started
thediplomacourse insocialwor& +labourwelfare,. this institute en'oys the pride of being
the forerunner both in the fieldof education in personnelmanagement as well as
business and industrialmanagement. the first ma'or effort to establishmanagement
education in india started in the early1(*)s when the government sought the
cooperation of the international labour organization +ilo,, the ford foundation and
someamericanuniversities li&emassachusetts institute oftechnology. following the
recommendations of the ilo and the urwic& orr missions to india, the government
established a productivity centre at bombay, which has been running training courses
in management techni-ues and related sub'ects. it was in the 1(*)s that a number of
universities started part-time and full-time courses inmanagement. national
productivity council +npc,: established by the ministry of industrial development, npc
with as many as thirty local councils runs a large number of training courses in
industrial engineering. universities: during the 1(*)s, seven universities including
calcutta, bombay, delhi andandhra started management education, mostly as three-year
part-time diploma course in business and industrialmanagement. today, several
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universities run two-year master$s level programmes and three-year post-graduate
part-time diploma courses. calcutta universityhas recently introduced amasters
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business management +mbm, course and burdwanuniversity has introduced a diploma
in industrial relations and personnelmanagement +dirpm, course, which is e-ual to
diploma in socialwor& +dsw, course. indian institutes of management +iim,: it was,
however, with the establishment of the two institutes ofmanagement by the
government of india" one incalcutta and the other inahmedabad"that management
education in this countryhas got a tremendous boost. both these institutes did
pioneering wor& in ta&ing indian management education to levels comparable to those
in advanced countries. the iim calcutta has a tie-up with the massachusetts institute of
technology and the iimahmedabad withharvard university. in addition to the master$s
levelprogrammes and theph. d. level programme, these institutes conduct a number of
short programmes designed for senior and middle management personnel. the
government of india established the third iimat bangalore in 1(!.. it offers a two-year
post-graduate programme with orientation toward the needs of the public sector. the
fourth iimhas been set up at luc&now. the national institute for training in industrial
engineering came into existence in1(8. though designed for instructions in industrial
engineering, it has since added a large number ofmanagement programmes to its
repertoire and has been running themsuccessfully. ban&s: the national institute of
ban&management inbombay came into being in the 1(8)s, endowed and patronized by
theassociation of ban&s and the reserve ban&. it conducts training courses for ban&
personnel and is engaged in a considerable amount of research relating to the ban&ing
sector. the institute of financial management was established in madras mainly to
evolve study and offer instruction in the novel and emergent principles of
development ban&ing. it receives financial support fromthe industrial credit and
investment corporation of india and other financial institutions. in 1(!4, the
management institute was established at delhi. this is being supported by financial
institutions and runs a large number of short courses for senior and top management
personnel employed byfinancial institutions aswell as for client companies. the
nationalized ban&s have established their ownstaff training institutes to train their
personnel. the reserveban& of india has two such institutes for in-service training"one
at bombay and the other at madras. defence: thedefence institute ofwor&studywas
established in the 1(8)s at mussourie. it runs short-termprogrammes for training
defence personnel. the institute of defence management came into being during the
mid-1(8)s at hyderabad. it runs a number of short- and long-duration courses
inmanagement. over the last few years, an attempt has been made to introduce
management courses in other teaching institutes of theministry ofdefence, such as
college of military engineering at pune and the defence staff college at wellington in
the nilgiris.
Page: 148employee training and development notes self-instructional material 1(
public administration: the indian institute of publicadministration at delhi runs a
number of courses onmanagement sub'ects in addition to its own courses
dealingwithpublic administration. small industry: the small industries extension
training institute at hyderabad was established in the 1(*)s by the ministry of
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industry. it has been conducting a large number of short courses inmanagement and
entrepreneurship suited to the needs of small industry. there are a few small industry
service institutes (sisi) located in important cities in india which
runprogrammesmostly for the development of entrepreneurial talent. sectoral
institutes: the following institutes runmanagement courses with specialized course of
study: (i) theahmedabad textile and industrial research association, (ii) thesouth
indiantextile researchassociation, coimbatore, (iii) sriramcentre for industrial relations,
delhi, (iv) the institute of social studies, delhi, (v)vaikunthmehta national institute
ofcooperativemanagement, poona, and (vi) national institute of labour management,
mumbai. numerous private organizations such as datamaticscorporation, davars
college and bharatiya vidya bhavan, run short courses and evening classes in
management subects. international institute ofmanagement sciences, kolkatta, runs
regular as well as correspondence classes inmanagement. professional bodies also
offer a number of part!time management courses. examples include the indian institute
of industrial engineers, the national association ofmaterial engineers, the computer
societyof india, the institute of production engineers, the o"m society, the operations
research society of india, and the indian institute ofpersonnelmanagement. industrial
enterprises: perhaps the largest input of short!termcourses in management comes
fromthe business and industrial sectors. manyorganizations have their own staff
college. hindustanaeronautics at bangalore, the hindustan steel staff college at ranchi,
the hindustan lever staff college at mumbai and thebharat heavyelectricalstaffcollege
at tiruchirapallydeserve specialmention. management today is faced with numerous
challenges emanating fromall possible #uarters. it has to tackleproblemswhichwere
unknown to its predecessors even a decade back and this has made management all the
more challenging. the challenges call for managers with better competence, greater
creativity, higher standard of integrity and added resourcefulness. herein lies the
pivotal role of management education to revive, nourish and sharpen talents and
faculties for fruitful and purposeful action. gone are the days of intuitive management
or management bythe rule of the thumb.we canneither afford to wait for the $genius
to appear anymore, nor can we undertake management on trial and error basis. both
these techni#ues have outlived their utility. in the context of dynamic challenges,
managements have necessarily to reorient their outlook, approach and attitude.
management must keep pace with the time. this calls for management training as the
best insurance for continued growth and success as against obsolescence and decay.
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management education in india has been under fire for sometime. there is a mismatch
between the #uality of graduates turned out by most management institutes and what
the countryneeds. it is simplydegenerating into a sort of new $public school education
producing more of $mods and $beatles. management education will loose its
significance if it cannot relate itself to the problems and needs of the country*
management education in our countryshouldbe tailor!made. unless the training
programmes are adusted to specific needs, there is the risk of dilutionof
effortswhichneeds to be certainlyavoided. the blind imitationof foreign styles of
management may not be good for the country. we must not attempt to plan something
that is alien to the environment and will not give the desired result. management
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training is as yet averymuch neglected aspect ofmanagement in india. the training
aspect of personnelmanagement has not taken roots in our country yet and there is a
lack of proper appreciation for the value of training. in many cases, training officers
have been appointed just to maintain the image of a progressive outlook. nevertheless,
the realization of the role of training as a management tool is gaining ground. 3.2.9
reasons for the growth of training and development many large organizations spend
large sums ofmoneyon induction programmes for their employees. following are some
of the reasons for the growth of training and development activities in an organization:
dynamic environment:according to kotter, !the change probleminside organizations
would become less worrisome if the business environment would soon stabilize or at
least slow down. but most credible evidence suggests the opposite: that the rate of
environmentalmovement will increase and that the pressures on organizations to
transformthemselves will grow over the ne"t few decades.#trainers should analyse
information from the e"ternal and internal environments of the organization so that the
right techni$ue canbe employed for training employees andupgrading their skills.
market competition: globalization has led to increased competition in industry and in
the marketplace. the reasons behind such cutthroat competition are easy availability of
information, advances in technology, speed of delivery and improvement of training
methods%all of which encourage competitiveness. earlier organizations looked for
returns on product lines but now they look for returns on the performance ofworkers
and working systems. by creating competitive and high&performance management
systems, organizations have gained competitive advantage. development of
psychological relations between worker and organization: when an employee works in
an organization, he gains knowledge ofmarketable skills through trainingwhichhelp
himinhis career growth. till the time an employee works in the organization, he gains
from the training given to him. but as soon as he leaves an organization, these
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skills help himingettingbetter employment opportunitiesand become fle"ible towards
adapting anychanges in the environment. learning process for employees:after
gaining the re$uired $ualification in any field, it is necessary to update oneself with
latest knowledge and technology on a regular basis. in a dynamic environment, an
individual is always in the process of learning and ac$uiring enhanced skills for
achieving competitive advantage. everyorganization should try to provide a fle"ible
environment to its employees to develop learning skills by improving interaction
among employees, trainers andmanagement, i.e., a progressive organization develops
a learning culture for its employees. 3.2.(+ role of training in an hr grand strategy hr
grand strategy is a process by which individuals with superior abilities and skills are
recruited by an organization. in the process of the hrgrand strategy, the individuals are
trained in a manner that there is every chance theywill be promoted in the
organization. themain taskof thehrgrandstrategy is to collect the resources of $uality
individuals so that the organization can achieve its goals and objectives in a specified
manner. training is provided to individuals in order to improve and sharpen their skills
and knowledge. however, a different process is followed to provide training to
employees andmanagers in thehrgrand strategy. in this process, the individuals are
provided training in a manner that theyare able to face challenges and problems over a
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prolonged period of time. training helps an organization to implement any new
strategy in the work environment. today, as the work environment is becoming more
and more competitive, employees are under a great deal of pressure in the workplace.
due to this pressure, the employees are not able to direct their best efforts in achieving
the goals of the organization. therefore, training is provided to help employees
overcome their problems byacquiring theknowledge and skills required to minimize
them. training also motivates employees to gain additional knowledge and learn new
concepts whichmight help themin the future. thus training, is an important tool
throughwhich the hr grand strategy can be employed in an organization. 3.2.11 role of
training in leadership development leadership is an integralpart ofanorganizationand
playsa vital role inits operations. leadership provides direction, guidance and
confidence to the employees and helps to attain goals in an easymanner. in business
and industrial organizations, managers playthe roleof leaders for their subordinates,
contribute towards achieving organizational goals and provide effective leadership to
induce employees to contribute their best efforts for attaining organizational goals.
leadership also provides direction and vision for the future so that the organizationcan
achieve the goals and objectives. training and development help to change the way
leaders think and workwithin the organization.
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features of leadership the following are the important features of leadership! % it is the
process of influencing the behaviour of individuals within an organization. % it directs
individuals to attain the tasks assigned to themby following the instructions of their
leaders. % a leader possesses qualities to influence others. % leadership gives individuals
a vision for the future. % leadership is meant for a given situation, a given group and
for a pre$determined period of time. leadership development implies that there will be
a change in the knowledge and behaviour of those leaders who areparticipating in a
programme that is conducted by the organizations for developing managers and
equipping themwith the better knowledge and skills. the leader will not only be able to
perform his job better but will also be able to improve his potential for future
assignments through the acquisition, understanding and use of new knowledge, insight
and skills. 3.2.12 role of training in high$performance team the development and
acknowledgement of high$performance teams &hpt' has led to the conclusion that
training is necessary to inculcate required skills and overcome deficiencies in
individuals, and all this is done to fill the gap between the desired and actual levels of
performance. training is important to achieve the desired objectives of the organization
and this is possible only if the management succeeds inprovidinganappropriate
trainingprogramme that should build successful hpts. due to the boom in the
knowledge sector on account of advancing technology, performance$related training
has become more precise and there is a need to develop an instructional environment
in the organization.an organization e(ists in a dynamic environment and has to adopt
e(ternal and internal changes accordingly. to adjust with these changes, it is important
to train the employees so that their focus is maintained towards fulfilling the
organizational objectives. such changes encourage anorganization to constantlyengage
themselves in the process of learning and relearning.another factor that induces an
organization for training is globalization. globalizationcanbe understood
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onlybyunderstanding the concept of multinational business and foreign business
cultures. it has been observed that people change their jobs frequently, so it becomes
necessary for them to be constantly trained in new skills. after searching and observing
such trends the training market evolved and it is growing at a very fast pace in the
setting up of corporate institutions that educate people about training and in the latest
trends in training. sometimes hpt professionals face the problem of explaining it to
their clients that training is not the solution for any type of problem. so, there arises a
need for developing and implementing newmethods of training or involving new
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effective techniques in training that fulfil the expectations of the client. this can be
achieved by assessing the requirements of the client and the industry, modifying the
training designand development schemes, selecting aneffective and interactive
delivery systemand thus adding value to training programmes. hpt professionals use a
technique called instructional systemdesign %isd& while developing a
trainingprogramme. isdconsists offive steps, namely: %i& analysis %ii& design %iii&
development %iv& implementation %v& evaluation thismethod is commonlyknown as
theaddiemodel. it was an innovative approach to training and development in 1'(!s
which has nowbecome a training standard formost hptprofessionalswho train large
organi)ations aiming to achieve effectiveness and efficiency. sometimes isd has been
labelled as rigid, unscientific and expensive as a training model and said to have
produced boring and static results. this discouraged organi)ations to adopt thismethod,
as it didnot meet the requirements of the business. with the introduction ofweb"based
and multimedia training, the traditional isdmethod of training has lost its relevance
and importance. $.*.1$ role of training in knowledge retention traininghelps
ineffectivelytransferringknowledge to potentialusers and this transfer of knowledge
can be monitored while the training programme is in progress.after gaining adequate
knowledge from training programmes, it is essential to apply it practically for
achieving better results. training gives solutions to queries in an effective way if the
goal is: + to transfer leadership or management skills to new employees when old ones
retire + to enhance the development of those technical andmanagerial skills which are
generallyneglected + to downsi)e the old staff and create opportunities for junior
executives to grow and enhance their skills andwork towards betterment of their career
training works as an element of relating or transferring knowledge to the upcoming
generationof executives and helping themsustain competition. most employees
ingovernment offices have a long"termcareer that involves new projects coming up
almost every day. in order to do this, employees of a government organi)ation should
be trained on a regular basis for the allocation of knowledge skills in the right place.
their training should cover areas like budget, environmental regulations,
stateorgani)ations, federalaid issues, etc. the following are some of the principles that
support knowledge retention needs:
Page: 111## self"instructional material employee training and development notes +
balancing current performance and future needs of knowledge: training programmes
that support knowledge retentionneeds also should alignwith organi)ationalobjectives.
it should be considered in advance that the cost involved in intellectual activities is
bound to be lost. similarly, the capacity of an employee to retain knowledge can also
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fall short or may be lost. employees needmanagement skills to practice the knowledge
acquired during training. it also guides themindecision-makingwhile solving practical
problems. if training has to be used for fulfilling the current and future requirements of
an organization, then the management must evaluate the organizations goals and
knowledge related to risk management. the management must also examine the
capabilityof the employee to be able to add value to the future perspectives of the
organization by utilizing their potential. use of effective training methodsadvances
in technology have led to the development of various formats that are supported by
components of computer-based training. to put together learning and knowledge
retention, it is necessary to have an understanding of the training methods and their
proper application at the right time so that it effectively supports retention. it is the
ultimate goal of training to achieve changemanagement by inducing behavioural
changes and improving capabilities. all this can be attained if there is effective
communication between the employees, management and training staff. knowledge
can be enhanced by using experience-based learning processes that may include short-
termpro!ects, simulation, and so on. while training to transfer knowledge to new
employees, it is necessary to evaluate themethods to be implemented in the training
programme. target training of employees for the future of the organization a target
group of employees is identified and is given a certainkind of training that aims at
developing skills which are required for the future pro!ects of the organization.
knowledge retention is supported by these training programmes at the required pace in
order to train those employees who will add value to both short-termand long-
termpro!ects. training should be such that the employees that are being trained for
specific tasks must be given better career opportunities and thus the orientation
programme must be performance-oriented. this supports knowledge retention in two
ways" first, it encourages employees with potential to develop their capabilities for
increasing value in their work and, second, the limited scope of career prospects
induces them to work on realistic expectations. realizing the role of trainers in
preserving organizational knowledge trainers draw on information about the
organization to make relevant presentations for the training programme by using the
intranet and other resources of an organization. in thisway trainers become an
important part of the organization as they have the knowledge and access a lot of
information about their clients.
#age $%&employee training and development notes self-instructional material $'%
checkyour progress $. what is the purpose of training( &. what is the !apanese
approach to training called as( ). what according to confucius approach is the purpose
of training( '. according to mcgregor, what are the three different purposes of
training( %. what are the five different types of training( *. what is the ob!ective of !ob
training( +. why is refresher training arranged( ,. for what kind of !obs is internship
training required( -. mention some of the ma!or benefits of training to an
organization( $.. what are the basic requirements of a learner( $$. what is training
measurement( ).) assessing training needs the term /training needs assessment looks
veryself explanatory, but it is not the case. training practitioners attach two different
meanings to the term. according to some trainingpractitioners, training needs
assessment focuses on analysing those training needs that have alreadybeen identified.
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while others use the training needs assessment as a blanket terminclusiveof
identificationof trainingneeds and analysis of needs themselves. froman indian training
perspective, it is the latter interpretation most training practitioners follow. before you
start discussing training needs assessment, it is imperative that you are acquaintedwith
following terms related to the assessment of training needs. training need it refers to
the deficiency in an individuals performance which can only be improved by some
kind of training. the deficiency could be anything fromknowledge to attitude. training
need assessors while writing the training need clearlydefine the need inprecise
behavioural terms. training needs identification it refers to the process of detecting
and specifying trainingneeds. this is a process of discovering or unearthing the training
needs at individual and organizational levels. this process aims at sorting out the wants
fromneeds, to identify those needswhich are training needs andwhichhave to be
addressed by training. analysis of training needs it refers to the process of examining
training needs per se.analysis of training need is undertaken to determine a specific
learning solution to address a specific training need. in other words, it is the process of
determining the best way to meet the training need. during this process, factors such as
cost of training, the nature of learning resources, organizational goals are considered.
#age $%)$'* self-instructional material employee training and development notes in
simple words, training needs assessment is the process of identifying how training can
help organizations reach its goal. according to zemke and kramlinger, /training needs
assessment is the art and science of finding the right problems and understanding
themfully. organizations undertake training needs assessment to identify the kinds of
training that are needed, to identify employees who need training and to identify the
methods to deliver the needed knowledge, skill and attitudes training. organizations do
not perform training needs assessment until some situation or event triggers it. the
triggering event could be anything fromconsistent inability to meet the productivity
target to an increase in number of dissatisfied clients. it should be noted that training
needs assessment is an organizational intervention" it is an organizational response to a
situation. it is the performance gapwhich invites organizational intervention in
themanagement of human resource. froman organizations perspective, performance
gap is the gap between the current condition and the desired condition. performance
gaps canbe attributed to a number of issues, but we can classify them broadly into
training issues and non-training issues. with respect to training issues, performance
improvement is the only solution and that is what is sought to be addressed in training
needs assessment. training needs assessment is a process that involves identifying the
training needs and their solutions. this process includes comparing the current
condition to the desired condition identifying and defining the problems analysing
the behaviours and mechanisms responsible for the current condition determining if
and how behaviours andmechanisms canbe changed or altered to produce the desired
condition developing solutions which are acceptable to all the stakeholders
concerned, such as management and employees to sumup, we can define the training
needs assessment as thewhole process of identifying the range and extent of training
needs separating training needs fromnon-training needs identifying solutions to
meet the training needs ).).$ reasons for conducting training needs assessment before
youmove on to the process of training needs assessment, it will be a good idea to
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explore the reasons for conducting training needs assessment. you have seen that the
existence of performance gap is a cause for triggering training needs
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assessment, but there are other compulsions also which force anorganization to
conduct training needs assessment. the reasons for conducting training needs
assessment are as follows employees underperformance is not always a training
issue. factors like organizational barriers, substandard equipments and" bad
management practices can also contribute to poor performance. needs assessment will
help determine the necessity of training and this prevents the organization
fromlooking at training solutions for non-training issues.and if it is a training issue, the
organizations can plan accordingly. besides identifying the training needs, the needs
assessment, if conducted properly, will help the organization in identifying the causes
for poor performance. it can pinpoint exactly where the problem lies in the
organizational set up. needs assessment helps in determining the content and scope
of training. it also helps in identifying the type of training, the duration of training and
the target audience for training. needs assessment helps in establishing the desired
learning outcome. it helps indetermining the training content and trainingob!ectives of
the training programme. needs assessment ensures that the final training design is
aligned with employee needs. aconsiderable effort is made during needs assessment to
gather informationonknowledge, skills and attitude requirements. this helps the
training designer in replicating the learners !ob in a training situation. needs
assessment establishes the basis for back end evaluation. during needs assessments
quantitativemeasurement of business needs, performance needs, learning needs and
learner needs are taken. these measurements are used later to evaluate training in terms
of learner reaction, !obperformance and business needs. if the comparison shows
positive changes in the four areas, the training goals are considered to bemet. hence,
needs assessment data is an aid for conducting training evaluation. ).).& methods of
training needs assessment to establish the true cause of the problemor need,
organizations employ several investigative tools and techniques, including interviews,
surveys, questionnaires, etc. investigative or data collection methods are chosen on
basis of their appropriateness to the problem. in the following table, we shall present
you with some popular methods of needs assessment along with their advantages and
disadvantages.
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table ).' methods of needs assessment and their advantages and disadvantages
method0technique advantages disadvantages observation useful for creating data
related to !ob environment. this method is least intrusive as it does not affect the
routine work. needs skilled observer who is well versed in the techniques of non-
participant observation. hawthorne experiments proved that employees behaviour
gets altered under observation. hence data collected by observation has reliability issue
associated with it. questionnaires an inexpensive method. allows for data collection
from a large sample. data can be easily collated and summarized. collecting
information through this method is a long drawn out process. collection of detailed
information is not possible. information is associated with the questions, it may lack
focus. interviews better method of two way communication with an expert. effective
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for uncovering training issues along with solutions. unlike questionnaires, questions
can be modified. the whole process can take time. collected data can be difficult to
analyze. it requires a skilled interviewer to get the right response. focus groups
suitable for exploring complex issues. questions can be altered to explore unforeseen
issues. organizing a group may take time. group may provide you with information
which is not objective. in case of status distinctions among group members, it will be
difficult for all the members to open up and provide information. documentation
(technical and research reports) suitable for procedural information. suitable for
collecting information on new jobs. information may be too technical for common
mans understanding. online technology suitable for collecting objective information.
suitable for using in situations where routine work should not be disturbed. suitable in
situations where requisite manpower is limited. use is limited to employees who have
basic computer knowledge. since it is not possible to explore all the methods in detail,
hence we have provided youwith information on methods of needs assessment in
tabular form. with numerousmethods available, and eachwith its own strengths and
limitations, it is toughfor anorganization to select one effective method for needs
assessment. most organizations usemultiplemethods for conductingneeds
assessment.methods are selected by the organizations on the basis of the following
factors! " type of information needed " level of detail required " time " cost " number of
people involved in the process " disruptionof routinework
#age! $%&employee training and development notes self'instructional material $() "
complexityof information required " validity, reliabilityand adaptability after
considering the above factors, the organization decides on the appropriate method for
conducting needs assessment. now that you have learned about themethods available
for needs assessment, you can move further towards understanding the process of
needs assessment. *.*.* needs assessment process needs assessment process broadly
consists of data collection, analysis of data and finding an appropriate solution. but
training professionals have broken these broad categories into a five'step process or a
nine'step model. five'step process the following is the five'step process of needs
assessment process! step one (identifying the needs)! the first step in the process of
needs assessment is locating the needs or the problemareas. most analysts usually start
by looking at the companys strategicplans, plans which include vision documents,
and mission statements. these documents give the analysts clues regarding the long'
termvisionand goals of the company. in case these documents are unavailable or not
prepared, the analyst should suggest the development of strategic vision before
focusing on any training issue. the objective of training is to create a performance
orientedworkforce whichwill act as a catalyst in accomplishing the companys long'
term goals. without goals, it is difficult to determine training objectives. froma
companys point of view, need is the gap between desired outcome and current
outcome. the first step in the assessment process is to identify the performance gaps
existing in the company. once the needs are identified, specific objectives for training
can be established. the objectives must explicitly state the desired performance
standards in measurable terms. step two (determining the needs assessment design)! to
identify the causes of the needor the problem, the analyst uses several investigative
tools or techniques. in this step, the analyst chooses investigative tools or techniques
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after assessing the strengths and limitations of eachmethodor tool. but themost vital
consideration is that the method must be appropriate for the needs to be assessed. step
three (collecting data): after the investigative tools are decided, the process of data
collection begins. the data collection process focuses on the collection of data related
to job/task and performance. the best possible way to do it is by looking at the job
descriptions for the positions. along with this, the assessor can interact with the
employees who perform the job and find out what and how they perform the tasks. to
corroborate the employees response, the assessor can reuest inputs from line
managers or supervisors. in case of simple tasks or jobs, the employee will be able to
provide step!by!step detail of task
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e'ecution, but in case of comple' jobs, the employees information will be
disorgani(ed and it is up to the assessor to make sense of it. interactions, interviews,
observations and uestionnaires are commonlyusedmethods of data collection. step
four (analysing the collected data):analysing the data is themost crucial part ofneeds
assessment. depending on the method of data collection, the process of analysis can be
simple or comple'. with regard to ualitative data collected frominterviews or
observation, the analyst first sorts the information to categori(e it. during the sorting
stage, the aimis to categori(e and not to interpret the collected information. for
ualitative data, content analysis is done for interpreting the data. statistical analysis is
done for the uantitative data collected fromsurveys, etc. if the analysis suggests a
performance gapwhich can be eliminated by training, then suitablemethods are looked
upon for training. training must be resorted to only if it addresses the specific need or
problem. there are instances where the data analysis may point to a problem, but the
problemmay not be a training issue. it might be a non!training issue connected with
the poor management practice or outdated euipments. data collection and its
subseuent analysis is conducted to define and clarify the problem or the need. in the
first step the needs are identified, but they are more in nature of perception and they
do not reflect the real problem. the real problems are defined and identified only as a
result of data analysis. data analysis actually verifies the analysts perception of the
problem. most training recommendations are made after the data analysis and all
training designers use the data analysis for designing specific programmes. step five
(providing feedback): feedback is the step involving communication of findings to the
management or key personnel.after data analysis, the training needs are identified and
this is communicated inwritten or oral formto the people who matter. this ends the
formal assessment of training needs. nine!step model the nine!stepmodel is e'plained
as follows: step one: collecting job or task related data step two: understanding the
performance standards applied to the job step three: measuring the current
performance levels step four: identifying the differences between the established
standards (desired outcome) and current performance (current outcome) step five:
determining the cost of the difference step si': assessing job related employee skill
and knowledge levels step seven:analysing the gap between job reuirements and the
current employee performance
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step eight: proposing appropriate training solutions for resolving issues related to
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performance gaps step nine: implementing the solution in this model, steps one to five
assess the training needs from an organizational perspective, while steps six to nine
focus on assessing the needs froman individual employees perspective. 3.3.4 levels of
needs assessment some experts and writers explore the different levels at which
training needs are assessed to indicate the extent of training, while others use themto
classifymethods for locating training needs. broadly themost common framework of
levels are as follows: the organizational level: at this level, the analysts attempt to
identify training needs which affect the whole organization, such as, training aimed at
introducing policylevel changes across theorganization, induction training for new
employees, etc. the occupational group level:at this level, the analysts attempt to
identify training needs which affect specific occupational group or task level, such as,
training innewcustomer service procedures for themarketing employees and on new
safety regulations for assembly line floor workers. the individual level:at this level,
the analysts attempt to identify training needs of individuals, such as, particular
member of staff re!uiring stress management training, word processing skills, etc.
most writers agree that the above framework of levels are not mutually exclusive, as
theyare interconnected and overlap at various points.another framework which is
sometimes used bywriters is to categorize the needs of an organization into present
and future needs. present needs: they are seen to be associated with current
ob"ectives, such as, training in skills to accomplish the present task effectively,
training to operate new e!uipment, etc. future needs: they are associated with the
long#termstrategic ob"ectives of the company, such as, training to prepare future
managers, training to implement future change in organizational chainof command,
etc. distinguishing between the needs in terms of present and future is relevant for
planning andprioritizing the training. fromthe point of viewof anorganization, present
needs are oftenmore relevant than future needs, but fromtraining point of view,
futureneeds cannot be sacrificed to accommodate the present needs. hence, the
rigidcategorization into present and future needs can inhibit the overall approach to
training. so, training has to be carefully balanced to accommodate present needs
without losing sight of future goals.
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3.3.& elements of needs assessment there are three elements of needs assessment:
organizationalanalysis, task analysis and person analysis. %. organizational analysis an
organizational analysis focuses on the long#term strategic vision of the organization,
its internal structure, its resources and the resource allocation. it scrutinizes thepolicies
and procedures ofthe organization alongwithother elements that playan important role
in task performance.anorganizationalanalysis provides informationabout: long#
termgoal of an organization resource allocation vis#)#vis ob"ectives probable
internal factors responsible for problems organizational support for training solution
analysing the organizationhelps in contextualizing the importance given to training in
the organizations strategic goals. mission statements are analysed carefully to align
training strategywith the organizations goals. the statements also provide a clue to the
status of training in the organizations list of priorities. everyorganizations resources
are limited, hence resource allocation is part of the organizations strategic planning.
in case a companydecides to invest heavily into a new assembly line, the decision will
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have an impact of the human resource department also. the department will have to
focus on recruiting and training suitable candidates. with regard to human resource,
organizational analysis focuses on strategic needs assessment and specific training
needs assessment. strategic needs assessment: it provides an assessment of current
employeesabilities to support the organizations long#termstrategic plans. specific
training needs assessment: it focuses on employees working in those departments
which are contributing to performance gaps. as part of organizational analysis,
internalenvironment is also analysed. it is done todetermine howcomplementarythe
internalstructures are to the performance ob"ectives of the department in which
problems have been identified. in case of problemswith internalstructure,
organizationsmust address this issuebefore looking into training aspect. to sumup, we
can say that organizational analysis basically outlines the broad issues that can
influence training needs. (. task analysis task analysis is conducted to determine the
knowledge, skill and attitudes that are re!uired for effective performance. it produces
a complete description of work activities. it is conducted only after the organizational
analysis has identified the existence of performance gaps. the steps involved in task
analysis are as follows:
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step one: the "ob to be analysed is selected. step two: alist of tasks performed on the
"ob is prepared by: interviewing the employees interviewing the supervisors
bydirectlyobserving themwork talking to expertswho had previously performed the
task analysis step three: the prepared list of tasks is validated by asking "ob related
!uestions to sub"ect matter experts either directly or by a !uestionnaire. the !uestions
are related to: fre!uency of the task time taken to performthe task relation of task
to the "ob training difficulty associatedwith the "ob degree of difficulty information
collected at this stage is used for deciding on the task, which needs to be focused on
during training. step four: in this step, the knowledge and skills re!uired for task
accomplishment are identified. information collected at this stage is very useful during
trainingdesign as informationallows the training designer to focus on specific skills or
knowledge. another approach to task analysis is to identify the competencies re!uired
for the "ob. traditionally, needs assessment has focused on skills or knowledge
associated with a specific task. but recent approach is to focus on competencies.
competency models have been developed for conducting needs assessment. business
environment is highly complex today and so is the "ob profile of most positions.
hence, companies are now increasingly turning towards competency models to
identify the skills and knowledge re!uired for "ob performance. a competency model
identifies not only the skills and knowledge but also the personalitytraits
associatedwitheach competency. the steps involved indeveloping a competencymodel
are as follows: identification of "ob or position identification of changes in business
strategy identification of effective and ineffective employees identificationof
effective and ineffective competencies validation of competencies for effective
performance listed in the model an important point to note here is that training
programmes based on the work#oriented task analysis becomes defunct when the
nature of work changes. on the other hand, training programmes based on competency
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assessment are more adaptable to changes hence they are more suitable for dynamic
business environment.
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person analysis person analysis is used to identifyunderperforming employees and to
find causes for their underperformance. in other words, it is used to identify
employees who need training. several instruments are available for conducting person
analysis. performance appraisal is one of the instruments used but due to lack of
ob"ectivity, it re!uires corroboration fromother instruments.another possibleway to
identify employee needs is through self ratings, but this techni!ue also suffers from
the same ob"ectivity issue as performance appraisal. for achieving an ob"ective person
analysis, analysts have preferred the 33*degree performance review. in this review,
the employee rates himself on a number of aspects and is also simultaneously rated on
those same aspects byhis peers, subordinates and supervisors. analysts find this a
reliable source because the individual is rated bydifferent groups, who see the
employee in different conditions and interact with himat different levels. apart
fromthese rating scales, analysts also use tests likeproficiency tests, cognitive tests and
behavioural tests to conduct person analysis. 3.3.3 types of training needs assessment
there are two types or approaches to training needs assessment, one is proactive and
the other is reactive. %. proactive training needs assessment the proactive training
needs assessment is oriented more towards future human resource re!uirements. in
this approach, thehumanresourcedepartment develops plans and implements strategies
to ensure that the company has the necessary personnel for vital "obs based on the
future knowledge and skill re!uirements. the proactive approach starts with
anticipating the expected changes in future and the analyst attempts to balance the
organizations current needs and the future expectations. at the task level, "ob analysts
collect data not onlyon current task issues but also try to anticipate the future "ob
re!uirements. theyconduct what is known as strategic "ob analysis, where they identify
the skill and knowledge re!uirements of a "ob in future. data collectionmethods are
similar to traditional "ob analysis, but with an emphasis on information related to
future changes. to collect information about future, the analysts look at values,
economic policies, political issues, market trends and technological progress. after
collecting the relevant data, a revision of tasks based on these expected changes is
done. using this information, future training needs are determined. (. reactive training
needs assessment the reactive training needs assessment focuses on the existing issues
in "ob performance. this begins with identification of discrepancies in "ob performance
and once theyare identified, the organization intervenes after due consideration. the
reactive training needs assessment also follows the pattern of organizational analysis,
task analysis and person analysis. however, the distinction between these analyses is
not clear cut, because of following reasons:
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the approach has very narrow focus as it primarily focuses on one department. only
those who display discrepancies are the ones who are interviewed. the issue are
related to one particular task of a specific "ob. in reactive approach, task and person
analysis are conducted to identify the cause of the performance gap. fromthe above
discussion, it becomes clear that the two approaches have entirely different
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perspectives on conducting training needs assessment. this difference in focus raises a
question as to which approach is more suited to organization. fromtheoretical point of
view, it is the proactive approachwhich the organizations shouldfavour, because it
prepares themto respond topossible changes in future. but evenwith proactive
approach, the organizations have to respond to immediate changes inbusiness
environment. hence, inpractice the organizations have to be reactive inresponding to
immediate changes andproactive inanticipating future changes. checkyour progress 12.
what do you understand by a training need? 13. list the factors determining the
selection of methods for training needs assessment. 1. what do you understand by the
proactive training needs assessment? 3. training methods techniques training
methods techniques refer to instructional methods used for delivering learning
contents. historicallyspeaking, training as a method for skill enhancement emerged
inmedievaleurope during the era of guilds. inmedievaleurope, most of the
manufacturingwas concentrated in guilds and the guilds trained their recruits usually
by placing them under a master craftsman. the recruit learnt the craft under the guided
supervision of the master craftsman! it was a kind of on"the"#ob training. this
systemofsupervised training continued during the industrial revolution and this
systemof training came to be known as apprenticeship.as industrialization progressed,
training became systematic in order to meet the new demands for skilled labour.as
productionmethods changed, the methods of training also kept pace and
trainingbecame increasinglystructured and formal. new trainingmethods emerged to
suit the needs of emerging globalization. currently, according to one estimate of
theamerican society for training and development, more than thirty methods of
training are used byorganizations worldwide. traditionally, the training methods were
classified as formal and informal. later, they came to be classified as on"the"#ob and
off"the"#obmethods. however, nownew classification patterns have been developed
and some of themare listed as follows$
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trainer led information orskill givingmethod )didactic*$ thismethod involves giving of
information and themost popular method is a lecture or a demonstration. ( trainer led
information seeking methods )socratic*$ this method involves questioning
techniqueswhich focuses oneliciting information. ( trainer created, student led
methods )facilitative*$ this method includes discussionbased approaches, pro#ects or
self directed assignments, etc. some trainers classify training methods into the
following categories$ ( teacher"centred methods ( student"centred group methods (
individual"student centredmethods teacher"centred methods the following are the
teacher"centred methods$ ( lecture ( lecture and discussion ( mentoring ( guided
discussion ( demonstration ( controlled discussion ( tutorial student"centred group
methods following are the student centred groupmethods$ ( brainstorming ( buzz
group ( case study ( debate ( fish bowl ( group discussion ( interview ( listening and
observing ( panel ( pro#ect ( role play ( simulation and games
%age$ 1&employee training and development notes self"instructional material 1'+ (
snowballing ( t"groups ( field tours ( work shops individual student"centred methods (
assignments ( computer assisted learning ( personal tutorial ( practicals ( pro#ects
armstrong,s classification of training techniques m.armstrong classifies training
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techniques into the following categories: on-the-job techniques: they include
demonstration, mentoring, coaching and planned experience, job rotation, special
projects, committee assignments, etc. off-the-job techniques: they include lectures,
discussions, case studies, role playing simulation, etc. on or off-the-job techniques:
they include e-learning, instruction, assignments, projects, guided reading, computer
based training, etc. blanchardthacker classification of training techniques blanchard
and thacker diide the arious training methods into cognitie and behaioural
approaches. cognitie methods: cognitie methods are used for knowledge and
attitude deelopment. theyfocus onproiding informationand attempt to stimulate
learning byaffecting the cognition process of the trainees. theyare effectie for
knowledge deelopment. behaiouralmethods: behaiouralmethods are used to affect
behaioural change in the trainees. these methods are used by the trainers to deelop
skills and for affecting behaioural change. whateer maybe the method, the aimis to
help the trainee learn and be a part of the learning process. popular training methods:
some of the popular training methods along with their strengths and limitations are
discussed as follows: !. lecture method lecture is the most formal of training methods,
and in training terms, it means a erbal presentation gien before the trainees for
instruction and it may be accompanied by isual aids like flipcharts or projections.
lecture requires the audience to sit still and listen. the only interaction between the
trainer and trainee
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limited to question and answer, usuallyat the end of the lecture. it is a one way
presentation of training message by the trainer. lecture is a formal presentation of
information in a logical sequence, which is interspersed with illustrations and
examples. blanchard and thacker gie a list of essential components of a lecture. the
list contains the following: orientation: giing introductory informationwith regard to
the direction and the content of the presentation. enthusiasm: elaborating the
importance of training content to generate enthusiasmamong the audience. ariety:
illustrating the presentation with isual images or projections or audioisuals to add
ariety to the presentation. logical organi&ation: presenting the topic in a sequential
order. explanations: explaining factual and conceptual ideas in an unambiguous
manner. directions: proiding systematic instruction and direction in case of
procedural knowledge. illustrations: giing releant examples to substantiate a topic
or to explain an idea. compare and contrast: discussing the strengths and limitations.
questions and discussion: responding to questions of the trainees and raising
questions to elicit response fromthe trainees. summari&e: concluding the
presentationbybrieflydiscussing the important aspects of the topic. lecture method has
manyariants like: standard lecture: presentation ismade by the trainer for giing
information to the trainees. team teaching: presentation of a topic by two different
trainers to proide different points ofiew. thismethod canalso be used to present two
different topics bydifferent set of trainers. for instance, a psychologist can delier a
lecture on body language while a communications specialist can delier on nuances of
erbal language. guest speakers: specialists fromrelated fields can be inited to make
a presentation so as to gie trainees an expert's point of iew. panels: two ormore
trainers present a topic and discuss it with the trainees. in a lecture, the trainees
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areovertlypassivewhichmayreduce their attention span and receptivity. to counter this
problemof attention span, trainers at times use short lectures or lecturette lasting for
about twentyminutes. during a lecture, the trainee observes, listens and, if necessary,
takes notes. in other words, in a lecture the trainee is expected to play the role of an
information collector. lecture per se is not a veryeffective technique for learning, but is
useful for giving specific
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information to a large number of trainees. the ineffective aspect of lecture comes
fromits lack of the twowaycommunication or interactionwith trainees. to make lecture
an effective method of learning, some trainers combine it with discussion. when
combined with discussion, lecture method becomes interactive and more responsive to
trainee#s misunderstandings. the use of discussion after a lecture helps in consolidating
and clarifying the information. the lecturecumdiscussion methodmakes the learning
of conceptualknowledge very thorough, as the trainees have anopportunity to discuss
and clarify their doubts. the focal point in a lecture is the trainer. hence, it is the trainer
who controls the session and its contents. in the absence of the twoway
communication, the lecture method lacks the trainee involvement and feedback.
despite this, organi$ations prefer using lecturemethodwhen it comes to knowledge
development or filling the gaps in trainee#s knowledge. to make lectures more
effective, the trainer can giveprinted versionof his lectures or give handouts ofhis
lecture. from attention point of view, if the trainer is charismatic and knows the
sub%ect he is dealingwith, he will be able to get the attentionof the trainees. getting
attention is the first step towards effective learning and lectures are a good method to
get the attentionof the trainees. but retaining attentionof the trainees is an
entirelydifferent aspect of training. it is here that lecture on its own becomes
ineffective and the trainer has to turn to training aids for support. you know that an
effective trainer uses illustrations, examples and real situations to explain the sub%ect
he is dealing with. illustrations are an important component of lecture as theyprovide
verbal cues for coding in thememory, therebyenhancing retention.anotherwayto
enhance retention of lecture is to provide audio or video tapes of it. one of the ways to
make learning effective is to stimulate multiple senses, but in case of lecture the
stimulation is only auditory and this at times can hamper the learning process. &.
demonstration method literally, the word 'demonstration#means 'a talk or explanation
bysomeone who shows you how to do or use something, or how something
works# (collins dictionary). fromtraining point of view, demonstration as a training
method is the most effective for showing trainees how to use an equipment or how to
use a software. demonstrationmethod is used when the trainingob%ective is knowledge
enhancement andskilldevelopment. the skillscanbe anything rangingfromtechnical to
software, from decision making to marketing presentation, and so on. for instance,
medical representatives are trained in presentation skills so as to enable them to make
effective presentation in front of doctors. the functions of a demonstration are as
follows: * to show how the equipment works or procedure functions * to present
visually how the procedures are linked * to simplify the procedures by recreating them
in front of the trainees * to reveal the cause and effects (for instance, unsafe handlingof
equipments and its consequences)
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Page: 16616+ selfinstructional material employee training and development notes * to
explain how the product functions (for instance, demonstration of how a
washingmachines works) * to explain the problems associated withproduct
functioning * to encourage trainees to perform the procedure * to display the efficiency
of the product or procedure * to display product capabilities (for instance, new
software is always demonstrated to show its capabilities) * to enable the trainee to
'watch and learn# there are three kinds of demonstration used in training: performance
demonstration, teachingdemonstration and interactive demonstration. these three types
are discussed as follows: (i) performance demonstration: this method is effective for
imparting training in using new equipment or technology. in this method, an operator
or an expert demonstrates thewhole operation or works on the equipment and the
trainees are expected to watch and learn. this method is primarily used in factories to
train trainees inhandling equipments. the demonstration is not only related to using an
equipment but it can also be related to safe handling of equipments, correcting
smallmechanical faults, etc. performance demonstration has very little element of
lecture or verbalpresentation, because its focus is on the operationof the equipment
and the operator. teaching demonstration: it is a method which combines lecture and
demonstration. it is effective in situationswhere the training ob%ective is knowledge
and skill development. in thismethod, the trainer first verballyexplains the process or
procedure, and then goes on to demonstrate the process or procedure. the
advantageofthismethod lies in the fact that the trainees first get averbal introduction to
process or procedure and then they practice the procedure or work on the process.
thismethod is commonlyused inpharmaceutical industryto trainpersonnel working on
the manufacturing processes. (iii) interactive demonstration: this is a training method
used for introducing new skills and to correct faulty skills of existing employees. in
this method, the trainer first allows the trainees to workon the equipment and after
observing them work, suggests corrective measures. this method is very effective for
building on the alreadyexisting skill set of the employees. for demonstration to be
effective in achieving learning ob%ectives, it has to provide for enough practice time to
the trainees and it has to have a very constructive trainer feedback. when it comes to
learning process, attention span is an important concern because
lengthydemonstrations can be tedious. hence, it is advisable to keep demonstrations
short and relevant. with regard to retention, demonstration encourages observation on
the part of the trainees because the latter are expected to practise the procedure or task
after the demonstration is
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over. and as the trainees practise the same procedure over and over, the whole work
proceduregets codified in thememoryfor further recallwithout anymemory lapses. -.
case study method in the case studymethod, a problemor an issue with any company is
written and given to the trainees. the issue may be anything, from marketing problem
to decisionmaking situation. the trainees are given the entire background of the
problem including facts, figures, and companyhistory. they are then required to
analyse and respond to the issue given to them. after finishing the analyses, the
trainees put forward their suggestions which are then discussed byall the trainees.
trainees learn in this method byparticipating in the discussion andby analysing the
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suggestions put forward byother trainees. byparticipating in case studydiscussions,
trainees become aware that there ismore thanone solution to most problems. the case
studymethod essentially teaches skill rather than knowledge. it is used to develop the
analytical abilities of trainees. in the case study method, it is the case.problem which is
the source of learning rather than the trainer. but this is not to suggest that the trainer
has no role to play as it is the trainer who selects the cases and directs the discussion in
a specific line of enquiry. the learning ob%ective of this method is to encourage the
trainees to participate, and to apply the knowledgewhich theyhitherto have learnt or
acquired. the case studymethod has developed a variant known as incident process.
unlike a case study, where all the relevant details of the case are provided, in the
incident processmethod, only brief and sketchydetail of the problemis provided. the
trainees are expected to gather other relevant details from the trainer or do their own
research. thismethod focuses on developing information gathering and sorting skill of
the trainees, as it is information onwhichmost decisions are made. as a trainingmethod,
the case studymethod is very effective for skill development. organi$ations often use it
for training their managers and other employees. 7. role play method a role play is a
training method in which trainees act inhypothetical situations, in assigned roles, by
improvising their behaviour. trainees are provided with information regarding the
context, the generalsituation and anoutline of their roles. role plays
areparticularlyuseful for developing demonstration skills, management skills,
decisionmaking skills, etc. the following are some of the types of role plays used for
training: * structured role play: this type of role playis used to develop interpersonal
skills. the trainees areprovidedelaboratedetails of the situation, the character outline,
etc.
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spontaneous role play: unlike structured role play, in a spontaneous role play, there is
no elaborate outlining of the character that happensmore as a result of the nature of
interactions among the trainees. this type of role play is not used to develop any
specific skills8 it aims at %ust providing the trainee with some behavioural
introspection. * single role play: it refers to playing of allocated roles by a chosen
group of trainees, while the rest watch and observe the performance. the non
performing group analyses the interactions and tries to learn from the interactions. this
type of role play is not preferred by the trainers as it puts only one section of trainees
into performance role and the other into mute spectator role. the role allocationmight
not be liked by sensitive trainees. hence, trainers feel apprehensive about using this
type of role play. * multiple role play: unlike single role play, in multiple role play, all
the trainees are divided into groups and all groups take turn inplaying the roles
assigned to them. each group analyses the interactions and shares the analysis with
other groups. multiple role plays contribute to a greater amount of analysis, and at the
same time, it reduces the time taken to complete the performance process as
maygroups are involved in the role play. * role rotation: in this type of role play, the
roles are rotated among different set of trainees so as to allow different approaches to
the same role. in role rotation, a trainee first enacts the role. then the trainer stops the
role play and discusses the role and its learning points. after discussion, the next
trainee takes over the role, and in similar vein, the process goes on. the most important
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aspect of role play is the analytical discussion, known as debriefing, which takes place
after the enactment. debriefing provides an opportunity to the trainees to analyse what
has beengoingon?during debriefing sessions, the participants recall their feelings,
attitudes and responses during the enactment. it helps the trainees inunderstanding
their experience and in discussing their insights withother fellow trainees. 5.
simulation method simulation represents the replication of environment, processes,
and situations that occur in a work situation/environment. the aimof this method is to
provide the trainee with the feel ofwork place situation in a controlled setting.
simulation is a method best suited for imparting skills such as pilots sharpening their
flying skills on flight simulators. similarly, marutiudyog ltd. has developed simulators
to teach driving skills. simulation believes that the best way to learn is by actually
working on the euipment or machine. for an effective simulator training, it is
important not only to physically replicate the euipment, but also to create the same
operational environment, including the psychological pressures. ma!or call centre
companies train their employees bysimulating the actualwork environment. all the
trainees get a work cubicle exactly like the one at the workstation, along
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with all the relevant materials, including a database having clients name and other
details. one of the reasons for the companies replicating the exact workstation
environment is to make the trainee feel familiar with the work environment as this
makes the transition from training room to !ob cubicle easy. the success of this method
lies in the exact replication of work environment. however, replicating work
environment is an expensive affair. hence, all companies do not use this method of
training. (. business game method the learning ob!ective of business games is
development of management skills, and these games are simulations that try to
recreate the functioning of a company or an industry. games are inherentlycompetitive
by nature. hence, these business games mimic the competitive environment of
business.according to s. wiebenga, business games have the following characteristics#
* they are in the formof contests between trainees, or one group of trainees against
another group, or against some predetermined standards like sales target, etc. *
theyreuire the trainees to use their acuired knowledge, developed skills, and
basically, they have to show an understanding of the situation and respond to it
byusing all their skills and knowledge. * they provide a situation for which a number
of alternative solutions are available, and the trainees are expected to analyse the
situationvis'+'vis the solutions. * they are governed by rules of the game, !ust like the
game of soccer. business games can be designed to suit learning ob!ectives. for
instance, the games canbe either inter'companyor intra'company. in inter'
companygames, two respectivegroups of trainees compete against eachother in a
simulatedmarket environment. theymaybe competing formarket sales of their
respective products, etc. for instance, universityoftexas has created a business game
calledexecutive challenge. it is a three'daygamewhere students are divided into three
companies having limited production capacity and employeeswith different skill
sets.as part of the game, companies support the existing pro!ects and decide on
resource utili,ation. in intra'company games, the teams may be made to devise
solutions for marketing problems or to find solutions to deal with current recession
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etc. according to r. zemke and other trainers, some of the purposes for whichbusiness
games are designed are as follows: to develop executive and management skills to
develop decisionmaking skills to combine different aspects of training into one
whole to enhance problemsolving capacity in a controlled setting to develop
leadership abilities to develop tool/technology related skills
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trainers prefer using business games as a training tool when the learning ob%ective
demands aholistic or systemic perspective. the business games simulate the entire
organization. hence, when the trainees participate in these games, they get to know
how the systemworks, how decisions are made, how the chain of command responds,
etc. like in role play, debriefing is an important component of business games.
business game debriefing includes feedback fromthe trainer, analysis of the decisions
made during the game, discussions onskills and behaviour patterns displayed, etc. it is
debriefing after the game which facilitates learning. !. behaviour modelling method
the behaviour modelling method is based on the concept that people learn by
observing other persons whomtheybelieve to be credible and knowledgeable. in this
method, the trainees are presented with a model &who can be the trainer also' that
demonstrates the re(uired behaviour and the trainees are expected to observe and learn
fromit. learning in this context means replicationof the exact behaviour
patterndisplayedbythemodel. thismethod is effectivewhere the learningob%ective is
development of behavioural skills. research conducted bysimon andwerner points out
that this training method is one of the most effective methods for interpersonal and
computer skills training. the characteristics of behaviour modelling process are as
follows: presentation of the re(uired key behavioural skill presentation of the
concept behind the key behaviour trainer pointing out the critical behaviours to
observe in a model demonstration of keybehaviour by the model practice by the
trainees of themodelled behaviour evaluation of practice feedback fromthe trainer
in simple words, the behaviour modelling training session consists of presentation of
key behaviour skills, explanation of the rationale behind the behaviour, practice of the
behaviour by the trainees, evaluation of the model)s performance and trainees)
performance and feedback. behaviour modelling as a training method is verypopular
with trainers as it canbe used for any type of skill training. to make this method more
effective, trainers have started using videomodelling and feedback. *. on$the$%ob
training &o%t' method o%tmethod is one the oldest types of trainingmethods. it refers to
recruits learning at work under the supervision of a line manager or a
supervisor.according to p. swamidass, +o%t is the preferred method for training
employees for new technology and increasing skills in the use of existing
technology.)o%t is a useful method for training fresh recruits and newly promoted
employees, for orienting transferred employees and for skill enhancement. for
training, o%t uses skilled
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workers who double up as trainers. o%t is considered to be informal and unstructured
asmost instructions are at the worksite. it is characterized by: unstructured
instructionpattern lack of specific training ob%ective lack of systematic learning
contents absence of formal trainers as training is given by skilled employees despite
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its unstructured and informal nature, o%t has the following advantages: it can be
adapted to suit the abilities of the trainees. since training is at %ob site, it can be
immediately applicable. companies save on trainer cost, training site cost, etc. since
trainees learnon actual %ob task, skill transferabilitybecomes smooth. the
onlyproblemwitho%t is its unstructured nature which can contribute to ineffective
employees. hence for o%t to be effective, it has to be structured and systematic.
structured o%t)s are planned programs which achieve learning through the following
steps: trainee observes the skilled worker perform. trainee is explained the
procedure throughout the performance. trainee practises under the trainer
supervision. continuous feedback is provided by the trainer. by practising
repeatedly, the trainee learns the task. o%t has numerous forms and some of them are
discussed in detail in the following paragraphs. &i'apprenticeship: according to r.w.
glover, +apprenticeship is a work study trainingmethodwithbothon$the$%ob and
classroomtraining.) in india, the definition of apprentice is provided by theapprentices
act /". according to thisact, apprenticeship trainingmeans +a course of training in
any industryor establishment undergone in pursuance of a contract of apprenticeship
and under prescribed terms and conditionswhichmaybedifferent for different
categories of apprentices). in an apprentice programme, the duration of training is
clearly specified. for instance, indiannavy has an apprentice programme where a
trainee spends four years learning the specific skill. most apprenticeships are in skilled
trades like machinists, welders, electricians, etc. apprenticeship training does involve
some amount of classroominstruction also.according toa. h. howard, theo%taspect of
apprenticeship programcan bemade effective by including modelling, practice,
feedback and evaluation.apprenticeship programs are attractive to trainees due to two
factors: firstly, theyare paid stipends during the apprenticeship and secondly, most
apprenticeships result in full employment. &ii' coaching: +coaching)as a term is closely
associated witho%t. coaching is for middle and upper level employees, while o%t is for
lower level workers. the
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termcoaching refers to one$on$one instruction for improvingknowledge and ability.
coaching is normally used to deal with problems associated with performance
deficiency. coaches canbe outside specialists or experiencedworkers fromwithin the
organization. outside specialists are used to dealwith specific issues related to middle
and upper managements. according to evered and selman, the main difference between
coaching and o%t is that in coaching the coach continues to guide the subordinate for
sometime even after the latter)s performance levels have increased. coaching by nature
is more collaborative than other methods of o%t. coaching as a training method is used
where skill development is the learning ob%ective. &iii' mentoring: mentoring refers to
the relationship that develops between a senior and a %unior employee.as amentor, the
senior guides the %unior and explains himthenuances oforganizational functioning.
infact, mentoring facilitates the %unior)s ad%ustment within the organizational set up.
unlike coaching that focuses on the performance aspects which are more technical in
nature, mentoring focuses on attitude development. mentors advise their %uniors on
what to do, how to do it, how to manage organizational politics, etc. /. %ob instruction
techni(ue &%it' the original%itwas first used inproductionduring theworldwar ii as a
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systematic method to train people as quickly as possible to meet the war demands.
components of the original jit practised during the worldwar ii jit are still used. jit
consists of the following four steps: (i) plan or preparation (ii) present (iii) trial (iv)
follow up let us now discuss the four steps of jit in detail. (i) preparation: the skilled
worker-cum-trainer looks at the training fromhis point of view, thereby failing to
understand the needs of the trainee. for instance, while teaching a trainee, the skilled
worker may not eplainsome of the operations because he thinks theyare etremely
simple. the point is, in an unstructuredojt, the job to be learnt is not writtendownand
understood systematically. this prevents the trainees fromreceiving effectiveojt. hence,
the first step in jitis preparation which includes systematic analysis and documentation
of the job. on the basis ofdocumentation, the trainer prepares a specific instructional
plan for the trainee. for learning success, learning environment matters and so thenet
step in this stage is the creationof learning environment. this is done byproviding the
trainee withorientation, familiari!ing the trainee with training programand steps ofojt.
"age: #$%employee training and development notes self-instructional material #&$ (ii)
present: according to l. gold, this stage consists of four activities: tell, show,
demonstrate and eplain. the trainer first starts byverbally eplaining the job, the
nature of the task, and as he eplains the job he shows the trainee the different aspects
of the job. please note that showing is not actually doing the job or demonstrating the
job. when the trainer shows the job, he is actuallypointing out to the trainee the
location of the equipment, the rawmaterials, the spare parts and other aspects of the
equipment. after familiari!ing the trainee with the job and the equipment associated
with it, the trainer proceeds to demonstrate how to performthe job. the trainer at this
stage actually performs the job for visual observation of the trainee. at this stage, the
trainee is epected to watch and learn.as he performs the job, the trainer eplains the
importance of the job'why it is done'and speaks about the safety regulations, etc.
(iii) try out: during this stage, the trainee displays his retention and recall ability first
byverbally recalling themethod of doing the job and then byactuallyperforming the job
in the presence of the trainer. this stage of trying out allows the trainer to give
constructive feedback after observing the trainee perform the job. mistakes committed
by the trainee are rectified at this stage. (iv) followup: followup refers to the efforts
made by the trainer to keep track of his trainee(s job performance. the trainer follows
the job performance of his trainee even after the latter(s training programme is over.
the motive behind such a follow up effort is to prevent the trainee fromdeveloping bad
work habits or practices. ojt is an effective method for skill enhancement, but the issue
of competent trainer raises questions regarding the method(s efficiency. broadly
speaking, the qualities of a good trainer are technical and training competence and the
ability to motivate. ojt(s reliance on skilled workers to train ineperienced workers
raises questions about trainer(s competency. organi!ations tend to use structuredojt(s
to negate the issue of trainer(s competency. popular computer-based training
techniques delivery of training programmes and technology share a very close
relationship, as a change in technologyhas an instant effect on trainingmethods. for
instance, when video technologydeveloped, the trainingworld adopted it to provide
trainees with audio video stimulation to enhance learning. even classroomteaching
could not escape the technical advancements, as is evident from the increasing use of
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smart boards instead of black or white boards. presently, it is computers which have
entered the training roomand learning world.with computers coming within reach of
common man and the internet becoming easily accessible, trainers have started
developing computer based training programs for effective learning. organi!ations
have also startedwaking up to the following advantages of computer based training
methods:
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computers provide instructional consistency. 7 computers enable learning in privacy,
which suits sensitive employees. 7 computer training is usually interactive, reducing
training time. 7 computers considerably reduce training delivery costs. 7 computer
based interactive training enables continuous following of trainee(s learning progress.
7 computers allow increased access to trainingmaterials. according to hannum,
8computer-based training is an interactive training eperience inwhich as computer
provides the learning stimulus the trainee must respond, and then the computer
analyses the responses and provides feedback to the trainee.( in other words,
computer-based training is an interactive training method that combines elements of
lecture, demonstration and one-on-one and simulationmethods, thusallowing the
learner to have real-world learning eperience. computer based training includes
multimedia, interactive videos and other software devices which can be used on a
personal computer. popular computer-based training methods are discussed as follows:
#. programmed instruction programmed instruction was first enunciated by skinner in
a paper titled the science of learning and theart of teaching. skinner believed that
comple ideas can be easily taught in small progressive steps, which are reinforced
immediately for each response or answer. he felt that such immediate feedback can
serve as powerfulmotivator for learning. based on the conceptual foundation provided
byskinner, programmed instructionmade its entry in trainingworld in the #)*,s and
since then it has progressed rapidly and gained acceptance as a useful trainingmethod.
programmed instruction is also known as self-paced training. it is known as self-paced
because learning occurs at the pace set by the trainee. the concept behind programmed
instruction is very simple9 it is about breaking up the lesson into as many segments as
possible. each learning segment has to be mastered before the trainee progresses to the
net lesson. the programme determines the trainee(s learning through his responses to
the questions. in case the trainee is unable to answer the questions correctly, he is
given more eercises to practise until he has mastered the segment. in this method the
learner progresses from lesson to lesson in a pre-designed course of instruction.
programmed instruction is effective in teaching facts and concepts, updatingpreviously
learnt skills, or providing new skills. in programmed instruction, the training contents
are designed for a specific topic, e.g., leadership skills. the learning objectives and
instructional goals are clearlyeplained to the trainee.as a trainingmethod,
programmed instruction has the following characteristics:
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each traineeworks individuallyon the programmed instruction. 7 each trainee learns the
learning content at his own pace. 7 learning content is divided into different segments.
7 each segment is presented to the trainee individually. 7 learning outcome is decided
by the programme on the basis of trainee response. 7 programme feedback includes
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explanations on trainees incorrect responses. programme enables practice of a
segment till the trainee masters it. after mastering one segment, the traineemoves on
to the next segment. strengths of programmed instruction the strengths of programmed
instruction as a training method are as follows: well designed programmes give
immediate feedback which enables immediate correctionon trainees part. instruction
canbe closelymatched to trainees ability. instruction can be designed to suit
individual trainees learning style. all correct responses are reinforced at once and
this makes the trainee aware that he is making progress and this itself acts as a
motivation for learning. training can proceed in the absence of trainer. limitations of
programmed instructions the limitations of programmed instruction as a training
method are as follows: poorlydesigned programs can be repetitive. the trainee
trainer face to face interaction is not possible. 2. the intelligent tutoring system its!
its refers to instructional systemthat contains artificial intelligence components. its has
three kinds of environment, which are as follows: i! tutoring: it refers to systematic
attempt to increase the trainees understanding of a content domain. ii! coaching: it
refers to the practice of skills by trainee in an artificial environment. iii! empowering:
it refers to trainees freedom to explore the content of the training program. one of the
features of its is that it not only guides the trainee but also chooses the appropriate
level of instruction for the trainee.as the trainee interacts
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with the programme, its learns fromthe process what worked with the trainee and what
did not and on this basis, its alters the training programme to suit individual
needs.according to hyde and 'ohnson, the following are the components of its: expert
knowledge base component: it is the set of knowledge about what is correct. trainee
model component: it records and stores information of the trainees performance
alongwith his responses. training sessionmanager component: it is the most vital
component of its. this component reads and interprets trainees responses and decides
on further instructional action(whether to take the instruction to the next level or to
keep the trainee in the same segment as he needs more practice. in fact, it is this
component that decides the nature of feedback. training scenario generator
component: it decides the level of difficulty of the practice problems that is to be
given to the trainees. it responds after the training manager component decides on the
nature of the feedback. the response of this component is entirely based on the
interpretation of the training sessionsmanager. user interface component: it is that
part of hardware which allows the trainee to interact with the its. the hardware canbe
keyboard with cord or without cord, mouse with or without cord, etc. according to
seidel, park and pere), the following features of itsdistinguish it fromprogrammed
instruction: it cangenerate instructionwhich corresponds to individual trainees needs
and abilities. it is interactive as it can respond to the trainees *ueries. it creates a
model of trainees learning process. it can interpret trainees response and respond
accordingly with feedback. it candecide on the trainees level of understanding. it
can interpret the responses and decide ona corresponding instructional strategy. the
onlydrawback that its suffers vis&+&vis programmed instruction is the cost factor of
developing an appropriate its. if we take out the cost factor from e*uation, its is
amuchmoreeffective trainingmethod thanprogrammed instruction. ,. interactive
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multimedia training multimedia training combines audio-visual training methodswith
computer based training. multimedia creates training environment byintegrating
graphics, images, text, audio and animation for the trainee to interact and learn. an
interactive multimedia is effective in training people than the static classroombased
text method.
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ey element here is interactivity. interactivity and simulation improve comprehension
and retention of material. the interactive multimedia training applications canbe
delivered, when the employees need training most and where it is more convenient to
them, at their des top or in their offices. the advantages of interactive multimedia
training are as follows: ! the process of interaction with the content provides a strong
learning reinforcement that significantlyincreases content retention. !
interactionwithmaterial creates involvement with the learning process. ! trainees learn
at their own pace and control the se"uence of learning. ! interactivity creates the most
efficient path to masteryof the content. ! visuals and audio are tools which facilitate
clearer understanding. ! interactive systems provide for and accommodate different
learning styles to maximi#e the trainee$s learning efficiency. ! interactive media
provides consistent reliable training delivery. ! interactive multimedia training reduces
delivery costs. ! interactive multimedia training provides immediacy of training,
bringing training online, when and where it is needed to decrease down-time. !
computer-based interactive training allows the trainee immediate access to context
sensitive help screens. on the downside, interactive multimedia suffers fromfollowing
shortcomings: ! developing interactivemultimedia training programmes canbe
prohibitively expensive for some less resourceful companies. ! interactive multimedia
is effective in certain training areas but can be ineffective in such training areas which
re"uire subtle behavioural cues or cognitive processes. ! some trainees suffer
fromtechnologyanxietyand may resist fromusing this technologyoriented
trainingmethod. ! regular updating of interactivemultimedia trainingmaterial canbe a
problem as developing regular updates involves cost and time. %. virtual reality in
technical terms, virtual reality is a high-end user-computer interface that involves real-
time simulation and interactions through multiple sensorial channels. these sensorial
channels are visual, auditory, tactile, smell and taste &burdea'coiffet(. in simple
words, virtual reality is a simulation inwhich computer graphics are used to replicate
reality. fromthe trainingpoint of view, virtual realityenhances training experience
byproviding trainees with a three-dimensional learning experience. by using
sophisticated hardware and software, the trainees can view virtual model and interact
andmove about in the simulated environment. for effective learning, multiple senses
have to be stimulated and virtual reality is extremely effective in
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stimulatingmultiple senses. devices lie headsets and, gloves &which provide sense of
touch(, motion platforms, audio interface, +-dmodels, etc. allow the trainee to
experience ,presence$ despite being not there physically. this ind of virtual
experience canbe used for providing training inhandling dangerous e"uipments or
expensive e"uipments. the advantage here is that trainees can learn to operate
dangerous machinerywithout rising their lives. in this replicated world of virtual
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reality, the trainee learns by interacting with the three-dimensional images to
accomplish specific training objectives. the only issue that plagues virtual reality as
training method is simulator sickness due to prolonged exposure to virtual
environment. check your progress 1. when is the demonstration method used! 1".
what is a role playmethod! 1#. why do most trainees find apprenticeship programmes
attractive! 1$. what are the four steps of jit! 1%. list the teacher-centredmethods of
training. &'. what is performance demonstration! &1. what are the limitations of
programmed instructions! &&. what are the phases in the systems approach to training.
&(. list the steps usually considered for designing a training programme. (.
evaluation of training training should be evaluated to determine its effectiveness. the
basic criteria available to evaluate training programmes are) *i+ reactions of
participants) one of the simplest and most common approaches to training evaluation
is assessing participants reactions. participants can give us insights into the content
and techni,ues that they find most useful. potential ,uestions to trainees may include
,uestions like) - what were your learning goals fromthis programme! - did you
achieve them! - would you recommend the same training programme to others! -
what suggestions do you have for making the training programme effective! *ii+
performance of trainees) beyondwhat participants think about the training, it might be
a good idea to see whether the trainees actually learned anything. testing knowledge
and skills before beginning a training programme gives a baseline standard on trainees
that can be measured again after training to determine improvement. the training
programme, trainers ability and
.age) 1$'employee training and development notes self-instructional material 1#(
trainees abilityare evaluated on the basis of ,uantityofcontent learned and time in
which it is learned and learners ability to use or apply the content learned. *iii+
performance of the training itself) it is necessary to evaluate the training programme
itself. the methodology of evaluation consists of setting up a control group and an
experimental group and follows a four-tier system*i+ by the subordinate *ii+ by the
superior *iii+ by the peers, and *iv+ by the trainee in terms of observed behaviour
before and after training. *iv+ behavioural change in the trainees) even after an
effective training programme the trainees may not demonstrate behaviour change back
on the job. transfer of training refers to the effective application of principles learned
to what is re,uired on the job. there are several methods for assessing transfer of
learned skills back to the job. these include observations of trainees, interviewswith
trainees managers and examinationof trainees post-training performance appraisals.
*v+ organi/ational effectiveness) some of the results-based criteria used in evaluating
training include increased productivity, fewer employee complaints, decreased costs
and waste and profitability. the ultimate result of the training programme should
contribute to the organi/ational goals. if the training is to be effective, the organi/ation
should be the prime object. for this, we should diagnose organi/ationneeds as a
prere,uisite. we have to find out the ills that challenge the organi/ations effectiveness
*both now and in the future+ and that should form the base for action. (..1 kirkpatrick
model of training evaluation companies spend substantial amount of money, energy
and time on training and development of their employees. afour-level training
evaluation proposed and developed bydonaldkirkpatrick remains a classic andmost
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comprehensive model that has enormous practical value. these four levels are given as
follows) level i) reactions) one of the simplest and most common approaches to
training evaluation is assessing participants reactions. participants can give us
insights into the content and techni,ues that they find most useful. most of the trainers
and training institutes performlevel i evaluation. level ii) learning) beyond what
participants think about the training, it might be a good idea to seewhether the trainees
actually learned anything. testing knowledge and skills before beginning a training
programme gives a baseline standard on trainees that can be measured again after
training to determine improvement. the training programme, trainers ability and
trainees ability are evaluated on the basis of ,uantityof content learned and time
inwhich it is learned and learners ability to use or apply the content learned. level ii
evaluation helps to understand the effectiveness of trainingdelivery in terms of
participants learning.
.age) 1$11#8 self-instructional material employee training and development notes
level iii) transfer) this involves assessing the benefit of training to work in the
realworld. transfer of training refers to the effective applicationof principles learned to
what is re,uired on the job. there are severalmethods for assessing transfer of learned
skills back to the job. these include observations of trainees, interviews with trainees
managers and examination of trainees post-training performance appraisals. level iii
evaluation is conducted anytime after sixweeks to sixmonths of training delivery. level
iv) business results) the ultimate result of the training programme should contribute
besides the organi/ational goals like increased productivity, fewer employee
complaints, decreased costs and waste, profitability, and so on, and the individual
goals like personalitydevelopment and social benefit to the participant. this is the most
difficult part of the evaluation. this is usually carried out once in a year using survey
techni,ues and business and training data. checkyour progress &8. what are the criteria
to evaluate the effectiveness of training! &. list the four levels of the kirkpatrick
model of training evaluation. &". what does the level iii ofkirkpatricks model of
training evaluation say! &#. when is the level iv ofkirkpatricks model of training
evaluation carried out! (." summary in this unit, you have learned that) - training is
the application of knowledge and it can be defined as a process of learning the
se,uence of programmed behaviour. training gives people an awareness of the rules
andprocedures to guide their behaviour. it attempts to improve their performance on
the current job or prepare them for an intended job. - according to edwin d flippo, the
purpose of training is to achieve a change in the behaviour of the people in order to
enable them to do their jobs better. - training is avital phase ofmanagement control.
one of themeans of reducing accidents, eliminating wastages and increasing ,uality is
training in these areas. the values of training cannot be overemphasi/ed. - the chief
aimof formal education for the manager is to increase his ability to learn
fromexperience. the second aim is to increase his ability to help his subordinates learn
fromexperience. - inductionor orientation training is themethod of introducing
anewemployee into the organi/ationwith a view to gainhis confidence and develop a
sense
.age) 1$&employee training and development notes self-instructional material 1# of
cooperation in him0her. it is a training programme used to induct a new employee into
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the new social setting of his0her work. - the object of job training is to increase the
knowledge of workers about the job with which they are concerned, so that their
efficiency, skills and performance can be improved. - refresher training is arranged for
existing employees in order to provide themanopportunityto revive and also improve
their knowledge.according to dale yoder, refresher training programmes are designed
to avoid personnel obsolescence. - the apprenticeship training systemis widelyused
inmany industries. it is a good sourceof providing the re,uired personnel for the
industry. under this method, both knowledge and skills re,uired for a job are taught to
the employees of a company. - internship training is usuallymeant for those jobswhere
advanced theoretical knowledge is to be backed up by practical experience on the job.
- development is a process that is very educational. in the process of development,
managers learn and ac,uire knowledge in order to achieve the specific tasks and goals
of the organi/ation. - training need refers to the deficiency in an individuals
performance which can only be improved by some kind of training. the deficiency
could be anything fromknowledge to attitude. - training needs identificationrefers to
the process ofdetecting and specifying training needs. this is a process of discovering
or unearthing the training needs at individual and organi/ational levels. - analysis of
training needs refers to the process of examining training needs per se.analysis of
training need is undertaken to determine a specific learning solution to address a
specific training need. in other words, it is the process of determining the best way to
meet the training need. - the needs assessment process broadly consists of data
collection, analysis of data and finding an appropriate solution. - there are three
elements of needs assessment) organi/ational analysis, task analysis and person
analysis. - trainingmethods techni,ues refer to instructionalmethods used for
delivering learning contents. - the trainer led informationor skill givingmethod
*didactic+ method involves giving of information and the most popular method is a
lecture or a demonstration. - the trainer led information seeking methods *socratic+
method involves ,uestioning techni,ues whichfocuses on eliciting information.
.age) 1$(1#" self-instructional material employee training and development notes -
the trainer created, student led methods *facilitative+ method includes discussion based
approaches, projects or self directed assignments, etc. - lecture is the most formal of
training methods, and in training terms, it means a verbal presentation given before the
trainees for instruction and it may be accompanied by visual aids like flipcharts or
projections. - demonstrationmethod is used when the training objective is knowledge
enhancement and skill development. - in the case studymethod, a problemor an issue
with anycompany is written andgivento the trainees. the issuemaybe anything,
frommarketing problem to decision-making situation. - arole playis a trainingmethod
inwhich trainees act inhypothetical situations, in assigned roles, by improvising their
behaviour. trainees are provided with information regarding the context, the general
situation and an outline of their roles. - the aimof simulation method is to provide the
trainee with the feel of work place situation in a controlled setting. this is a method
best suited for imparting skillssuch as pilots sharpening their flying skills onflight
simulators. - the learning objective of business games is development of management
skills, and these games are simulations that try to recreate the functioning of a
companyor an industry. - the behaviour modellingmethod is based on the concept that
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people learn by observing other persons whom they believe to be credible and
knowledgeable. in this method, the trainees are presented with a model (who canbe the
trainer also) that demonstrates the required behaviour and the trainees are expected to
observe and learn from it. according to p. swamidass, onthe!ob training (o!t)
method is the preferredmethod for training employees for new technology and
increasing skills in the use of existing technology."o!t is a usefulmethod for training
fresh recruits and newly promoted employees# for orienting transferred employees and
for skill enhancement. according tor.w. glover, apprenticeship is a work
studytrainingmethod with both onthe!ob and classroom training." coaching"as a
termis closelyassociated witho!t. coaching is for middle and upper level employees,
while o!t is for lower levelworkers. the term coaching refers to oneonone instruction
for improving knowledge and ability. mentoring refers to the relationship that
develops between a senior and a !unior employee.as a mentor, the senior guides the
!unior and explains him the nuances of organi$ational functioning. programmed
instruction is also known as selfpaced training. it is known as selfpaced because
learning occurs at the pace set by the trainee. the
%age& '()employee training and development notes selfinstructional material '**
concept behind programmed instruction is very simple# it is about breaking up the
lesson into as many segments as possible. training should be evaluated to determine
its effectiveness. +.* key terms training& it is the application of knowledge and it can
be defined as a process of learning the sequence of programmed behaviour.
internship training& it is usuallymeant for those !obs where advanced theoretical
knowledge is to be backed up by practical experience on the !ob.
trainingmeasurement& it is a process that is used to measure the progress of the learner
as well as of instructors toward the ob!ectives and goals of the organi$ationor
business. baseline& it is an initial or starting point that is used to measure the future
changes. training need& it refers to the deficiency in an individual"s performance
which can onlybe improved by some kind of training. training needs identification& it
refers to the process of detecting and specifying training needs. analysis of training
needs& it refers to the process of examining training needs per se.analysis of training
need is undertaken to determine a specific learning solution to address a specific
training need. training methods techniques& they refer to instructional methods used
for delivering learning contents. lecture& it is the most formal of training methods,
and in training terms, it means a verbal presentation given before the trainees for
instruction and it may be accompanied by visual aids like flipcharts or pro!ections.
orientation& giving introductory informationwith regard to the direction and the
content of the presentation. enthusiasm& elaborating the importance of training
content to generate enthusiasmamong the audience. teaching demonstration& it is a
method which combines lecture and demonstration. it is effective in situations where
the training ob!ective is knowledge and skill development. in this method, the trainer
first verbally explains the process or procedure, and then goes on to demonstrate the
process or procedure. a role play& it is a training method in which trainees act in
hypothetical situations, in assigned roles, by improvising their behaviour.
%age& '(,'*( selfinstructional material employee training and development notes
structured role play& this type of role playis used to develop interpersonal skills.
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spontaneous role play: unlike structured role play, in a spontaneous role play, there is
no elaborate outlining of the character that happensmore as a result of the nature of
interactions among the trainees. this type of role play is not used to develop any
specific skills; it aims at just providing the trainee with some behavioural
introspection. single role play: it refers to playing of allocated roles by a chosen
group of trainees, while the rest watch and observe the performance. multiple role
play: unlike single role play, in multiple role play, all the trainees are divided into
groups and all groups take turn inplaying the roles assigned to them. role rotation: in
this type of role play, the roles are rotated among different set of trainees so as to
allow different approaches to the same role. in role rotation, a trainee first enacts the
role. simulation: it is represents the replication of environment, processes, and
situations that occur in a work situation/environment. behaviour modelling method:
it is based on the concept that people learn by observing other persons whom they
believe to be credible and knowledgeable. apprenticeship: according to r. w. glover,
apprenticeship is a work study trainingmethod with both onthejob and classroom
training.! coaching: coaching!as a term is closely associated with ojt. programmed
instruction: it is also known as selfpaced training. it is known as selfpaced because
learning occurs at the pace set by the trainee. tutoring: it refers to systematic attempt
to increase the trainee!s understanding of a content domain. coaching: it refers to the
practice of skills by trainee in an artificial environment. empowering: it refers to
trainee!s freedom to e"plore the content of the training program. e"pert knowledge
base component: it is the set of knowledge about what is correct. trainee model
component: it records and stores information of the trainee!s performance alongwith
his responses. training sessionmanager component: it is the most vital component of
its. this component reads and interprets trainee!s responses and decides on further
instructional action#whether to take the instruction to the ne"t level or to keep the
trainee in the same segment as he needs more practice.
$age: %&'employee training and development notes selfinstructional material %()
training scenario generator component: it decides the level of difficulty of the practice
problems that is to be given to the trainees. user interface component: it is that part
of hardware which allows the trainee to interact with the its. *.& answers to check
your progress! %. the purpose of training is to achieve a change in the behaviour of the
people in order to enable them to do their jobs better. +. the japanese approach to
training is called as the ,en approach. *. according to confucius approach, the purpose
of training is promotion. -. according tomcgregor, three different purposes of training
are as follows: .i/ ac0uiring intellectual knowledge .ii/ ac0uiringmanual skills .iii/
ac0uiring problemsolving skills 1. the five different types of training are as follows:
inductionor orientation training job training refresher training apprenticeship
training internship training '. the objective of job training is to increase the
knowledge ofworkers about the job with which they are concerned, so that their
efficiency, skills and performance can be improved. (. refresher training is arranged
for e"isting employees in order to provide theman opportunity to revive and also
improve their knowledge. &. internship training is re0uired for jobswhere advanced
theoreticalknowledge is to be backed up by practical e"perience on the job. ). some of
the major benefits of training to an organi,ation are as follows: highproductivity
$age %++ of %)1
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less supervision prevention ofmanpower obsolescence economical operations
prevention of industrial accidents improvement of quality greater loyalty
standardization of procedures better organizational climate
Page: 187180 self-instructional material employee training and development notes 10
t!e basic requirements of a learner are as follows: willingness to grow and
e"perience willingness to be involved eagerness for feedbac# ability to overcome
reluctance and fears confidence about learning 11 training measurement is a process
used to measure t!e progress of t!e learner as well as of instructors toward t!e
ob$ectives and goals of t!e organization or business 1% atraining need refers to t!e
deficiency in an individual&s performance w!ic! can only be improved by some #ind
of training t!e deficiency could be anyt!ing from#nowledge to attitude training need
assessorsw!ile writing t!e training need clearlydefine t!e need inprecise be!avioural
terms 1' met!ods for training needs assessment are selected by t!e organizations on
t!e basis of t!e following factors: type of information needed level of detail
required time cost number of people involved in t!e process disruptionof
routinewor# comple"ityof information required validity( reliabilityand adaptability
1) t!e proactive training needs assessment is orientedmore towards future !uman
resource requirements in t!is approac!( t!e !uman resource department develops
plans and implements strategies to ensure t!at t!e company !as t!e necessary
personnel for vital $obs based on t!e future #nowledge and s#ill requirements 1* t!e
demonstrationmet!od is used w!en t!e trainingob$ective is #nowledge en!ancement
and s#illdevelopment t!e s#ills canbe anyt!ing fromtec!nical to software(
fromdecisionma#ing to mar#eting presentation( and so on 1+ arole playis a
trainingmet!od inw!ic! trainees act in!ypot!etical situations( in assigned roles( by
improvising t!eir be!aviour trainees are provided wit! information regarding t!e
conte"t( t!e general situation and an outline of t!eir roles 17 most trainees
findapprentices!ipprograms attractive becauseof t!e following two reasons: ,i- t!ey
are paid stipends during t!e apprentices!ip ,ii- most apprentices!ips result in full
employment
Page: 188employee training and development notes self-instructional material 181 18
t!e four steps of $it are as follows: ,i- plan or preparation ,ii- present ,iii- trial ,iv-
follow up 1. t!e following are t!e teac!er-centred met!ods: lecture lecture and
discussion mentoring guided discussion demonstration controlled discussion
tutorial %0 t!e performance demonstrationmet!od is effective for imparting training in
using newequipment or tec!nology in t!ismet!od( anoperator or an e"pert
demonstrates t!e w!ole operation or wor#s on t!e equipment and t!e trainees are
e"pected to watc! and learn t!is met!od is primarily used in factories to train trainees
in !andling equipments %1 t!e limitations of programmed instructions are as follows:
poorlydesigned programs can be repetitive t!e trainee/trainer face to face
interaction is not possible %% t!e four p!ases in t!e systems approac! to training are
as follows: p!ase 1: conducting t!e needs assessment p!ase %: designing t!e training
programme p!ase ': implementing t!e training programme p!ase ): evaluating t!e
training programme %' t!e following steps are usually considered necessary
discovering or identifying training needs preparing t!e instruction or getting readyfor
t!e $ob preparing t!e trainee presenting t!e operation try out t!e
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traineesperformance follow-up or rewards and feedback 24. the basic criteria to
evaluate the effectiveness of training are as follows: reaction of participants
performance of trainees performance of the training itself behavioural changes in
the trainees organizational effectiveness
Page: !"!2 self-instructional material emplo#ee training and development notes 2$.
the four levels of thekirkpatrickmodel of training evaluationare as follows: level i -
reaction level ii - learning level iii - transfer level iv - business results 2%. the level
iii ofkirkpatricksmodelof training involves assessing the benefit of training to work in
the realworld. this refers to effective application of principles learned to what is
re&uired on the 'ob. 2(. the level iv ofkirkpatricksmodel of training evaluation is
carried out once in a #ear using surve# techni&ues and business and training data. )."
&uestions and e*ercises short-answer &uestions . what are the purposes of training+ 2.
what are the benefits of training for emplo#ees+ ). what are the differences between
training and development+ 4. howwould #oumeasure training+ $. what is the role of
training in anhr grand strateg#+ %. briefl# e*plain the role of training in knowledge
retention. (. howwould #ou anal#se training needs+ !. what are the advantages and
disadvantages of the interview method of needs assessment+ ". what is thearmstrongs
classification of training techni&ues+ ,. write a short note on programmed
instruction. . what are the criteria for evaluating training programmes+ long-answer
&uestions . define training. what are thedifferences between training and
development+ 2. e*plain the variousmethods of imparting training. ). discuss the
essential features of a good training programme. 4. e*plain the selectionof a training
method. $. discuss the benefits of training to organizations and emplo#ees. %. what are
the different t#pes of training methods+discuss. (. e*plain s#stems approaches to
training. !. -training should be evaluated to determine its effectiveness.e*plain.
Page: ",emplo#ee training and development notes self-instructional material !)
)., further reading agarwal. r.d. d#namics of personnel management in india.
newdelhi: tata mcgraw-hill. "((. a&uinas. p.g. human resource management:
principles and management. newdelhi: vikas publishing house. 2,,%. basu. k.s.
newdimensions in personnel management. newdelhi: macmillan. "(2. beach. d.s.
personnel: the management of people at work. new #ork: macmillan. "($. chandan.
'.s. modernmanagement. newdelhi: vikas publishinghouse. "!%. drucker. peter.
management tasks. responsibilities and practices. new#ork: harper and row. "(4.
flippo. edwin b. principles of personnel management. new#ork: mcgraw-hill. "!,.
french. wendell. personnel management process: human resource administration.
boston: houghtonmifflin. "((. michael. v.p. human resource management and human
relations. mumbai: himala#a publishing house. ""$. monappa. a. and m.s. sa#adain.
personnel management. new delhi: tata mcgraw-hill. "(". terr#. g.r. principles of
management. homewood: richard d. irwin. "(,. kohli. uddesh /sinha. dharui. hrd-
global challenges and strategies in 2,,, a.d. newdelhi. istd maheshwari. b.l.and sinha.
dharni p. management of change through hrd. newdelhi. tata mcgraw- hill. silvera.
d.n.. hrd: the indian e*perience. delhi new india da#al. ishwar. designing hrd s#stems.
concept publishinghouse: newdelhi. nair. m.r.r. and t.v. rao. e*cellence through hrd.
newdelhi. tatamcgraw-hill virmani. b.r. / rao. kala. economic restructuring.
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technolog# transfer and hrd. newdelhi: response books. dessimone. r.l. human
resource management. mumbai: thomson learning.
Page: "!4 self-instructional material emplo#ee training and development notes
case stud# hotel mangalore private ltd hotel mangalore private ltd.. is located in
hampankatta. mangalore. it is at a distance of one km from mangalore railwa# station.
though started about two #ears ago. it is now attracting business customers from all
over the countr#. mr. r.k shett# who has served in five star hotels in mumbai and
chennai wants to make it the number one hotel in mangalore. the staff and emplo#ees
of this hotel are recruited locall#. since most of them do not have an e*perience of
working in five star hotels. the# do not have the attitudes and skills to deal with the
hotels customers. in contrast. the supervisor# staff are &ualified. with degrees in hotel
management and have undergone intensive training in five star hotels in mumbai
before 'oining hotel mangalore. however their assistants in the front office. lobb#.
restaurant. kitchen and housekeeping. do not have an# formal training in their
respective 'obs. the supervisor# staff therefore finds it difficult to give them suitable
instructions. the emplo#ees and staff are not of the standard e*pected of them from the
business customers. who compare the service at hotel mangalore with other five star
hotels. of late. there have been increasing number of complaints about general
cleanliness. housekeeping. room service and service at restaurants. mr shett# called a
number of meetings with departmental heads and supervisor# staff. the# strongl#
recommended a formal training programme for staff and emplo#ees of the hotel. it
was therefore agreed that suitable training be given to the staff and emplo#ees.
however. the supervisor# staff do not wish to relieve the staff during working hours
and the staff are not willing to attend the training programme after the working hours.
#ou have been appointed as management consultant for hotel mangalore and have
been asked to give a comprehensive training plan for the emplo#ees giving the needs.
duration of training. contents. methodolog#. resource persons. and a formal appraisal
method to evaluate the effectiveness of the training programme. &uestions: . how will
#ou make a comprehensive training plan for all the staff who needs to be given
training+ 2. what would be the contents of the training programme+ ). how will #ou
assess the training needs+ 4. how will #ou motivate the staff to be trained for attending
the training programme+
Page: "2management development. career planning and performance appraisal notes
self-instructional material !$ unit 4 management development. career planning and
performance appraisal structure 4., introduction 4. unit ob'ectives 4.2 management
development: nature and purpose 4.2. need and importance of management
development 4.2.2 ob'ectives of management development 4.2.) on-the-'ob and off-
the-'ob methods of management development 4.) career planning 4.). aims and
ob'ectives of career planning 4.).2 need for career planning 4.).) benefits of career
planning 4.).4 process of career planning 4.4 performance appraisal 4.4. ob'ectives
of performanceappraisal 4.4.2 uses of performanceappraisal 4.4.) purpose of
performanceappraisal 4.4.4 process of performanceappraisal 4.4.$ essentials of a good
appraisal s#stem 4.4.% methods or techni&ues of performance appraisal 4.4.( problems
and issues of performanceappraisal 4.4.! wa#s for improving performanceappraisals
4.$ summar# 4.% ke# terms 4.( answers to -check #our progress 4.! &uestions and
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exercises 4.9 further reading 4.0 introduction in this age of professionalization of
management, importance of executive or management development cannot be
minimized. executive talent is themost vital asset of an organization. executive or
management development refers to a long-term educational process. it utilizes a sys-
tematic and organized procedure by hich managerial personnel learn conceptual and
theoretical !noledge. the executive or management development is re"uired due to
various factors. the performance of a company depends upon the "uality of its
managers. obsolescence of managerial s!ills is another factor, hich calls for
continuous executive development. there is a shortage of trained managers. thus, the
#age$ %9&%'( self-instructional material management development, career planning
and performance appraisal notes organizationneeds to develop the talented employees
andmaintain an inventory of executive s!ills to meet the future demands. the
ob)ectiveof career planning is tomatch individual potentialfor promotion and
individual aspirations ith organizational needs and opportunities. it ma!es sure that
the organization has the right people ith the right s!ills at the right time. once career
aspirations and goals of employees are !non, there is a need to analyse various
career opportunities available to offer under prevailing career paths in the
organization. performance appraisal plans are designed to meet the needs of the
organization and the individual. performance appraisal helps to have comparative
orth of employees. appraising employee performance is, thus, useful for
compensation, placement and training and development purposes. 4.% unit ob)ectives
after going through this unit, you ill be able to$ * understand the need of executive
development * !no the methods of executive development * understand career
planning * understand the various aspects of performance appraisal * define post-
appraisal analysis and !no its essential characteristics 4.+ management development$
nature and purpose executive ormanagement development is a long-termeducational
process utilizing a systematic and organized procedure by hich managerial personnel
learn conceptual and theoretical !noledge. development is a related process. it
covers not only those activities hich improve )ob performance but also those hich
bring about grothof the personality and help individuals in the progress toards
maturity and actualization of their potential capacities so that they become not
onlygood employees but also better human beings. in organizational terms, it is
intended to e"uippersons to earnpromotion and holdgreater responsibility. training a
person for a bigger and higher )ob is development. according to harold!oontz and
cyrilodonnell$ developing a manager is a progressive process in the same sense that
educating a person is. neither development nor education should be thought of as
something that can ever be completed, for there are no !non limits to the degree one
may be developed or educated. manager development concerns the means by hich a
erosion
#age$ %94management development, career planning and performance appraisal notes
self-instructional material %', cultivates those s!ills hose application ill improve
the efficiency and effectiveness ith hich the anticipated results of a particular
organizational segment are achieved. according to g.r. terry$ management
development should produce change in behaviour hich is more in !eeping ith the
organization goals than the previous behaviour. the change fre"uently consists of a
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number of small steps resulting from training but the cumulative effect is
considerable. it is also basic that a terminal behaviour is identified before the
development efforts starts. thus, executive or management development implies that
there will be a change in knowledge and behaviour of the individuals undergoing
development programme. the individualwill not onlybe able to performhis jobbetter
but also increase his potential for future assignments through the acquisition,
understanding and use of new knowledge, insights and skills. self-development is an
important concept in the whole programme ofmanagement development. 4.2. need
and importance of management development in this age of !professionali"ation of
management# the importance of executive development cannot be minimi"ed.
executive talent is the most important asset of an organi"ation.according to peter
drucker, !an institution that cannot produce its ownmanagers will die. from
anoverallpoint ofviewthe abilityofan institution to produce managers ismore important
than its ability to produce goods efficiently and cheaply.#the need for executive
development is felt because$ % there is a shortage of trained managers. the organi"ation
has to develop the talented employees andmaintain an inventory of executive skills to
meet the future demands. % the performance of a company depends upon the quality of
its managers. executive development, therefore, is of paramount importance to have
effective and desiredmanagerial talents to meet the organi"ation#s demand. %
obsolescence ofmanagerialskills is another factorwhich calls for continuous executive
development. a manager must regularly update himself to successfullymeet new
challenges. 4.2.2 objectives of management development the objectives of executive
or management development are as follows$ % to ensure a steady source of competent
people at all levels to meet organi"ational needs at all times % to prevent managerial
obsolescence by exposing the managers to new concepts and techniques in their
respective fields of speciali"ation
&age$ '()) self-instructional material management development, career planning
and performance appraisal notes % to prepare the employees for higher assignments so
that they may be promoted fromwithin % to develop a second line of competent
managers for future replacements % to promote a highmorale and good organi"ational
climate 4.2.* on-the-job and off-the-job methods of management development
methods ofmanagement development can be classified into two broad categories$ .
on-the-jobmethods 2. off-the-jobmethods. . on-the-jobmethods on-the-jobmethods
include the following$ +i, coaching$as you have learned in the previous section,
coaching is learning throughon-the-jobexperience. coaching involves direct personal
instructions and guidance usuallywith demonstration and continuous critical
evaluation and correction. on-the-job coaching is given by a superior as he teaches job
knowledge and skills to a subordinate. the coaching method offers certain advantages$
% it provides anopportunity to a trainee to develop himself. % it provides quick
feedback to the trainee as well as trainer of what they lack and what measures can be
taken to overcome their shortcomings. +ii, job rotation$ job rotation as a means
ofmanagement development, offers certain positive contributions. it allows the
managers to appreciate the intricacies involved in difficult jobs and how their own
jobs are affected by such intricacies. further, managers may develop broader hori"on
and perspectives of a generalist rather than the narrower hori"on of a specialist. the
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trainee is periodically rotated from job to job so that he acquires a general background
of different jobs. +iii, special projects$ under this method, an trainee is assigned a
project that is closelyrelated to the objectives of his department. the traineewill study
the problemand make recommendations upon it. +iv, committee assignments$ under
this method, an ad hoc committee is constituted and assigned a subject to discuss and
make recommendations. the committeewillmake a studyof the problemand present its
suggestions to the departmental head. the trainees have to work together and offer
solutions to the problem. this method helps trainees to solve an actual organi"ational
problem. the advantage of committee assignments is to help trainees develop
teamspirit and work together towards common goals.
&age$ '7management development, career planning and performance appraisal notes
self-instructional material )' 2. off-the-jobmethods off-the-jobmethods include the
following$ +i, role playing$ role playing as a method of learning that involves human
interaction in an imaginary situation. indrama and play, actors playvarious roles
wherein they assume themselves to be persons whose role they play. similar is the
case in role playing training where the trainee is given a role to play. the role playing
technique is used ingroups where various individuals are given the roles of different
managerswho are required to solve a problem or to arrive at a decision. you have
already read the various aspects of role playingmethod in previous section. +ii, case
study$ the case studymethod of training employs simulated business problems for
trainees to solve. the trainee is expected to studythe information given in the case and
make decisions based on the situation. typically, the case method is used in the
classroomwith an instructor who serves as a facilitator. this method gives the trainee
an opportunity to apply his knowledge to the solution of realistic problems. the case
studymethod has alreadybeendealt with in detail in the previous section. +iii,
conference training$ in this method, the trainer delivers a lecture and involves the
trainees in a discussion so that doubts, if any, are clarified. the conferencemethod is a
group-centred approachwhere there is a clarification of ideas, communicationof
procedures and standards to the trainees. the trainee as a member can learn fromothers.
the conference is ideally suited to learning problems and issues and examining
themfromdifferent angles. +iv, management games$ amanagement game is a classroom
exercise in which teams of students compete against each other to achieve common
objectives. the game is designed to be a close representation of real-life conditions.
here, two or more teams participate depending on the situation, with each teamhaving
four to seven participants. each competing team is given a company to operate in the
light of the situation provided in the game. if designed and conducted properly,
management games contribute in the development of participants in the following
ways$ % the participants develop skills, particularlydiagnostic decision-making skills
and group interactions skills. % participants learn to operate in a competitive
environment +v, sensitivity training, or t group training$ it is an experience in
interpersonal relationships which result in change in feeling and attitudes towards
oneself and others. in sensitivity training, a small group of ten-to-twelve people is
assisted by a professional behavioural scientist who acts as a catalyst and trainee for
the group. there is no specified agenda and a
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Page: 197190 self-instructional material management development, career planning
and performance appraisal notes leaderless group discussion takes placewhere
groupmembers express their ideas and feelings freel! thecandiscuss anthing the
like!as themembers discuss and engage in a dialogue, the are encouraged to learn
about themselves and the wa the should interact with others! "vi# in-basket exercise:
also called $in-tra% method of training, it is built around the $incoming mail%of a
manager! in this method, the participants are given a number of business papers, such
as memoranda, reports and telephone messages, that would tpicall come to a
manager%s desk! one method is to present the exercise to the trainee and to note his
reaction! a slight variation is that business papers are given to the participant and he is
re&uired to act on the informationcontained in these papers! initiallassigning a
priorit to each particular matter is re&uired! through the feedback, the trainee comes
to know his behavioural pattern and tries to overcome the one which is not productive
or functional! thus, he can learn techni&ues of giving priorities to various problems
faced b him! "vii# sndicatemethod: this refers to a method of management
development techni&ue wherein groups of trainees consisting of eight-to-tenmembers
in each group are involved in the analsis of a problem! eachgroup is briefed about the
problem! each group independentldiscusses the issues involved and presents its ideas!
these ideas are then evaluated bgroup members with the help of the trainer! such
exercises are repeated so as to enable the participants to look at the problems in the
right perspectives! this enables trainees to develop decision-making skills! "viii# multi-
management:also known as $'unior-board of executives%, it is a sstem in which
permanent advisor committees are constituted to stud problems of the organi(ations
and make recommendations to top level management! inmulti-management, the
constituted committeesdiscuss actual problems and offer alternative solutions! the
recommendations are made based on the best alternative! "ix# special courses: the
executives mabe re&uired to attend special courses, which are formallorgani(ed b
the enterprise with the help of experts from educational institutions! "x# group
discussions: in thismethod, the executives aregiven topics followed b discussions!
these topics are selected in advance b the trainers and some papers or documents are
given to the executives to guide themabout the previous comments on those topics!
thismethod gives awide circulation of ideas on the same topic and large groups share
their experiences on that particular topic! development programmes help executives in
ac&uiring and developing a variet of skills and knowledge! these skills and
knowledge include:
Page: 19)management development, career planning and performance appraisal notes
self-instructional material 191 1! decision-making skills *! interpersonal skills +! 'ob
knowledge ,! organi(ational knowledge -! general knowledge .! specific individual
needs checkour progress 1! define management development/ *! explain the need for
executive development! +! what are the ob'ectives of executive development/ ,! what
are the two advantages of coaching/ -! what is a management game/ .! name some
off-the-'obmethods of executive development! ,!+ career planning a career is a
se&uence of positions or 'obs held b a person during the course of his working life! it
consists of a series of properl se&uenced role experience leading to an increasing
level of responsibilit, status, power and rewards! according to flippo, 0a career is a
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sequence of separate but related work activities that provide continuity, order
andmeaning in a persons life. douglas t. hall defines career as an individually
perceived sequence of attitudes and behaviours associated with work related
experiences and activities over the span of the persons life. wrether and davis define
various terms of career planning as below: career goals are the future positions one
strives as a part of a career. career planning is the process by which one selects
career goals and the path of these goals. career development is those personal
improvements one undertakes to achieve a personal career plan. career management
is the process of designing and implementing goals, plans and strategies to enable the
organiation to satisfy employee needs while allowing individuals to achieve their
career goals. career planning is not a series ofwork related experiences but a
sequence of attitudes and behaviours associated withwork related activities over the
span of a persons life. career, thus, represents an organied, well!timed and positive
move taken by a person across time and space. apersons career is shaped by many
factors e.g., education, experience, performance, "ob experience, age level or luck.
#age: $%%$%& self!instructional material management development, career planning
and performance appraisal notes defining career planning. normally, employeeswant
to advance and grow in their careers. most individuals develop quite early in life an
idea or a mental image ofwhat career theywould like to pursue. unless an organiation
meets these desires and aspirations of its employees, it cannot make optimumuse of its
human resources. but organiations have their own requirements and constraintswhich
limit their capacityto meet the employee expectations. career planning is an important
technique for productive resolution of this conflict, between the individual and the
organiation. fromemployees viewpoint, career planning can be defined as a
systematic process by which one decides his'her career goals and the path to reach
these goals. fromanorganiations point ofview, career planning stands for the forward
looking employment policies in which employees are helped to plan their careers in
terms of their capacities within the context of organiations needs. (.).$ aims and
ob"ectives of career planning career planning aims at matching individual potential for
promotion and individual aspirations withorganiational needs and opportunities. it is
making sure that the organiation has the right people with the right skills at the right
time. it opens avenues for growth to higher levels of responsibilities for each and
every employee of the organiation through hierarchy of position and training and
development activities to equip the individuals with the requisites for succession. the
principle ob"ectives of career planning are: * to secure the right person at the right time
for the right "ob * to provide adequate career avenues to employees to higher levels of
responsibilities * to strengthen the retention programme of the organiation * to
maintain a contended teamof employees (.).& need for career planning career
planning is necessary due to the following reasons: * to attract competent persons and
retain themin the organiation * to provide suitable promotional opportunities * map
out careers of employees suitable to their ability, and their willingness to be trained
and developed for higher positions * to ensure better utiliation ofmanagerial
reserveswithin an organiation * to reduce employee dissatisfaction and turnover * to
correct employee placement * to improve employee morale and motivationbymatching
their skills to "ob requirements
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Page: 200management development, career planning and performance appraisal notes
self-instructional material 193 to achieve higher productivity and organization
development to provide guidance and encourage employees need to fulfil their
potentials !3!3 "enefits of career planning career planning helps employees enhance
their #o"performance, there"y increasing the overall effectiveness of the organization!
$hen employees are developed for future positions, the organization is assured of
%ualified and committed employees to replace the higher level employees! in short,
career planning "enefits not only the individual employees "ut also the organization!
ta"le !1 e&plains the "enefits of a career development system! ta"le !1 "enefits of a
career development system managers'supervisors employees organization increased
s(ill in careers helpful assistance $ith career decisions "etter use and management of
o$n employee)s o$n s(ills greater retention of valued employees enrichment of
present #o" and increased #o" satisfaction dissemination of information at all
organizational levels "etter communication "et$een manager and employee "etter
communication "et$een employee and manager "etter communication $ith the
organization as a $hole more realistic staff development more realistic goal planning
and e&pectations greater retention of valued employees productive performance
appraisal discussions "etter feed"ac( on performance e&panded pu"lic image as a
people developer greater understanding of the organization current information on the
firm and the future increased effectiveness of personnel systems enhanced reputation
as a people developer greater personal responsi"ility for career greater clarity of
organization goals source: z! "! lei"o$itz, c! farren and "!l (aye, designing career
development systems, #ossey-"ass ca: san francisco *19+,- page . !3! process of
career planning career planning is a process to assist the employees to achieve a "etter
match "et$een their career goals and the opportunities availa"le in theorganization!
the career planning process generally involves the follo$ing steps: 1! identifying
individual needs and aspirations: it is necessary to identify and communicate the
career goals, aspirations and career anchors of every employee "ecause most
individuals may not have a clear idea a"out these! therefore, an analysis of the
employee career anchors, aspirations and goalsmust "e done through o"#ective
assessment! this assessment is "ased onpersonnel inventory! personnel inventory$ill
reveal the age, %ualifications, e&perience and aptitude of present
Page: 20119 self-instructional material management development, career planning
and performance appraisal notes employees! appraisal of employees is then carried out
to identify the employees having the necessary potential for clim"ing up the ladder
and are $illing to "e promoted and to ta(e up higher responsi"ilities! such appraisal
$ill reveal three categories of employees: *i- employees $ho are already fit and$illing
to ta(e up higher responsi"ilities! *ii- employees $ho have the potential and
$illingness to ta(e up higher responsi"ilities "ut $ould need training to refine their
e&pertise! *iii- employees $ho have the capacity to ta(e up higher responsi"ilities "ut
lac( the interest or desire! organizations have to ta(e the aspirations of the first t$o
categories of employees and outline career paths for them! 2! analysing career
opportunities once career aspirations and goals of employees are (no$n, there is a
need to analyse various career opportunities availa"le to offer under prevailing career
paths in the organization! career paths can"e determined for each position! it is also
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necessary to analyse career demands in terms of knowledge, skills, experience,
aptitude, etc. long-termand short-term career goals can be defined after relating
specific jobs to different career opportunities. career paths indicate career progression.
here also, since many employees maynot be aware of their own career progression
path, it needs to be made known to them. at a particular level, there maybe young
direct recruits as well as older persons who have risen to the level throughpromotions.
the former aspire for quick career progression due to their better education and
training. the latter cannot be expected to move up very high due to their limited
professional education. therefore, promotions and direct recruitment at every
levelmust be so planned as to ensure a fair share to each group. this is called age
balance in career paths. 3. identifying congruence and incongruence: at this stage, a
mechanism for identifying congruence between the employee career aspirations and
the organiational career system is developed. this helps to identify specific areas
where mismatch or incongruence prevails. for this purpose, specific jobs are related to
different career opportunities. suchmatching helps to develop realistic career goals for
both long termand short term. !.action plans and periodic review:alternative strategies
and action plans for dealing withmismatches are formulated and implemented. some
of the strategies used are as follows: " changes in career system by creating new career
paths, new incentives, new rewards by redesigning jobs for lateral movement " change
in the employee#s hopes and aspirations by creating new needs, new goals and new
aspirations " seek new basis of integration through problem solving, negotiations,
compromises, etc.
$age: %&%management development, career planning and performance appraisal notes
self-instructional material '() " training and development of suitable people so as to
meet the needs of both the individuals and the organiation. after initiating these
strategies, it is also necessary to reviewthe same every nowand then. reviewwill
indicate to employees inwhichdirection the organiation is moving, what changes are
likely to take place and what skills are needed to adopt to the changing needs of the
organiation. alpin and gester have suggested a framework of career planning process
aimed at integrating the individual and organiational needs. this is presented in the
figure !.': feedback individual needs and aspirations personal counselling and
assessment individual development placement on career path organiational needs and
opportunities personal planning and career information formal training and
development programmes synthesiing complementing fig. !.' career planning
process source: alpin, j c and gester d k. *career development: an integration of
individual and organiational needs# personnel, march-april '(+,, american
management association: newyork. after an employee has been selected for a job, has
been trained to do it and has worked on it for a period of time, his performance should
be evaluated. performance appraisal or merit rating is the mechanismto assess the
contribution of all human resources working at each level of the organiationduring a
specific period of time. performance appraisal enables the employees to know as to
how they are performing in comparisonwith the set standards. checkyour progress +.
what are the aims of career planning- ,. why is career planning necessary- !.!
performance appraisal according to wendell french, *performance appraisal is the
formal, systematic assessment ofhowwell employees areperforming their jobs
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inrelation to established standards, and the communication of that assessment to
employees.#
$age: %&3'(6 self-instructional material management development, career planning
and performance appraisal notes according to flippo, *performance appraisal is the
systematic, periodic and an impartial rating of an employee#s excellence in matters
pertaining to his present job and his potential for a better job.# according to dale yoder,
*performance appraisal includes all formal procedures used to evaluate personalities
and contributions andpotentials of group members inaworking organiation. it is a
continuous process to secure information necessary for making correct and objective
decisions on employees.# according to c.d. fisher, l.f. schoenfeldt and j.b. shaw,
*performance appraisal is the process bywhich an employee#s contribution to the
organiation during a specified period of time is assessed.# these definitions make it
clear that performance appraisal refers to the method of evaluating the behaviour of
employees in the workplace, usually incorporating both the quantitative and
qualitative aspects of job performance. it is a systematic and objective way to evaluate
both work-related behaviour and potential of employees. it is a process to determine
and communicate to an employee how he is performing the job and ideally
establishing a plan of improvement. it emphasies individual development. now, it is
used to evaluate the performance of all the human resourcesworking at all levels of
organiation. it evaluates the performance of technical, professional andmanagerial
staff. !.!.' objectives of performance appraisal performance appraisal plans are
designed to meet the needs of the organiation and the individual. it is
increasinglyviewed as central to good human resource management. performance
appraisal could be taken either for evaluating the performance of employees or for
developing them. the evaluative purpose has a historical dimensionand is concerned
primarilywith looking back at howemployees have performed over a given time
period, compared with required standards of performance. the developmental purpose
is concerned with the identification of employee#s training and development needs. the
appraisal of employees#serves several useful purposes such as: " providing feedback: it
serves as a feedback to the employee. it tells him what he can do to improve his
present performance and go up the *organiational ladder#. the appraisal thus
facilitates self-development. it also makes the employee aware of his key performance
areas. " providing inputs compensation: it provides inputs to systemof rewards. the
approach to compensation is at the heart of the idea that raises should be given for
merit rather than for seniority. " providing a database: it provides a valid database for
personal decisions concerning placements, pay, promotion, transfer etc.appraisal also
makes the employee aware of his keyperformance areas. permanent performance
appraisal records of employees help management to do planning without relying upon
personal knowledge of supervisors who maybe shifted.
$age: %&!management development, career planning and performance appraisal notes
self-instructional material '(+ " helping personal development: performance appraisal
can help reveal the causes of good and poor employee performance. through
discussions with individual employees, a line manager can find out why
theyperformas they do and what steps can be initiated to improve their performance. "
facilitating training and development programme: by identifying the strengths
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andweaknesses of anemployee, it serves as a guide for formulating a suitable training
and development programme to improve his performance. it can also
informemployees about their progress and tell themwhat skills they need to develop to
become eligible for pay rises and.or promotions. " providing a basis for promotion: it
can serve as a useful basis for job change or promotion. by establishing whether the
worker can contribute stillmore in a different or a higher job it helps in his suitable
promotion and placement. if relevant work aspects are measured properly, it helps in
minimiing feelings of frustration of those who are not promoted. " improving
supervision: the existence of a regular appraisal systemtends to make the supervisors
more observant of their subordinates because they know that they will be expected
periodically to fill out rating forms and would be called upon to justify their estimates.
this improves supervision. job analysis job descriptionand job specification
establishing standards of performance communicating performance standards to
employees measuringactual performance comparingactual performance with and
discuss the appraisalwith employees standards initiating corrective action, if necessary
fig. !.% performance appraisal process performance appraisal helps to have
comparative worth of employees. appraising employee performance is, thus, useful for
compensation, placement and training and development purposes. in the words ofm.w.
cummings, * the overall objective of performance appraisal is to improve the
efficiencyof enterprise by attempting to mobilie the best possible efforts
fromindividual employed in it.
$age: %&)'(, self-instructional material management development, career planning
and performance appraisal notes such appraisals achieve four objectives including the
salaryreviews, the development and training of individuals, planning job rotation and
assistance promotions#. the information can also be used for grievance handling and
keeping the record. it helps in improving the quality of supervision and better the
employee-employer relationship. !.!.% uses of performance appraisal performance
appraisal is a significant element of the information and control system in
organiation. performance appraisal has the following uses: " it provides valuable
information for personnel decisions such as pay increases, promotions, demotions,
transfers and terminations. the information provided forms the basis for suitable
personnel policies. " it provides feedback about the level of achievement and
behaviour of subordinates, rectifying performance deficiencies and to set new
standards of work, if necessary. it also identifies individuals with high potential who
can be groomed up for higher positions. " it tells a subordinate how he is doing and
suggesting necessary changes in his knowledge, behaviour and attitudes. it thus
provides information, which helps to counsel the subordinate. it also serves to
stimulate and guide employee#s development. " it analyses training and development
needs. these needs can be assessed because performance appraisal shows people who
require further training how to remove their weaknesses. by identifying the
weaknesses of an employee, it serves as a guide for formulating a suitable training and
development programme to improve his performance inhis present work. " it serves as
means for evaluating the effectiveness of devices used for the selection and
classification of employees. it therefore helps to judge the effectiveness of
recruitment, selection, placement and orientation systems of the organiation. " it
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facilitates human resource planning and career planning, permanent performance
appraisal records of employees helpmanagement to do human resource
planningwithout relying upon personal knowledge of supervisors. it promotes a
positive work environment, whichcontributes to productivity. when achievements are
recognized and rewarded on the basis of objective performance measures, there is
improvement in work environment. performance appraisal therefore, provide the
rational foundation for incentives, bonus, etc. the estimates of the relative
contributions of employees helps to determine the rewards and privileges rationally.
it tends to make the supervisors and executives more observant of their subordinates
as they are aware that theywould be expected periodically to fill out rating forms and
would be called upon to justify their estimates. this knowledge results in improved
supervision.
Page: !"management development, career planning and performance appraisal notes
self#instructional material $%% it records protect management from charges of
favouritism and discrimination. employeegrievance can also bereduced as it helps to
develop confidence among employees. &.&.' purpose of performance appraisal
organizations use performance appraisals for three purposes: $. administrative: it
commonlyserves as an administrative tool byproviding employers with a rationale for
making many personnel decisions, such as decisions relating to pay increases,
promotions, demotions, terminations and transfers. . employee development: it
provides feedback on an employee(s performance. appraisal data can also be used for
employee development purposes in helping to identify specific training needs of
individuals. '. programme assessment: programme assessment re)uires the collection
and storage of performance appraisal data for a number ofuses. the records can show
how effective recruitment, selection and placement have been in supplying a )ualified
workforce. it is generally accepted that performance appraisals serve one or more of
the following purposes: to create andmaintain a satisfactory level of performance*
to meet an individual(s development needs* to bring about better operational or
business needs* to facilitate fair and e)uitable compensation based on performance*
to help the superiors to have a proper understanding about their subordinates* to
provide information useful for manpower planning by identifying employees with a
potential for advancement* and to facilitate for testing and validating selection tests,
interview techni)ues throughcomparing their scoreswithperformance appraisal ranks.
&.&.& process of performance appraisal performance appraisal is planned, developed
and implemented through a series of steps. these steps are explained as follows: step $:
job analysis, job description and job specification: performance appraisal is a process
not to be undertaken in isolationof various human resources functions. it begins with
job analysis, job description and job specification. these help in establishing the
standard performance. step : establishing standards of performance: appraisal
systems re)uire performance standards, which serve as benchmarks against which
performance is measured. the standards set for performance must be clearly defined
and
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and performance appraisal notes unambiguous. it should be attainable byevery
employees. to be useful, standards should relate to the desired result of each job.
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performance standards must be clear to both the appraiser and the appraisee. the
performance standards or goals must be developedwith the supervisors to ensure that
all the relevant factors have been included. where theoutput canbemeasured,
thepersonalcharacteristics, which contribute to employee performance, must be
determined. goals must be written down. theymust be measurable within certain time
and cost considerations. step 3: communicating performance standards to employees:
performance appraisal involves at least two parties; the appraiser who does the
appraisal and the appraisee whose performance is being evaluated. the performance
standards specified in the second step above are to be communicated and explained to
the employees (both appraiser and appraisee) so that theyknowwhat is expected of
them. feedback should also be given so that there is no confusion or misunderstanding.
through feedback themanager knows that the informationhas reached the employees. if
necessary, the standards may be revised or modified in the light of feedback obtained
fromthe employees and evaluators.as pointed out by deceno and robbins, !too many
"obs have vague performance standards and the problemis compounded when these
standards are set in isolation and do not involve the employee#. step $: measuring
actual performance: after the performance standards are set and accepted, the next step
is to measure actual performance. this re%uires choosing the right techni%ue
ofmeasurement, identifying the internal and external factors influencing performance
and collecting information on results achieved. it can be affected through personal
observation, written and oral reports from supervisors. the performance of different
employees should be so measured that it is comparable. performance measures, to be
helpful must be easy to use, be reliable and report on the critical behaviours that
determine performance. performance measures may be ob"ective or sub"ective. (i)
ob"ective performance measures: ob"ective performance measures are indications of
"ob performance that canbe verified byothers and are usually %uantitative. ob"ective
criteria include: & %ualityof production & degree of training needed & accidents in a
given period & absenteeism & length of service (ii) sub"ective performance measures:
sub"ective performance measures are ratings that are based on the personal standards
of opinions of those doing the evaluation and are not verifiable byothers. sub"ective
criteria include:
'age: ()*management development, career planning and performance appraisal notes
self+instructional material (), & ratings by supervisors & knowledge about overall
goals & contribution to socio+cultural values of the environment it should be noted here
that ob"ective criteria could be laid down while evaluating lower level "obs, which are
specific and defined clearly. this is not the case with middle level and higher+level
positions that are complex and vague. step -: comparing actual performance with
standards and discuss the appraisal with employees: actual performance is compared
with the predetermined performance standards. actual performance maybe better than
expected and sometimes it may go off track. deviations, if any, from the set standards
are noted.along with the deviations, the reasons behind themare also analysed and
discussed. such discussions will enable an employee to know his weaknesses and
strengths. the former are discussed so that the employee is motivated to improve his
performance. the assessment of another person#s contribution and ability is not an easy
task. it has serious emotional overtones as it affects the self+esteemof the appraisee.
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any appraisal based on subjective criteria is likely to be questionedby the appraisee
and leave him quite dejected and unhappy when the appraisal turns out to be negative.
step 6: initiating corrective action, if necessary: the last step in the process is to initiate
corrective action essential to improve the performanceof the employee. corrective
action is of two types: (i) the employee, canbewarned so that he himself canmake
necessaryattempts to improve his performance. but this is not enough or proper. (ii)
throughmutual discussionswith employees, the steps required to improve performance,
are identified and initiated. the reasons for low performance are identified and
initiated. the reasons for low performance should be probed, is taken the employee
into confidence and motivated for better performance. training, coaching, counselling
etc. are eamples of corrective actions that help to improve performance. !.!."
essentials of a good appraisal system a sound appraisal systemshould complywith the
following : # reliability and validity: the systemshould be both valid and reliable. the
validityof ratings is the degree to which they are truly indicative of the intrinsicmerit
of employees. the reliabilityof ratings is the consistencywith which the ratings are
made, either by different raters, or by one rater at different times. bothvalidityand
reliabilityresult fromanobjective database. appraisal systemshould provide consistent,
reliable and valid information and data, which can be used to defend the organi$ation
%even in legal challenges.
&age: '()'(' self*instructional material management development, career planning
and performance appraisal notes # job relatedness: the evaluators should focus on job*
related behaviour and performance of employees. in order to focus attention on
behaviour under the employee+s control, ratersmust become familiarwith the observed
behaviour. it is also necessary to prepare a checklist so as to obtain and review job
performance related information. ratings should be tied up with actual performance of
units under the rater+s control. the information generated through evaluators should be
tailored to the needs of the organi$ation, performance requirements and norms of
behaviour. multiple criteria should be used for appraisal and it should be done
periodically rather than once a year. # standardi$ation: well*defined performance
factors and criteria should be developed. appraisal forms, procedures, admini$tration
of techniques, ratings, etc., should be standardi$ed as appraisal decisions affect all
employees of the group. it willhelp to ensure uniformityand comparison of ratings.
appraisal techniques should measure what they are supposed to measure. they should
also be easy to administer and economical to use. # practical viability: the
techniquesshould bepracticallyviable to administer, possible to implement and
economical to undertake continuously. it must have the support of all line peoplewho
administer it. if the line people think it is too theoretical, too ambitious, too unrealistic,
or that ivory*tower staff consultantswho have no comprehension of the demands on
timeof the line operators have foisted it on them, theywill resent it. # training to
appraisers: the evaluators or appraisers should be provided adequate training
inevaluating the performance of the employeeswithout any bias. they should also be
given training in philosophy and techniques of appraisal. theyshould be
providedwithknowledge and skills indocumenting appraisals, conductingpost appraisal
interviews, rating errors, etc. familiarity with rating errors can improve rater+s
performance and this may inject the needed confidence in appraisers to look into
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performance ratings more objectively. # open communication: the systemshould be
open and participative. not only should it provide feedback to the employees on their
performance, it should also involve themin the goal setting process. this helps in
planning performance better. the employees should activelyparticipate inmanaging
performance and in the ongoing process of evaluation. the superior should play the
role of coach and counsellor. the overall purpose of appraisals should be
developmental rather than judgemental. # employee access to results: employees
should receive adequate feedback on their performance. if performance appraisals
weremeant for improving employee performance, then withholding appraisal result
would not serve
&age: ',(management development, career planning and performance appraisal notes
self*instructional material '(- any purpose. if the result of appraisal is negative and
goes against the employee, it needs to be immediatelycommunicated to himso that he
may improve his performance or he may go for appeal before the appropriate authority
in casehe is not satisfied. this will enable themanagement to gain the confidence of the
employees. # clear objectives: the appraisal system should be objective oriented. it
needs to fulfil the desired objectives, such as determining the potential for higher jobs
or for sanction on annual increment in the salaryor for granting promotion or for
transfer or to know the requirements for training. the objectives should be relevant,
timelyand open. the appraisal systemshould be fair so that it is beneficial to both the
individual employee and the organi$ation. the systemshould be adequately and
appropriately linked with other subsystems of human resource management. # post*
appraisal interview: after appraisal, an interviewwith the employee should be
arranged. it is necessaryto supplyfeedback, toknow the difficulties under which the
employees work and to identify their training needs. the appraiser should adopt a
problem solving approach in the interview and should provide counselling for
improving performance. # periodic review: the systemshould be periodically evaluated
to be sure that it ismetting its goals. not only is there the danger that subjective criteria
maybecomemore salient than the objective standards originally established, there is
the further danger that the systemmay become rigid in a tangle of rules and
procedures, manyof which are no longer useful. # not vindictive in nature: it should be
noted by the eecutives at the helm of affairs of the organi$ations that the aimof
performance appraisal or any systemfor thatmatter is to improveperformance,
organi$ational effectiveness and to accomplishorgani$ational objectives and not to
harass the employees and workers of the organi$ations who are the vital human
resource. !.!.6 methods or techniques of performance appraisal anumber of different
performance appraisalmethods or techniques are available for evaluating the
performance of the employees. these methods try to eplain howmanagement can
establish standards of performance and devise ways and means to measure and
evaluate the performance. there is no fool proofmethod of evaluating the performance
of employees. every method suffers from certain drawbacks in spite of some merits.
these methods can broadly be divided into traditional and modernmethods (figure !.-).
&age: ',,'(! self*instructional material management development, career planning
and performance appraisal notes ,. unstructured method '. straight ranking method -.
paired comparison method !. man*to*man comparison method ". grading method 6.
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graphic rating scale method 7. forced choice method 8. checklist method 9. weight
checklist method 10. free essay method 11. critical incidents method 12. field review
method 13. confidential report method 14. forced distribtion method 1. behavioral
anhored rating scale method ! . 2. reslt oriented appraisal or mbo method 3.
assessment centre method 4. hman resorce acconting method ". psychological
appraisal method #. 3#0 degree appraisal bars$ performance appraisal techni%es
traditionalmethods modern methods fig. 4.3 performance appraisal methods 1.
traditional methods& these methods are the old methods of performance appraisal
based onpersonal %alities like knowledge' capacity' (dgement' initiative' attitde'
loyalty' leadership' (dgement etc. the followingare the traditionalmethods of
performance appraisal. 1. nstrctred method& nder this method' the appraiser has to
describe his impressions abot the employee nder appraisal in an nstrctred
manner. this is a simple method of performance appraisal. the rater has to list his
comments specifically on %alities' abilities' attitde' aptitde and other personal traits
of the employees. this makes the method highly sb(ective in natre. 2. straight
ranking method& in this techni%e' the evalator assigns relative ranks to all the
employees in the same work nit doing the same (ob. employees are ranked from the
best to the poorest on the basis of overall performance. this method is also highly
sb(ective and lacks fairness in assessing the realworth of an employee. 3. paired
comparison method& ranking becomes more reliable and easier nder the paired
comparisonmethod. thismethod is an attempt to improve pon the simple ranking
method. nder this method employees of a grop are compared with one another at
one time. if there is a grop of five employees a' b' c' d and e' then a)s performance is
compared with that of b)s and decision is taken as to whose performance is better.
similarly' a)s performance is compared with c' d' and e and decisions regarding
comparatively better performance are taken. comparison is made on the basis of
overall performance. the nmber of comparisons to be made can be decided on the
basis of the following formla&
*age& 212management development' career planning and performance appraisal notes
self+instrctional material 20" ! , 1$ n n n where n is the nmber of persons to be
compared. this method is illstrated in figre 4.4. employees rated performance
compared with a b c d e final rank a - , , 3 b - , 2 c - 1 d , , , - 4 e , , , , - "
figre 4.4 ranking employees throgh paired comparison method note 1& here' pls !$
sign means the employee is considered better and mins !,$ sign means worse than the
other employee in the pair. note 2& c gets the highest nmber of pls signs !4 pls
signs$ and therefore his rank is the highest !rank no.1$ note 3& e gets the lowest
nmber of pls signs !nil$ and therefore his rank is the lowest !rank no."$ the paired
comparisonmethod ismore reliable bt themethod is not sitable when large nmber of
employees is to be evalated. 4. man+to+man comparison method& in man+to+man
comparison method' the performance of an employee is evalated by obtaining ratings
abot their performance from the evalators. ateamof evalators is involved in giving
ratings to the employee performance. eachmember of the teamgives the appropriate
ratings' lowest' low' middle' high and highest performers' to the employees. these
ratings are then sed to determine the appraisal procedre for a particlar employee.
themainbenefit of thismethod is that the ratings are based on the real performance of
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the employees. however, the drawback of this technique is that the ratings given by
each evaluator may not be consistent because each evaluator has his or her own
scaling criteria making it difficult to evaluate an employees performance correctly. 5.
grading method: under this technique of performance evaluation certain categories
ofworth are determined inadvance and theyare carefullydefined. these selected and
well defined categories include
Page: 2!2"# self$instructional material management development, career planning
and performance appraisal notes grade %afor outstanding grade %b for very good
grade %c for average grade %d for poor etc. these grades are based on certain selected
features such as knowledge, &udgement, analytical ability, leadership qualities, self$
e'pression etc. the actual performance of employees is compared with the above
grades and employees are allotted grades that speak for their performance. #. graphic
rating scale method: perhaps the most commonlyused method of performance
evaluation is the graphic rating scale. the evaluator is asked to rate employees on the
basis of &ob related characteristics and knowledge of &ob. evaluator is given printed
forms. the performance is evaluated on the basis ofthese traits on a continuous scale. it
is a standardi(ed, quantitative method of performance appraisal. the scores are
tabulated indicating the relative worth of each employee. poor average good e'cellent
note: &ust above the category notions an uninterrupted line is provided. the rater can
tick at any point along its length. ). forced choice method: this method was developed
duringworldwar ii for evaluating the performance ofamericanarmypersonnel. the
evaluators rate the performance as high, moderate or low and escape the important
responsibility assigned to them. the primary purpose of the forced choice method is to
correct the tendencyof a rater to give consistentlyhigh or low ratings to all the
employees. this methodmakes use of several sets of pair phrases, two of which may be
positive and two negative and the rater is asked to indicatewhich of the four phrases is
the most and least descriptive of a particular worker.actually, the statement items are
grounded in such a way that the rater cannot easily &udge which statement applies to
the most effective employee. the evaluator is forced to select from each group of
statements *normally two+. the statements maybe the following. *i+ good work
organi(er. *ii+ shows patience with slow learners. *iii+ dishonest or disloyal. *iv+
careful and regular. *v+ avoid work. *vi+ hard working. *vii+ cooperates with
fellowworkers. *viii+ does not take interest in work.
Page: 2,management development, career planning and performance appraisal notes
self$instructional material 2") from the above list of statements, favourable statements
are marked plus andunfavourable statementsaremarked (ero. under thismethod
sub&ectivity of evaluator is minimi(ed. -. checklist method: achecklist represents, in its
simplest form, a set of ob&ectives or descriptive statements about the employee and his
behaviour. the rater checks to indicate if the behaviour of an employee is positive or
negative to each statement. the performance of an employee is rated on the basis
ofnumber of positive checks. the following are someof the sample questions in the
checklist. . is the employee regular on the &ob/ yes0no . is the employee respected by
his subordinates/ yes0no . is the employee always willing to help his peers/ yes0no .
does the employee follow instructions properly/ yes0no . does the employee keep the
equipment in order/ yes0no the ob&ections to this method are: *i+ it is difficult to
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construct a good checklist. (ii) a separate checklist is needed for each job because
statements used in one checklist to evaluate one category of workers cannot be used in
another checklist to evaluate other categoryofworkers. 9. weighted checklist method:
the checklist provides to the evaluator containing statements relating to work related
behaviour of the employees. every statement is given equal importance. however,
under weighted checklist the items having significant importance for organiational
effectiveness are givenweightage. thus, inweighted checklist, weights are assigned to
different statements to indicate their relative importance. !". free essay method: under
this method no quantitative approach is undertaken. it is open#ended appraisal of
employees. the evaluator describes in his own words what he perceives about the
employee$s performance. while preparing the essayon the employee, the rater
considers the following factors: (i) job knowledge and potential of the employee. (ii)
employee$s undertaking of the company$s programmes, policies, objectives, etc. (iii)
the employee$s relations with co#workers and superiors. (iv) the employee$s general
planning, organiing and controlling ability. (v) the attitudes and perceptions of the
employee in general. the description is e%pected to be as factual and concrete as
possible. an essaycanprovide a good dealof information about the employee especially
if the evaluator is asked to give e%amples of each one of his judgements. !!. critical
incidents method: under this method, the performance of the worker is rated on the
basis of certain events that occur during the
&age: '!('") self#instructional material management development, career planning
and performance appraisal notes performance of the job (i.e., the evaluation is based
onkey incidents). these critical incidents or events represent the outstanding or poor
behaviour of employees on the job. the rater maintains logs on each employee,
whereby he periodically records critical incidents of workers behaviour.at the end of
the ratingperiod, these recorded critical incidents are used in the evaluation of the
workers$ performance. the critical incidents method helps to avoid vague impressions
and general remarks as the rating is based on actual records of behaviour*
performance. the feedback fromactual events can be discussedwith the employee to
allow improvements. the rater can fully defend his ratings on the basis of his record.
!'. field review method: in this method, a hr specialist interviews line supervisors to
evaluate their respective subordinates. the interviewer prepares inadvance the
questions to be asked. byanswering these questions, a supervisor gives his opinion
about the level of performance of his subordinate, the subordinate$swork progress, his
strengths andweaknesses, promotion potential, etc. the evaluator takes detailed notes
of the answers, which are thenapproved byconcerned supervisor. the concerned
supervisor then approves these. these are then placed in the employee$s personnel
service file. since an e%pert is handling the appraisal process, in consultationwith the
supervisor, the ratings aremore reliable. however, the useofhre%perts makes this
approach costly and impractical for manyorganiations. !+. confidential report
method: a confidential report by the immediate supervisor is stillamajor detriment of
the subordinate$s promotionor transfer. this isa traditional formofappraisal used
inmost government organiations. it is a descriptive report prepared, generallyat the
end of everyyear, by the employee$s immediate superior. the report highlights the
strengths and weaknesses of the subordinate. the disadvantages of this method are as
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follows: it involves a lot of subjectivitybecause appraisal is basedon impressions
rather thanon data. no feedback is provided to the employee being appraised and,
therefore, its credibility is very low. themethod focuses on evaluating rather
thandeveloping the employee. the employee who is apprised never knows his
weaknesses and the opportunities available for overcoming them. of late, owing to
pressure fromcourts and trade unions, the appraisee has to give the details of a
negative confidential report. 14. forced distribution method: one of the errors in rating
is leniency; of clustering a large number of employees around a high point on a rating
scale. the forced distribution method seeks to overcome this problemby compelling the
rater to distribute the ratees on all points on the rating scale.
age: !1"management development, career planning and performance appraisal notes
self#instructional material !$% the primarypurpose of the forced choicemethod is to
correct the tendency of a rater to give consistentlyhigh or low ratings to all the
employees. the forced distributionmethod operates under the assumption that the
employee performance level conforms to a normal statistical distribution. generally, it
is assumed that employee performance levels conform to a bell#shaped curve. the
major weaknesses of the forced distribution method are: the assumption that
employee performance levels always conformto a normal distribution. the forced
distributionmethod is not acceptable to raters and ratees, especiallywhenmembers are
all of high ability. the results of the forced choicemethod maynot be useful for
training employees because the rater himself does not know how he is evaluating the
worker. !. modernmethods: modernmethods are an improvement over the traditional
methods. modernmethods are an attempt to remove defects fromold methods. these are
discussed below: 1. behaviourally anchored rating scales &bars': it is designed to
identify critical areas of performance of a job. under this method the behaviourally
anchored ratings scales are outlined to recogni(e the critical areas of effective and
ineffective performance behaviour for getting results. the evaluator is re)uired to
observe the behaviour of the employee while performing the job. he then compares
these behavioural observations with the behaviourally anchored rating scales. this
method is more valid and e*pected to givemore reliable results as it minimises
theerrors inperformance appraisal. it identifiesmeasurable behaviour and is
thereforemore scientific. following are some of the important features of barsmethod:
performance areas of the employees that need to be assessed are determined and
described by the individuals who will use the scales. the scales are attached with the
e*planations of the actual job behaviour to represent particular levels of performance.
all the areas of performance that need to be e*amined are based on the observable
behaviours and are significant to the job, which is being evaluated because bars are
customi(ed for the job. as the raters who will use the scales actively participate in the
development process, they are more dedicated to the final product. bars were
introduced to present results to improve the performance of the employees of a
company. bars also help in overcoming rating errors. !. result oriented appraisal or
mbo techni)ue: the result#oriented appraisals are basedon the concrete performance
targets, which are usually
age: !1+!1$ self#instructional material management development, career planning
and performance appraisal notes established by superior and subordinates jointly.
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objectives &mbo' have known this procedure asmanagement. muchof the initial
impetus formbowas provided bypeter drucker &1%,4' and bydouglasmcgregor &1%"$'.
drucker first describedmbo in 1%,4 in the practice of management. drucker pointed to
the importance of managers having clear objectives that support the purposes of those
in higher positions in the organi(ation. mcgregor argues that by establishing
performance goals for employees after reaching agreement with superiors, the
problems of appraisal of performance are minimi(ed. mbo in essence involves nothing
clearlydefined goals of an employee in agreement with his superior. refinements
brought out bygeorge odione, valentine, humble and others have enriched the concept
and made it more acceptable as an appraisal techni)ue. mbo process involves the
following four steps: the first step is to establish the objectives by the superiors that
should be attained by each employee. these objectives are used to evaluate the
performance of each employee in the organi(ation. the second step is to set the
standards for evaluating the performance of the employees. as employees perform,
they know fairly well the standards against which their performance is to be judged.
the third step is to compare the actual level of attained objectives with the objectives
set by the organi(ation. the evaluator depicts the reasons for the objectives that were
not met. this step helps in determining the needs to provide training to the employees
of the organi(ation. the fourth or final step is to establish new strategies for the
objectives that were not met. this step involves active participation of superiors and
subordinates in setting objectives. this process is most useful at the managerial and
subordinate level. mbo does not apply to the assembly line workers whose jobs have
less fle*ibility and their performance standards are already defined. -. assessment
centre method: this method of appraising was first applied in thegermanarmy in 1%-$.
later business organi(ations also started using this method. this is not a techni)ue of
performance appraisal by itself. in fact, it is a system, where assessment of several
individuals is done byvarious e*perts byusing various techni)ues. in this approach,
individuals fromvarious departments are brought together to spend two or three days6
working on an individual or group assignment similar to the ones they would be
handling when promoted. evaluators observe and rank the performance of all the
participants. e*perienced managers with proven ability serve as evaluators. this group
evaluates all employees both individuallyand collectivelybyusing simulation
techni)ues
age: !17management development, career planning and performance appraisal notes
self#instructional material !11 like role playing, business games and in basket
e*ercises. assessments are done generally to determine employee potential for
promotion. following are the drawbacks of this method: it is costly: organi(ations
have to pay for the travel and lodging cost of the employees to be assessed.moreover
theworkofanorgani(ation also suffers for the time period they are away from the job.
also the companies have to pay heavy e*penditure in establishment of assessment
centres. the centre staff is not influenced by the )uality of work: centre staff is
influenced by the subjective elements, such as social skills and personality of the
employee, rather than the )ualityof their work. it demorali(es an employee: a
negative report for an employee may demorali(e an employee. it may have an adverse
effect on the behaviour and work of an employee who is not promoted. it promotes
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unhealthy competition: it promotes strong and unhealthy competition among the
employees that are assessed. it puts overemphasis on centre results: this method lay
over emphasis on the result of the centre, which is based on judgment of employees
over a short span of time. 4. human resource accounting method: human resources are
a valuable asset of anyorgani(ation. this asset canbe valued in terms ofmoney.when
competent, and well#trained employees leave an organi(ation the human asset is
decreased and vice versa. human resource accounting deals with cost of and
contribution of human resources to the organi(ation. cost of the employee includes
cost of manpower, planning, recruitment, selection, induction, placement, training,
development, wages and benefits etc. employee contribution is the money value of
employee service which can be measured by labour productivity or value added by
human resources. difference between cost and contributionwill reflect the performance
of employees. human resource accountingmethod is still in the transition stage. the
contribution made by employee can be measured in terms of output. if the cost
incurred on employee is greater than the contributionmade, it is needed to find out the
causes of low performance, analy(e it and then make a proper check to control such
causes. in case the contribution is more or e)uivalent to the cost incurred, then also
reviewfor future reference is re)uired. the various techni)ues under human resource
accounting methods are: probationary reviews informal one#to#one review
discussions counsellingmeetings
age: !1%!1! self#instructional material management development, career planning
and performance appraisal notes observation on the job skill# or job#related tests
assignment or task followed by review, including secondments &temporary job cover
or transfer' survey of opinion of others who have dealingswith the individual
graphology &handwriting analysis' all these techni)ues are related to each other. the
manager must keep a written record of all these for future reference. ,. psychological
appraisals: psychological appraisals are conducted to assess the employee potential.
large organi(ations recruit full#time psychologist to assess the future performance of
the employees. psychological appraisals include in#depth interviews, psychological
test, and discussions with supervisors. psychological appraisals are conducted to
assess the following features of the employees: intellectual abilities
emotionalstability reasoning and analytical abilities sociability interpretation and
judgement skills motivational responses ability to foresee the future psychological
evaluation canbe done either to evaluate the performance of employees for a particular
jobopening or to assess the futurepotential of all employees globally. psychological
appraisal results are useful for decision#making about employee placement, career
planning and development, and training. ". -"$ degree appraisal: it is a method of
appraisal in which employees receive their performance feedback fromtheir boss,
colleagues, customers, peers and their own subordinates in the organi(ation. this form
of performance evaluation can be very beneficial to managers because it
typicallygives thema muchwider range of performance#related feedback than a
traditional evaluation. this method helps individuals to know their strengths
andweaknesses and thus, helps themto develop their interpersonal skills. it also
improves communication between employees and their customers, as they will be able
to know what the customers think about them. thus, it is an efficient method to
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improve interpersonal skills of employees and to attain higher customer satisfaction
level. the following are some of the drawbacks of this method: it is possible that the
teammember can have personal problemswith the employee and thus, he maynot take
honest decision.
Page: 220management development, career planning and performance appraisal notes
self-instructional material 2! it involves lot of time re"uired in selecting the team
that will rate the performance, preparing "uestionnaires, and analysing the collected
information. #.#.$ problems and issues of performance appraisal none of the methods
for appraising performance is absolutely valid or reliable. each has its own strengths
and weaknesses. in spite of knowing that a completely error-free performance
appraisal can onlybe an ideali%ed model, we can isolate a number of factors that
significantly impedeob&ective evaluation. thema&or problems in performance appraisal
are: . rating biases most appraisalmethods involve &udgements. the performance
appraisal process and techni"ues relies on the evaluator who has his ownpersonal
biases, pre&udices and idiosyncrasies. it would be na've to assume that all evaluators
will impartially appraise their subordinates. the evaluator or raters biases include (i)
leniency and strictness error: errors of leniency are caused by the tendencyof the
lenient rater to put most of the ratees on the higher side of the scale, while the tough
rater places themon the lower side of the scale. this is so because every evaluator has
his own value system, which acts as a standard against which appraisals aremade.
relative to the true or actual performance an individual e*hibits, some evaluators mark
high and others low. the former is referred to as positive leniency error and the latter
as negative leniency error (strictness error). when evaluators are positively lenient in
their appraisal, an individual+s performance becomes overstated. similarly, a negative
leniency error understates performance, giving the individual a lower appraisal. if the
same person appraised all individuals in an organi%ation, there would be no problem.
although there would be an error factor, it would be applied e"ually to everyone. the
difficulty arises when there are different raters with different leniency errors making
&udgements. (ii) halo effect: the ,halo effect+ is a tendency to allow the assessment on
one trait to influence assessment on others.according to bernardin and beatty halo
effect is a ,tendency to rate high or low on all factors due to the impression of a high
or low rating on some specific factors+. this arises when traits are unfamiliar, ill-
defined and involve personal reactions. one wayofminimi%ing the halo effect is by
appraising all the employees will one trait before going on to rate themon the basis of
another trait. (iii) central tendency error: the central tendency error refers to the
tendency of not using e*treme scale scores on the &udgement scale- most of the rates
are clustered in the middle. according to bernardin and beatty, central tendency is ,the
reluctance to make e*treme ratings (in either direction)- the inability to
distinguishbetweenand among ratees- a formof range restriction+.
Page: 222# self-instructional material management development, career planning
and performance appraisal notes raterswho are prone to the central tendencyerror are
those who continually rate all employees as average. they follow play safe policy
because of answerability tomanagement or lack ofknowledge about the &ob and person
he is rating or least interest inhis &ob. this type of ratingwill create problems, especially
if the information is used for pay increases. (iv) personal pre&udice: the rater+s
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personal prejudice can influence the objectivity of performance appraisals. if the rater
dislikes an employee he may rate himpoorly. (v) consequence of appraisal: if the
evaluator knows that a poor appraisal could significantlyhurt the employees future
(particularlyopportunities for promotion or a salary increase) the evaluator may be
reluctant to give a realistic appraisal. (vi) recency effect: raters generally remember
the recent actions of the employee at the time of rating. ifa favourable actionhas
takenplace recently, the employee will be given a high rating. conversely, he will be
given a poor rating if an unfavourable action has taken place recently. . opportunity
biases this results when the amount of output is influenced by factors beyond the
control of employees. some employees have better working conditions, supportive
supervisors, more e!perienced co"workers and hence their output maybe greater than
others working on identical tasks. #. predictor bias araters knowledge of the
performance of an employee onpredictors can influence his appraisal ratings.an
employee who topped in the selection list might leave the impression that he is the
best among the employees and hence, the rater may rate himas $good when his
performance is moderate. %. similarity error when evaluators rate other people in the
same way that the evaluators perceive themselves, they are making a similarity error.
based on the perception that evaluators have of themselves, they project those
perceptions on others. for e!ample, the evaluator who perceives himself as aggressive
may evaluate others by looking for aggressiveness. %.%.& ways for improving
performance appraisals the performance appraisal method can be improved by taking
the following measures: (i) choosing the best appraisal method: with a wide range of
appraisal methods currently available, an organi'ation is faced with the difficult task
of selecting the best approach tomeet its needs. before selecting the method of
appraisal to be followed, you should e!amine two areas with special care:
(age: management development, career planning and performance appraisal notes
self"instructional material )* (a) various factors that canhelpor hinder the
implementationofa particular appraisal programme and (b) the appropriateness of the
appraisal method for the special jobs to which the appraisal systemwill apply. (ii)
using multiple raters: as the number of ratersincreases, the probability of getting
accurate information increases. ifa personhas had ten supervisors, nine have rated
hime!cellent and one poor, we can discount the value of the one poor evaluation.
therefore, bymoving employees about within the organi'ationso as to gainanumber
ofevaluations, we increase theprobability of achieving more valid and reliable
evaluation. (iii) training appraisers: if you cannot find good raters, the alternative is to
make good raters. evidence indicates that the training of appraisers can make
themmore accurate raters. common errors such as halo and leniency have been
minimi'ed or eliminated in workshops where managers can practice observing and
rating behaviours. (iv) providing frequent feedbacks to employees: employees like to
know how they are doing. if managers share with their subordinates both e!pectations
and disappointments on a day"to"day basis by providing the latter with frequent
opportunities to discuss performancebefore anyreward or punishment consequences
occur, there will be no surprises at the time of the annual formal review. (v) using
selective rating: it has been suggested that appraisers should rate in those areas
inwhich theyhave significant job knowledge. if raters make evaluationon onlythose
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dimensions onwhich they are in agood position, it increases the inter-rater agreement
andmakes the evaluation a more valid process. (vi) doing peer evaluation: the main
advantages of peer evaluation are: there is a tendency for co-workers to offer more
constructive insight to each so that, as a unit, each will improve. the
recommendations of peers tend to be more specific regarding job behaviours.
however, for peer assessments to functionproperly, the environment in the
organiationmust be such that politics and competition for promotions are minimied.
(vii) holding post-appraisal interviews: it is necessary to communicate to employees
how they have performed. to meet this need, managers must take the time to schedule
a meeting with their subordinates to discuss the results of the performance evaluation.
employees need to know how they are doing, be recognied for outstanding
achievements andbe notified about where there is roomfor improvement. (viii)
rewarding accurate appraisers: the managerswho are evaluating must perceive that it is
in their personal and career interests to conduct accurate
!age: ""#"$% self-instructional material management development, career planning
and performance appraisal notes appraisals. if they are not properly rewarded for
doing effective appraisals, theywill take the easyway out by first trying to avoid the
process entirely. if pushed, theywill complete the appraisals, but these can be e&pected
to suffer from positive leniency and low differentiation. encouraging and rewarding
accurate appraisers will remove this flow. to conclude, we can say that performance
evaluations are an integral part of every organiation. properly developed and
implemented, the performance evaluation can help an organiation achieve its goals
by developing productive employees. checkyour progress '. what is the need of a
performance appraisal( $). how can the number of comparisons be decided in a paired
comparisonmethod of performance appraisal( $$. name the method that was
developed duringworldwar ii for evaluating the performance ofamerican
armypersonnel. $". what happens in a field reviewmethod( $#. what are the
disadvantages of a confidential report( $*. what is e&ecutive development( $+. define
performance appraisal. why is( $%. what is the purpose of performance appraisal( $,.
what is #%)-degree appraisal( $-. what are the essentials of a good appraisal system(
$'. what are the advantages of peer-evaluation( "). how should managers
communicate to employees about their performance( *.+ summary in this unit, you
have learned that: e&ecutive or management development is a long-termeducational
process that utilies a systematic and organied procedure by which managerial
personnel learn conceptual and theoretical knowledge. according to harold koont
andcyrilo.donnell, .developing a manager is a progressive process in the same sense
that educat-ing a person is. neither development nor education should be thought of as
something that can ever be completed, for there are no known limits to the degree one
maybe developed or educated. manager development concerns the means bywhich a
erosion culti-vates those skills whose application will improve
!age: ""*management development, career planning and performance appraisal notes
self-instructional material "$, the efficiency and effectiveness with which the
anticipated results of a partic-ular organiational segment are achieved.. according to
g.r. terry, /management development should produce change in behaviour which is
more in keeping with the organiation goals than the previous behaviour. the change
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frequently consists of a number of small steps resulting from training but the
cumulative effect is considerable. it is also basic that a terminal behaviour is identified
before the develop-ment efforts starts. executiveormanagement development is
required to ensure asteadysource of competent people at all levels to meet
organizational needs at all times. the methods of executive development can belong
to two categories: on-the-job methods and off-the-job methods. job rotation is a
means for management development officers to mae positive contributions. it allows
the managers to appreciate the intricacies involved in difficult jobs and how their own
jobs are affected by such intricacies. role playing is a method of learning that
involves human interaction in an imaginarysituation. management game is a
classroom exercise in which teams of students compete against each other to achieve
common objectives. career planning is a way to match individual potential for
promotionwith the organizational needs and opportunities. career planning is
important as it attracts competent persons and retains theminorganization. it also maps
careers of employees and their willingness to grow for higher positions. career
planning is a process to assist the employees to achieve a better match between their
career goals and the opportunities available in the organization. it is necessary to
identify and communicate the career goals! aspirations and career anchors of every
employee because most individuals may not have a clear idea about these. therefore!
an analysis of the employee career anchors! aspirations and goals must be done
through objective assessment. performance appraisal is a systematic and objective
wayof evaluating both wor-related behaviour and potential of employees. a
performance appraisal is required to create and maintain a satisfactory level of
performance of employees in their present job. it is also required to fix salaries!
allowances! incentives and benefits. in the words ofm.w. cummings! "the overall
objective of performance appraisal is to improve the efficiencyof enterprise
byattempting to mobilize the best possible efforts from individual employed in it. such
appraisals
#age: $$%$&' self-instructional material management development! career planning
and performance appraisal notes achieve four objectives including the salary reviews!
the development and training of individuals! planning job rotation and assistance
promotions. performance appraisal is a significant element of the information and
control systemin organization. performance appraisal facilitates human resource
planning and career planning! permanent performance appraisal records of employees
help management to do human resource planning without relying upon personal
nowledge of supervisors. performance appraisal involves at least two parties( the
appraiser who does the appraisal and the appraisee whose performance is being
evaluated. the performance standards specified in the second step above are to be
communicated and explained to the employees )both appraiser and appraisee* so that
they nowwhat is expected of them. after the performance standards are set and
accepted! the next step is to measure actual performance. this requires choosing the
right technique of measurement! identifying the internal and external factors
influencing performance and collecting information on results achieved. actual
performance is compared with the predetermined performance standards.actual
performancemaybe better than expected and sometimes it maygo off trac. well-
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defined performance factors and criteria should be developed. appraisal forms,
procedures, administrationof techniques, ratings etc., should be standardized as
appraisal decisions affect all employees of the group. perhaps the most
commonlyusedmethod of performance evaluation is the graphic rating scale. the
evaluator is asked to rate employees on the basis of job related characteristics and
knowledge of job. evaluator is given printed forms. the performance is evaluated on
the basis of these traits on a continuous scale. the behaviourallyanchoredrating scales
(bars) method is designed to identify critical areas of performance of a job. under this
method the behaviourally anchored rating scales are outlined to recognize the critical
areas of effective and ineffective performance behaviour for getting results. the
evaluator is required to observe the behaviour of the employee while performing the
job. he then compares these behavioural observations with the behaviourallyanchored
rating scales. !" degree appraisal is a method of appraisal in which employees
receive their performance feedback from their boss, colleagues, customers, peers and
their own subordinates in the organization appraisal systemshould provide consistent
reliable and valid information and data, which can be used to defend the organization
# even in legal challenges.
$age% &&!management development, career planning and performance appraisal notes
self'instructional material &() *.! key terms job rotation% job rotation as a means
ofmanagement development, offers certain positive contributions. it allows the
managers to appreciate the intricacies involved in difficult jobs and how their own
jobs are affected by such intricacies. role playing% role playing as a method of
learning that involves human interaction inan imaginarysituation. sensitivity training,
or t group training% it is an e+perience in interpersonal relationships which result in
change in feeling and attitudes towards oneself and others. in'basket e+ercise% also
called ,in'tray- method of training, it is built around the ,incomingmail-of a manager.
syndicatemethod% this refers to a method of management development technique
wherein groups of trainees consisting of eight'to'tenmembers in each group are
involved in the analysis of a problem. multi'management%also known as ,junior'
board of e+ecutives-, it is a system in which permanent advisory committees are
constituted to study problems of the organizations and make recommendations to top
level management. a career% it is a sequence of positions or jobs held by a person
during the course of his working life. career planning% it is a process to assist the
employees to achieve a better match between their career goals and the opportunities
available in the organization. performance appraisal% it is the systematic, periodic
and an impartial rating of an employee-s e+cellence inmatters pertaining to his present
job and his potential for a better job.- halo effect% it is a tendency to allow the
assessment onone trait to influence assessment on others. central tendency error% the
central tendency error refers to the tendency of not using e+treme scale scores on the
judgement scale. most of the rates are clustered in the middle. similarity error% when
evaluators rate other people in the same way that the evaluators perceive themselves,
they are making a similarity error. e+ecutive ormanagement development% it is a
long'termeducational process utilizing a systematic and organized procedure bywhich
managerial personnel learn conceptual and theoretical knowledge.
$age (*) of ()/
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$age% &&8&&" self'instructional material management development, career planning
and performance appraisal notes coaching% is learning through on'the'job e+perience.
it involves direct personal instructions andguidance usually throughdemonstration and
critical evaluation and correction. conference training% is a method in which the
trainer delivers a lecture and involves the trainees in a discussion so that doubts, if
any, are clarified. this is a group'centered approach. checklist% is a set of objectives
or descriptive statements about the employee and his behaviour. the rater checks to
indicate if the behaviour of an employee is rated on the basis of number of positive
checks. free essay method% is an open'ended method of appraisal of employees. in
this no quantitative evaluation is done. the evaluator describes in his own words what
he perceives about the employee-s performance. *.8 answers to ,check your progress-
(. management development should produce change in behaviour which is more
inkeeping with the organizationgoals than the previous behaviour. &. the need for
e+ecutive development is felt because% there is a shortage of trained managers. the
organization has to develop the talented employees andmaintainan inventory of
e+ecutive skills to meet the future demands. the performance of a company depends
upon the quality of its managers. e+ecutive development, therefore, is of paramount
importance to have effective and desired managerial talents to meet the organization-s
demand. obsolescence of managerial skills is another factor, which calls for
continuous e+ecutive development. amanager must continuously update himself to
successfullymeet new challenges as they occur. . the objectives of e+ecutive
development are as follows% to ensure a steady source of competent people at all
levels to meet organizational needs at all times. to prevent managerial obsolescence
by e+posing the managers to new concepts and techniques in their respective fields of
specialization. to prepare the present employees for higher assignments so that they
may be promoted fromwithin. to develop a second line of competent managers for
future replacements. to promote a highmorale and good organizational climate
$age% &&9management development, career planning and performance appraisal notes
self'instructional material &&( *. the two advantages of coaching are as follows% it
provides anopportunity to a trainee to develop himself. it provides quick feedback to
the trainee as well as trainer of what they lack and what measures can be taken to
overcome their shortcomings. /. amanagement game is a classroome+ercise in which
teams of students compete against each other to achieve common objectives. the game
is designed to be a close representationof real'life conditions. !. some off'the'
jobmethods of e+ecutive development are as follows% role playing case'study
conference training syndicate method 8. career planning aims at matching individual
potential for promotion and individual aspirationswith organizational needs and
opportunities. it opens avenues for growth to higher levels of responsibilities for each
and every employee of the organization throughhierarchyof position, and training ad
development activities to equip the individuals with the requisites for succession. 9.
career planning is necessary due to the following reasons% to attract competent
persons and retain themin the organization to provide suitable promotional
opportunities to map out careers of employees suitable to their ability, and their
willingness to be trained and developed for higher positions to ensure better
utilizationofmanagerial reserveswithin anorganization. to reduce employee
$age (/" of ()/
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dissatisfaction and turnover to correct employee placement to improve
employeemorale and motivation bymatching their skills to job requirements to
achieve higher productivity and organization development to provide guidance and
encourage employees need to fulfil their potentials 9. aperformance appraisal is
required to: create andmaintain a satisfactory level of performance of employees in
their present job fix salaries, alloances, incentives and benefits evaluate the
effectiveness of training and development programmes assess the strengths and
eaknesses of hr provide feedback so that the employees can improve their
performance
!age: ""9""" self#instructional material management development, career planning
and performance appraisal notes $%. the number of comparisons in a paired
comparisonmethod of performance appraisal can be decided on the basis of the
folloing formula n&n ' $( n here n is the number of persons to be compared. $$. the
forced choice method as developed during the orld ar ii for evaluating the
performance ofamerican armypersonnel. $". in a field reviemethod, anhr specialist
intervies line supervisors to evaluate their respective subordinates. the intervieer
prepares in advance the questions to be asked. byansering these questions a
supervisor gives his opinions about the level of performance of his subordinate, the
subordinate)s ork progress, his strengths and eaknesses, promotion potential etc.
$*. the disadvantages of a confidential report are as follos: it involves a lot of
subjectivitybecause appraisal is basedon impressions rather thanon data. no feedback
is provided to the employee being appraised and therefore, its credibility is very lo.
themethod focuses on evaluating rather thandeveloping the employee. $+. executive
ormanagement development is a long#termeducational process utilizing a systematic
and organized procedure by hich managerial personnel learn conceptual and
theoretical knoledge. $,. performance appraisal is the systematic, periodic and an
impartial rating of an employee)s excellence in matters pertaining to his present job
and his potential for a better job. $-. organizations use performance appraisals for the
folloing three purposes: &i( administrative &ii( employee development &iii(
programme assessment $.. *-% degree appraisal is a method of appraisal in hich
people receive performance feedback fromthose on all sides of themin the
organization ' their boss, their colleagues and peers and their on subordinates. $/. a
sound appraisal systemshould complyith the folloing: reliability and validity job
relatedness standardisation practical viability training to appraisers open
communication employee access to results clear objectives post#appraisal
intervie periodic revie not#vindictive in nature
!age: "*%management development, career planning and performance appraisal notes
self#instructional material ""* $9. the main advantages of peer#evaluation are as
follos: co#orkers provide amore constructive insight to each#other as they believe
that this ill improve the entire team. the recommendation of peers is generallymore
specific regarding job behaviours. "%. managers should take out time to schedule
ameetingith their subordinates to discuss the results of the performance evaluation.
+./ questions and exercises short#anser questions $. hy is the executive
development needed0 ". rite a short note on in#basket exercises. *. hat are the aims
and objectives of career planing0 +. ho ould you analyse career opportunities0 ,.
!age $,$ of $9,
$9#$$#"%$* file:1112:13sers14ismillah15esktop16785.xml
what are the objectives of performance appraisal? 6. which purposes are served by
performance appraisal? 7. write a short note on the graphic rating scale method. 8.
what do you understand be the behaviourally-anchored rating scales( bars)? . what do
you understand by central tendency error? !". write a short note on post-appraisal
interviews. long-answer #uestions !. e$plain the on-the-job and off-the-jobmethods of
e$ecutive development. %. e$plain the advantages of career planning from the points
of veiw of employees and organi&ations. '. describe in detail the process of
performance appraisal. (. performance appraisal is not merely for appraisal but is for
accomplishment and improvement of performance. discuss. ). evaluate the
importanceofperformanceappraisal inan industrialorgani&ation. howwould youma*e it
more effective? 6. what are the limitations of appraisalmethods?howcan these be
overcome?
+age, %'!%%( self-instructional material management development- career planning
and performance appraisal notes (. further reading *ohli- uddesh .sinha- dharui- hrd-
global challenges and strategies in %""" a.d. newdelhi- istd maheshwari- b.l.and sinha-
dharni p. management of change through hrd. newdelhi- tata mcgraw- hill. silvera-
d.n.- hrd, the indian e$perience- delhi new india dayal- ishwar- designing hrd systems-
concept publishinghouse, newdelhi. nair- m.r.r. and t.v. rao. e$cellence through hrd.
newdelhi- tatamcgraw-hill virmani- b.r. . rao- *ala- economic restructuring-
technology transfer and hrd. newdelhi, response boo*s. dessimone- r.l. human
resource management. mumbai, thomson learning.
+age, %'%human resource development strategies notes self-instructional material %%)
unit ) human resource development strategies structure )." introduction ).! unit
objectives ).% business strategy and hrd ).%.! acase for strategic hrd ).' strategic
approach to training and development vs strategic human resource development (shrd)
).( historical perspective of strategy and hrd ).) hrd, a strategic perspective ).).!
models of hrd ).).% balanced scorecard ).).' hrd and life cycle of an organi&ation ).6
total #uality management and hrd ).6.! people and t#m ).6.% hrdmanagers and t#m
).6.' t#min hrd ).7 role of chief e$ecutive officer (ceo) in hrd ).7.! ceoand hr ).7.%
people-focussed hr processes ).8 line managers and hrd ).8.! role of line managers
).8.% #ualities and s*ills re#uired for front line managers ).8.' managing line
managers ).8.( problems and ris*s of line managers ). role of hrd in service sector
)..! hrd and its relationship with mar*eting )..% motivation- consent and
participation )..' hrdaudit )..( need for hraudit )..) #ualitative and #uantitative
indicators for hr audit )..6 significance of hraudit )..7 benefits of hraudit )..8
scope of hraudit ).. hraudit process )..!" audit of hr results )..!! audit report ).!"
hrd strategies in organi&ations ).!! summary ).!% *ey terms ).!' answers to /chec*
your progress0 ).!( #uestions and e$ercises ).!) further reading case study
+age, %''%%6 self-instructional material human resource development strategies notes
)." introduction the need of having a business strategy and anhrd to wor* on that
strategy has gained its due importance in the last few years. today- organi&ations
understand that without an efficient hrd- theywill find themselves unable to meet their
goals and will be faced with wor* delays and cost overruns. an effective hrd should
assess the hr re#uirements- plan recruitments- design training programs- wor* towards
development of staff retention strategies and also towards improvement of
+age !)% of !)
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employer1employee relations. for the hrd function- the increasinglycompetitive
business environment and the conse#uent streamlining of organi&ations have created
both challenges and parado$es. hrd strategies are policies for action towards achieving
major and ongoing performance improvement- and are a part of creating and sharing
new *nowledge. the notion of strategic human resource development (shrd) is
reflected in the concepts of human and intellectual capital and the learning
organi&ation- where learning is a deliberate business process. schein (!8)) is of the
opinion that successful organi&ations are those that are able to match organi&ational
needs- with individual needs therebycreating awin-win situation for both the
individual as well as the organi&ation. a chief e$ecutive officer (ceo) is the person who
holds the highest position in the companyor board. thema*ing of a ceo is very
individuali&ed and depends mainly on the si&e of a company. when ceos fail to assess-
chec* and reprimandmanagers for not e$ecuting their employeemanagement
responsibilities- they are bound to spend more time computing the growing gaps and
decreasing success at recruitment. aline manager is defined as a manager who is
empowered to direct and govern the wor* of subordinates and is responsible for
achieving organi&ational goals.aline manager0s role is significant ingenerating and
inspiring an appropriate wor* environment useful for learning. hrd has a crucial role to
play in the service industry. the company0s own hrd department imparts the
customi&ed orientation programme to new recruits- preferably from/hospitality
industry0. hrd stresses the individual employee and his importance to the organi&ation.
this importance cannot be real if employees do not feelmotivated to share
organi&ational goals. human resource audit is well practised in developed countries.
however- in india- there does not e$ist a full audit li*e financial audit of thehr
activities in an organi&ation. faced with rapid change- organi&ations have to develop a
more focussed and logical approach to managing people. just as business re#uires a
mar*eting or information technology strategy- it also re#uires a human resource or
people strategy. companies rearrange their structures to liberate managers from
bureaucracy- and aim for more entrepreneurial finesse but then fail to adjust their
+age, %'(human resource development strategies notes self-instructional material %%7
training or reward systems. when the preferred entrepreneurial behaviour fails to
emerge- managers often appear to be confusedat the evident failureof the changes to
bring results. the fact remains that seldom can you focus on only one area. what is
needed is a strategic perceptiondesigned to identifythe relationship among all
dimensions. ).! unit objectives after going through this unit- you will be able to, 9
understand hrd strategies 9 *now the historical perspective ofhrd strategies 9
understand balanced scorecard 9 understand the life cycle of an organi&ation 9 define
t#mand its relation with hrd 9 understand the role of a ceo 9 understand the role of a
line manager 9 understand the role of hrd in service sector 9 e$plain the various hrd
strategic adopted byorgani&ations ).% business strategy and hrd organi&ations need to
have anobjective- mission and strategy to ensure its survival- development andgrowth.
this re#uires a strategic alignment of people- organi&ation and environment. the
term/strategy0 refers to the art ofmanoeuvring resources to attain a decisive advantage
in the e$ploitation of opportunities provided by the environment and *eeping out
threats fromthe e$ternal environment. ).%.! a case for strategic hrd for the hrd
+age !)' of !)
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function, the increasingly competitive business environment and the consequent
streamlining of organizations have created both challenges and paradoxes. strategies
are policies for action towards the achievement major goals; recipes for succeeding,
which are planned and emergent. to implement a strategy means taking up a series of
tactical decisions and activities. human resources need to be groomed well to ensure
proper implementation of strategy because human resources are seen to be the means.
hrd strategies are plans that define how human resources should be utilized through
the use of an integrated arrayof training, organization development and career
development efforts to achieve individual, group and organizational objectives. hrd
has traditionallybeen a functionof the personnel department which is concerned with
the carrying out and identification of training and development
Page !"#!!$ self%instructional material human resource development strategies notes
needs. there was no systematic approach to training and development. hrd strategies
are policies for action towards achievingmajor and ongoing performance
improvement, and are a part of creating and sharing new knowledge. the classic
training cycle is given in figure #.&. identify training needs plan training implement
training evaluate training figure #.& the classic training cycle source balderson, sue.
&'''. (strategy and human resource development) in john p. wilson *ed.+. human
resource development learning and training for individuals and organizations. london
kogan page. the classical training cycle does not look at organizational objectives. this
approach is towards developing and identifying training needs and, therefore, no
reference ismade to business objectives within the training cycle. however, when we
look at hrd, we talk about a (systematic approach) to employee development which
has, as its starting point, the business objectives and strategies; only then are needs
identified and training is conducted. hrd is, therefore, about providing the skills base
needed in the organization. it is enhances and widens these skills by training,
byhelping people growwithin the organization and enabling employees to make better
use of their skills and abilities *see figure #.!+. organization objectives planning
delivering evaluating figure #.! business objectives incorporated in the training cycle
source winter, r.. &'',. (an integrated approach to training and development) in s.
truelove *ed.+. the handbook of traning and development. oxford blackwell.
Page !"-human resource development strategies notes self%instructional material !!'
the strategic approach to hrd represents the vision, mission and cause of the
organization and starts with business strategy fromwhich the hrd strategy flows.
therefore, hrd focuses on the training and development for all employees which
responds to individual and organizational requirements by improving performance and
understanding. hrd strategies dealwithmanyaspects ofhrd, such as training, learning,
motivation, empowerment and counselling, in order to successfully meet the various
risks and challenges faced by organizations in the context of hrd. it is necessary that
the hrd strategy flows from a corporate strategy. otherwise, the organization cannot
proceed to measure whether it has the right people in place with the right
competencies, knowledge, experience or capabilities necessary for both current and
future responsibilities. this is essential for real development and organizational
progress. hrd strategy, in simplest terms, refers to the ways andmeans for effective
resource utilization. checkyour progress &. what is meant byhrd strategy. !. what are
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the strategies that hrddeals with. #." strategic approach to training and development
vs strategic human resource development *shrd+ walton makes a distinction between
the strategic approach to training and development andshrd.he differentiates
organizations into three broad categories 8 those that undertake piecemeal training
which is typically course%based and not explicitly linked to the overall vision and
goals of the organization. 8 organizations with a training and development strategy,
where the training and development provision is derived fromthe business plans and
objectives of the organization, and where training and development is verymuch an
outcome of strategy. 8 those that have strategic human resource development *shrd+
which is more holistic. the belief is that the processes of organizational change occur
through planned learning to ensure that the individual and the organization are
equipped with the skills and knowledge needed to dealwith the present and to create
the future. the notion of shrd is reflected in the concepts of human and intellectual
capital and the learning organization, where learning is a deliberatebusiness process.
the shift from piecemeal training to shrd has been driven by growth towards high%tech
industries, reliant on highly%skilled knowledge workers who are seen to be the path
towards competitive advantage, puttinghrdat the top of the strategic agenda of the
organization.
Page !"9!"/ self%instructional material human resource development strategies notes
#., historical perspective of strategy and hrd it is interesting to look at strategy in an
historical context and align it to hrd. table #.& shows how strategyorientations have
developed with respect to hrd. table #.& a historical perspective on strategy and hrd
year environ%approaches to focus0orientation approaches to training, ment strategy
development and hrd &'-/s static planned production0 product no any fixed approach
&'9/s static incremental market development classic training cycle *as shown in fig
".& above+ &'$/s static emergent quality management; no significant deviation tqm,
customer service from the classic training cycle &''/)s dynamic opportunism0free%
globalisation, hrd strategy based on wheeling0chaos liberalisation business plan theory
!///)s virtual focus on human global e%business strategic hrd, learning resource
organisation, development of human capital of the organisation source balderson, sue.
&'''. (strategy and human resource development) in john p. wilson *ed.+. human
resource development learning and training for individuals and organizations. london
kogan page. table #.& suggests that considerable advancement has occurred in thinking
about organizational strategy. models of training and development have moved from
the traditional classic training cycle to one focusing on (business objectives) to,
finally, the strategic approach to hrd in the current environment. the hrd%type model
requires the starting point to be in clearly articulating business plans,
fromwhichhrdprioritieswill naturally flow. #.# hrd a strategic perspective tony grundy
says, (in the absence of hr strategy clearly linked with business strategy,
hrmprogrammesmayeasily lack direction, clarity, coherence and critical marks to add
real value.) now it is widely acknowledged that the integration of hr strategywith
business strategy is vital for organizational success. figure #." shows howhr strategy
can be integrated with business strategy. figure #." shows hr strategy embedded in the
business strategy of the organization. the hrd strategy helps the organization attain its
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objectives, and can, thereby, become a keyresource for competitive advantage.
thehrdstrategy focuses on:
Page: 238human resource development strategies notes self-instructional material 23
!i" hrd as a competitive advantage !ii" linking hr strategy#ith business strategy !iii"
hrd as a key player in organi$ational performance changing environment of
organi$ations strategic responses of organi$ations strategic human resource
development figure %.3 hrd: a strategic perspective %.%. models of hrd hrd literature
consists of three models. they are: . the matching model of hrd&hrm: this model #as
developed by themichigan andne#york schools. it is also kno#n as the hard variant of
hrm. this model of hrm advocates that human resources be obtained cheaply, used
sparingly and developed and e'ploited as fully as possible . 2. the soft model of
hrd&hrm: this model of hrmcomprises policies that promotemutualityingoals,
influence, respect, re#ards and responsibility. the strategyfollo#ed in this model is
that mutuality#ill elicit commitment on the part of the employees, #hich in turn #ill
yield better performance and greater human resource development. this model is also
called the harvard model, #hich is a soft variant of hrmdeveloped bybeer et al.
!(8)".this model is concerned #ith the employer*employee relationship. 3. the
%-pmodel of hrd: this model of hrd is concerned #ith the %p+s of strategic hrm, that is,
philosophy, policies, programmes, practices and processes. this strategic hrmmodel
reveals a ne# trend in#hichhrm is becoming an integral part of business strategy. the
model stresses on the human aspect ofhrm and is more concerned #ith employer
*employee relationship 2 . . pa#an s. budh#ar and ya# dehrah. ,rethinking
comparative and cross-national human resource management research+. international
journal of human resource management, january 2-- 2. ibid.
Page: 23(232 self-instructional material human resource development strategies notes
%.%.2 balanced scorecard the balanced scorecard is being used as a strategic
management tool by many organi$ations. this techni.ue also offers potential to those
#ho #ish to achieve strategichrd. thebalanced scorecard techni.ue stresses that
organi$ations should develop objectives and performance measures in a range of areas
#hich reflect the full scope of business and not just the financial aspect of business
alone. the organi$ationshould look at issues fromthe perspectives of the customer, the
internal business perspectives, and of innovation and learning. in each of these areas,
objectives andmeasuresmust be agreedupon taking into consideration stakeholders
e'pectations and re.uirements. an e'ample of ho# balanced scorecard measures could
be used in an organi$ation is given intable %.2. table %.2 balanced scorecard measures
and the basis of objective and development perspective objective development need
financial achieve the planned financial learn #ays of generating income in perspective
position #ithout the need for order to increase the financial unplanned financial
support. resources of the organi$ation. customer achieve standards set by the develop
kno#ledge and skills in perspective customers agreed upon by various #ays that are
meaningful #ith interest groups. customers and to negotiate the agreed standards so as
to achieve customer delight. internal business introduce systems #hich provide
develop change management perspective convenience and reduce #aiting techni.ue in
relation to employees time and guarantee results at that may resist change. minimum
e'penditure and hardships. innovation and develop and implement systems help
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employees understand the new learning perspec-that can be used in an innovative
technique for better understanding tive way to improve the goods and the needs of
customers and to have service provided to customers and an informed dialogue with
develop a strong skill base among employees in an organization. employees. 5.5.3 hrd
and life cycle of an organization one of the major problems confrontinghrd
professionals in organizations is that they are fragmented, incomplete and sometimes
built on faulty assumptions about people. successful organizations are those that
match people requirements with organizational requirements. schein !"#5$ is of the
opinion that successful organizations are those that are able to matchorganizational
needs, with individual needs thereby creating a win-win situation for both the
individual as well as the organization. this helps to build organizational growth along
with individual development, commitment, creativity, and so on. therefore, he argued
a model aligning strategic hrdwith the life-cycle stage of an organization.
%age& '()human resource development strategies notes self-instructional material '33
the strategic human resource development and planning involves linking business
strategywith organization strategy. the absence of a clear hr strategy linked to
corporate strategymay adversely impact the organizational effectiveness. thismayoccur
through lack of attention to crucialhr issues, or through improper implementation of
hrm. hrm programmes may lack direction, clarity and coherent critical thinking, which
are essential for effective organizations. to make shrd effective, we need to link it with
the business strategy and organization strategy. here it maybe noted that organizations
undergo fivestages ofdevelopment and at each stage the needs ofhrm is different. table
5.3 the life-cycle stage and strategy, and implications for hrd activities life-cycle key
strategic features implications for strategic hrd stage embryonic high levels of
cohesion owner may not perceive need for dominant role of founder hrd outside help
not valued limited management e*pertise and lack of procedures and planning
succession problems systems changes may be unplanned +ad hoc politics play an
important role hrd may have to market its services aggressively growth large variety
of culture changes initiation of career development levels of cohesion decline
activities emergence of middle management inducting new recruits tensions+conflicts
may arise in management development activities organizations development of high
performing need to get people to accept new teams ways of thinking involvement in
the management of diversification of business change activities reinforcement and
maintenance of line+staff differences cultural values and beliefs dealing with
ambiguity and uncertainty maturity institutionalization of values hrd function should
be well and beliefs established evolutionary rather than revolu- maintenance of hrd
activities may tionary changes be more appropriate inertia may emerge in lack of
career opportunities may organization require novel hrd approaches decline culture
may act as a defence management of change against a hostile environment reassure
employees that problems major decisions may have to be are being tackled taken
organizing problem-centred project+ readjustment necessary task activities source&
schein, e. !"#5. organizational culture and leadership. boston & jossey bass.
organizations undergo five stages of development withdifferent hrmneeds at each
stage of development. one programme or approach does not work everywhere. thehr
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programmes must fit at each stage. scheinhas advocated a model aligning shrdwith the
life-cycle stage of an organization. this is given in table 5.3.
Page: 24234 self-instructional material human resource development strategies notes
chec!your progress 3. what are the three focus areas of hrd strategies" 4. what are the
five 5ps of 5-p model of hrd" 5. what is the soft model of hrm" #. what does the
balanced scorecard techni$ue emphasize" 5.# total $uality management and hrd total
$ualitymanagement or t$m as it is popularly !nown% is an approach to improve the
effectiveness and fle&ibilityof anorganization as awhole. it is a multi-disciplinary
approach. t$m organizes and involves everyone employed in an organization% in
allactivities% in all functions% and at all levels. the activities of every staffmember have
an impact on the $uality received bycustomers% including non-contact personnel%
whose actions in activities such as processing invoices or orders could nevertheless
have implications for customer satisfaction. t$m is a management strategy% inwhich
each employee in an organization ismotivated to wor! towards a commonvision% in
aperfect environment% constantly improving his performance% resulting in better
business opportunities. it's called (total' because it comprises of two $ualities) $uality
of return to suit the needs of the shareholders% and $ualityof products. t$m has been
defined by the international defined by the international organization for
standardization *iso+ as: t$m is a management approach for an organization% centered
on $uality% based on the participation of all its members and aiming at long-term
success through customer satisfaction% and benefits to allmembers of the organization
and to society'. iso ,4-2:..4 t$mdemands that the companymaintain its standard of
$uality in every aspect of its business. this means ensuring that things are done
perfectly the first time and that defects and waste are completely removed fromthe
operations. an important aim of t$m is to ma!e employees aware of customer needs%
and standards of $uality that is e&pectedbycustomers. in addition to meeting customer
re$uirements effectively% t$mis concerned with the efficiencywithwhich these
re$uirements aremet. t$mlays stress on reductionofwaste/defined as anything that
neither adds value nor contributes towardsmeeting customer re$uirements. one target
for cost reduction is transaction costs which represent the cost of governing
production systems.
Page: 242human resource development strategies notes self-instructional material 235
5.#. people and t$m before the industrial revolution% peoplewith s!ill and e&pertise
had a !eysta!e in the $ualityof the goods theyproduced% and their pride in their wor!
was a ma0or cause of motivation besides the need to earn a living. people are the main
aspect for accomplishing $ualityin the wor! placewho in turnwill lead to the
production of $ualityproducts to satisfy customer re$uirements. this is the reason for
the manyassumptionsmadebymanagement and$ualitygurus about people in achieving
$ualitysuch as: 1 people are an important part of process. 1 no organization can endure
without s!illed people% people who are improving and open to learning. 1 businesses
arestarting to realize that satisfiedemployeeswill result insatisfied customers. 1 human
resource is the onlyone that rivals cannot imitate and the onlyone that can synergize.
5.#.2 hrd managers and t$m hrd professionals who understand total
$ualitymanagement *t$m+ have two main challenges: to enlighten the management
about what customer focus and leadership mean and to decline to ta!e over
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responsibility that is not theirs. the assertion that managers possess the human
development process in their organizations still needs recognition% acceptance and
clarificationfrombothparties. subse$uently% a customer-supplier partnership
betweenmanagers and hrd that is based on reliance and an understanding of what is
e&pected of the other is crucial. the partnershipmust be clearlydefined% occupied in%
and then constantly assessed to establish its contribution to human resource
development for meeting the organization's goals of financial security and growth
through constant improvement. 3 5.#.3 t$m in hrd hrd loo!s to build and sustain an
environment to achieve e&cellence in $uality. it does this to facilitate the wor! force to
achieve the ob0ectives of the company's $uality and functional performance. in t$
organizations% hrd division develops guidelines and procedures to ensure that
employees can multi-tas!% improvise when re$uired andsteer themselves towards
constant improvement ofbothproduct $uality and customer service. the people
structure has been replaced to achieve $uality inwor! place. 3. barbara% l. swanson.
(human resource development already embraces total $uality management' or does it"
human resource development $uarterly' ..2.
Page: 24323# self-instructional material human resource development strategies notes
hrd policy committee hrd operating committee employee strategy team wor! force
employees people strategy team hrd functional committee hrd policy committee figure
5.4 conventional system figure 5.5 for people system for ensuring t$m% organizations
performthe following functions: creating high performance wor! groups: in order to
accomplish this% organizations need to focus on wor! design. 0ob e&pansion% 0ob
rotation and 0ob enhancement suggest to organize formal and informalwor! units%
reduced division of 0obs% individual wor!ers learn multiple tas!s and are given more
authority% responsibility and independence. employee participation:anyactivitywhich
involves employee participation in ta!ing wor!-related decisions and upgrading
activitieswith the aimof tapping the innovative energies of all employees and
enhancing their motivation. e&amples include% sharingofinformation% giving input
onwor!-related issues% giving suggestions and self-directed responsibilities. (give
suggestion' techni$ue: an effortless method to get employees involved on an
individual basis. this system is an administration tool for the submission% calculation
and e&ecution of an employee's idea to cut costs% enhance $uality or improve other
essentials of wor! such as safety. authorize: giving employees the authority to ma!e
decisions based on their 0udgement% be in command of their wor!% ta!e ris!s and learn
fromtheir faults and errors. training and education: companies pay considerablyfor
training and education. employees need to understand that the importance of their
contribution towards ensuringgood $uality is the reason for the training and education
sessions. they need to realize that their motivation% attitude and commitment are very
important towards the organization's goal ofma&imumcustomer satisfaction% and that
they do indeed ma!e a difference.
Page: 244human resource development strategies notes self-instructional material 23:
team-wor! and cooperation: a team is a small group of people with corresponding
s!ills% who are committed to a commonpurpose% towards achieving commongoals and
an approach forwhich theyhold themselves e$uallyanswerable. the teams that can be
encouraged in an organization to achieve t$m are as follows: 1 problem-solving
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groups work teams management and administrative teams project teams
qualitycircles practical teams reward and acknowledgments: this refers to all aspects
of compensation and reward, including promotions, bonuses and credit,
eithermonetaryor non-monetary and to individuals or groups. health, safety and
employee facilities: the health, safety and general well-being of all employees are
important since they are the major stakeholders of any organization. organizations can
achieve this byorganizing frequent health check-up camps, setting up in-house gyms,
sports rooms, etc., setting recreation or entertainment rooms whichwould help an
employee to de-stress, particular leave for non-work related responsibilityor
communityservices and etc., arranging career counselling sessions to help an
employee know about various career options, his growth in the organization, and how
to reach where he wants to. hiring: meeting and eceeding customer epectations
startswith recruiting the correct peoplewhose skills and attitudeswill sustain and
enhance the organizations objectives. some of these required skills are as follows: a!
the skill to remain composed under pressure b! optimism, initiative" interpersonal
skills c! be a good listener d! be oriented towards analysis and prevention e! possess
ecellent problem-solving skills performance appraisal: performanceappraisals are
most effectivewhen based on the objectives of the work teams that support the
organization.a#$% degree feedback approach has to be eecuted for the employees so
that performance management can be effective. many factors contribute to the triumph
of qualitymanagement practices but people factor is the most important in the
implementation of any process or principle. the absence of this factor will mean a
reduction in efficiency in implementation. finally, it can be concluded that quality is a
journey, not a destination.
&age: '()'#* self-instructional material human resource development strategies notes
checkyour progress +. what is total qualitymanagement ,tqm!- *. on which
assumptions is tqmbased- .. name the teams circles which canbe encouraged in an
organization to achieve total quality. ).+ role of chief eecutive officer ,ceo! in hrd
aceo or chief eecutive officer is the personwho holds the highest position in the
companyor board. some big companiesmay in fact have severalceos, or at least one
ceo for each department. small companies, and non-profit groups generally have a
single ceo, and a vice-president who acts as the ceo when needed, or several vice
presidents simply called eecutive officers. the making of a ceo is very individualized
and depends mainly on the size of a company. often the founder of a companyacts as
its ceoand eventually when the company has started earning profits appoints someone
else to do the job. on profit and non-profit boards ceo smaybe elected bya few
deserving candidates.again the founder of the companymaybe the first choicewho in
turn would prefer someone else with greater skill and acumen to run the business. in
non-profit groups, a time limit maybe set for someone who would serve as the ceo of
the company. sometimes, in a small non-profit organization the ceo/s position maybe
rotated among the group members. ).+.0 ceo and hr ceos now-a-days appear to have
just two parameters to assess. these parameters are: they review the rate of attrition
that gives no indications of slowing down. and as the gaps become more obvious, ceos
review the recruitment numbers to keep the vacancies filled. paradoically, if
theydiverted their attention to what happens amidst, i.e., between recruitment and
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attrition, theymight be saved fromdevoting unreasonably long hours on reviewing
these two numbers. now, this demands that the focus be shifted. firstly, ceos sit
together with their management teamfor reviewing employee life cycles and
recognizing the inter-connected processes that form the life cycle. this review is
essential to understand the needs and aspirations of employees at every stage of the
life-cycle and to create suitable people programmes and practices for each stage.
secondly, ceos, alongwith their business managers, should themselves get involved in
the review rather than have their hr teams to be accountable for the process. 4 4.
www.hindubusinessline.com
Page: 4!human resource development strategies notes self-instructional material "#
what you inspect is what you get there is both good and bad news about the role of
ceos in hr. the good news is that business assessments are faithfully carried out by
ceos in most organizations. the bad news is that there is barely any significant
discussion and review of employee metrics. recollect, the good old saying : what gets
measured, gets done$ ibms legendary ceo, lou gerstner, author of the boo%, who says
elephants cant dance& wrote you dont get what you e'pect( you get what you
inspect$ e'periencedmanagers %now that this is absolutely true. whenceos fail to
assess, chec% and reprimand managers for not e'ecuting their employee management
responsibilities, they are bound to spend more time computing the growing gaps and
decreasing success at recruitment. ) ).*. people-focussed hr processes ! most hr
managers are e'perts at creating hr processes that cover a broad spectrum. from
recruiting and +oining, to performance and result management, right up to resignation
and e'it interviews, these processes are well defined and documented. but it is high
time ceos sought a diverse set of processes that are not focused onlyon the hr
viewpoint. in the present times, the employee life cycle has to be viewed froma new
standard that is termed as the employee-focused hrprocess paradigm. this will divert
the attention froma focus on the inside-out to outside-in. when the focus is inside-out,
all the procedures and processes are determined and e'ecuted without an apparent
understanding of the needs and wants of employees. in an outside-in focus, the
processes are focused on the actual needs of the employees. this is where the %ey to
employee engagement, efficacy and retention lies. when the ceo demands an outside-
in focus, hr processes are inclined to ta%e the following approach and raise the
,uestions: - do we realize that different sectionof talent demand different approaches
to selection, retention and %eeping themengaged& - do we understand that employee
needs vary considerably based on their profiles besides the time they spend with their
current employer& - do we understand that focus group meetings at regular intervals
with different sections of the employee base .employees with less than one year
e'perience( between one and two years( over three years( women employees(
employees in development( ,a or such other logical segmentation/ will reveal the
re,uirements anddesires of the employees& - do we understand that at anypoint in time
employees possess one or more of the following five needs: the need to learn, develop,
contribute, ma%e a significant difference, and to mentor. ).
www.hindubusinessline.com !. ibid
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interpreting all these needs will call for a drastically different approach to defining
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people processes. some of the processes that can be defined with the outside-in
approach are as follows: people manager selection and preparation process: they have
the greatest impact on retention and engagement. re-engaging the detached employees
process: employees detach themselves from their duties and responsibilities prior to
resigning from the company the symptoms ofwhich are evident and visible. re-
engaging the veteran employees process: knowledgeworkers go through the two-year
tickle and need precautionarymanagement before it breaks into an epidemic in the
company. best talent engagement process: theyexpect different rewards and
recognition. substantial citizens: signifies 70 per cent of employees determines how
visible and involved an employee in anorganization is. alumni ecosystem process:
those employees who !uit due to the two-year itchmaywant to get back.anumber of
employeeswho leave due to the two-year itch may like to return if a congenial working
environment and people processes are offered. people manager goal-setting process:
this includes steps theywould have to take towards the above processes. therefore" you
can say that a ceocan save on a considerable amount of time that he spends on
identifying gaps" bypreventing attrition in the company. he can do this by being
actively involved in the hr processes and monitoring the entire hr team. he should
introduce employee-friendly policies and ensure a congenialworking environment.his
active involvement in thehrprocedureswould ensure the introductionof newpolicies
and procedures besides ensuring the smooth and efficient functioning of the hr team.
he too can play the role of an hr by allowing other employees to make executive
decisions and growwith the company. managerial expertise is the characteristic of a
capable ceo as he steers the company toward success. checkyour progress #0. who is a
ceo$ ##. what is the feature inside-out focus$ #%. what is the feature outside-in focus$
#&. what is the importance of the managerial expertise of a ceo$ #'. what should a ceo
do to ensure harmonious relation ship among the workers in the organization$
(age: %')human resource development strategies notes self-instructional material %'#
*.) line managers and hrd a line manager refers to the manager who can direct and
govern the work of subordinates. he is accountable for achievingorganizational goals.
he +she is directly accountable for ac!uiring results through people in his+her
organization. other employees" on the other hand" do not have the same level of
accountability and responsibility to senior management for the work done byothers.
linemanagers areusuallypromoted fromwithin theorganization. theyare not re!uired to
have any formal education for the profile. the responsibilities of a line manager are as
follows: , to manage employee , to manage functional expenses , to provide technical
expertise , to allocate work , to check work processes , to monitor !uality , to
dealwith customers+clients , to assess operational performance today" in various
organizations" line managers are performing the functions whichwere earlier under the
-urisdictionof hr. such functions include providing training" undertaking performance
appraisals and solving employee problems and grievances. sometimes" they have also
to execute recruitment functions in collaborationwith the hr. *.).# role of line
managers today" organizationsare facing the .battle- for- talentsituation. thus" it is
important to retain the existing talent. employees want their managers to take all the
steps re!uired for their well-being and development. the best talentsmaydecide to !uit
organizations if the management does not show interest in their needs and
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expectations. it has been found that he main reason for an employee to leave an
organization is his dissatisfaction with the attitude and behaviour of his direct
manager. it is herewhere the roleof line managers becomes all the more important. that
iswhy line managers are being given more responsibilities to performhrd activities"
such as facilitating employee education and development. a line manager generates
and inspires an appropriate work environment which is useful for learning. he should
be optimistic and should possess positive attitude towards constant learning since it is
an important aspect of dailyprofessional life.
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important roles of a line manager is as follows: , encouraging self-
learning:alinemanager should encourage the individual or team to take responsibility
for how they will manage self-learning processes. he should make arrangements
formeetings between employees with similar experience" creating mentor and -ob
rotation systems" coaching" etc. , performing hr activities:the more a line manager gets
involved in the hractivities" the better it willbe for his owndevelopment and
transformation as he would be more competent in the management of people.
however" unfortunately line managers do not have knowledge and competence as far
as humanresourcemanagement is concerned. the competency inmanaging hr brings
positive changes in organization. , closing the gap between organizational
performance and individual performance: one of the important functions of a line
manager is to close the gap between organizational performance and individual
performance. line managers" as compared to hrd specialists" aremore ac!uainted with
the business conditions and both organizational and individual learning re!uirements.
hence" they can address the most vital learning needs. as they are nearer to routine
functions and customers" they are in a better position to assess the realities" needs and
knowledge gaps in the enterprise. unless a systematic training needs analysis is
connectedwith the performance appraisal procedures" hrdmaynot be able to make a
significant strategic contribution to promote organizational effectiveness. , identifying
training needs: a line manager needs to identify training re!uirements. these needs
arise fromstrategic goals" changes in technology and modifications in the work
process.after a training need is identified" it should be linked the with performance
appraisal process. it proves to be decisive at the operational level a line manager is
responsible for. *.).% !ualities and skills re!uired for front line managers the research
teamat bath concluded that line managers possess a great influence over the level of
prudence that an individualworks out over how he performs his responsibilities. there
are managers who permit and encourage people to be self-responsible for their -obs.at
the same time" there are also managerswho smother initiative due to their dictating or
autocratic behaviour. to promote the type of discretionary behaviour linked with
higher performance by employees" front line managers should do the following: ,
theyshould strive for creating a harmonious relationship among workforce. for this"
they should guide" listen" communicate" ask" be -ust" respond to suggestions and work
out problems. , theyshould aid and encourage employees to shoulder more
responsibility for theway theyperform their -obs through coaching and guidance.
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%'& , they should try to create effective teams. achieving these goals re!uires a
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superior !uality line management. line managers should be enlightened about the
behaviours re!uired.at the same time" organizations should also provide
anenvironment and culture inwhich linemanagers get an opportunity to exhibit the
desired behaviours. in order to be good ambassadors of people management" line
managers should have self-confidence and a strongsense of their ownsecurityin the
organization. for this" newlyappointed line managers should be provided huge support
and appropriate training and development methods. *.).& managing line managers line
managers who are well-managed are able to lead high performing teams. the role
ofsenior management inmanaging linemanagers is vital.according to the bath
researchers" line managers having good relationships with their managers and senior
management are more able to exhibit discretionarybehaviour in their own activities.
usually" linemanagers are supposed to demonstrate affirmative behaviours linked with
higher levels of performance than their subordinates. for this" they re!uire the
following: , harmoniousworking relationships with their ownmanagers. , good career
opportunities and encouragement to advancement in their careers , maintenance of a
positive balance in both their personal and professional life , freedomfor participation
in decisionmaking , opportunity to express their grievances or discuss their personal
issues , -ob security *.).' problems and risks of line managers of late" the impression
of line managers assuming hrd roles " which include learning facilitators or trainers"
has gained significant attention . however" in reality" line managers are rarely
assuming the roles of hrd. since delegation of hr responsibilities to line managers leads
to several problems and risks" it should be carefully analysed and gravely considered.
you will learn about important risks and problems associated with the delegationofhr
responsibilities in the following paragraphs. research provides varying results about
the proposition of delegation and the competence of line managers in hrd work. it has
been ascertained that a number oflinemanagersmaysideline their efforts indeveloping
employees. maybe" they are not able to pay ade!uate attention to the development of
employees. performance criteria and reward systems aremore likely to reckonbusiness
results
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than a long- termpeople development role. the responsibility for hrd is not a goal of a
line manager. moreover" line managers may find it difficult to play dual and opposing
roles that of a coach and an assessor. it may also be noted here that line managers are
not hrd specialists. performing hrd functions re!uires confidence" knowledge and
organizational support. linemanagersmay lack these. senior managers should show
considerable support to the linemanagers inhrd role. there shouldbean an incentive
systeminoperation tomotivate linemanagers. further" acting as anhrd trainer re!uires a
management styleof coaching" as opposed to a directive management style. the lack of
training skills and inade!uate linemanagement motivation for this role is confirmed if
you conclude that coaching andmentoring are the least popular hrd
deliverymechanisms. it should be noted here that the delegation ofhrd responsibilities
to line managers does not mean that traditionalhrd function should bedone awaywith.
it simplymeans contributing to the role of thehrdas linemanagers andnot about taking
up the hrd function from the specialists. there is hardly any reason to assert that line
managers would be better developers than hrd specialists. of late" there have also been
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changes in the role of hrd specialists. now hrd specialists are not supposed to be
involved in routine administrative works. this can help themin focusing on strategic
and change management issues. theyneed to be identified as advisors andnot -ust
hrdproviders. this re!uires a partnership between line management and hrd specialists.
hrd specialists should be in a position to offer regular support to line managers by
helping them to analyse performance problems" assess training needs" develop
individual training plans and develop their own coaching skills. however" the basic
!uestion that arises is what is expected from line managers with regard to hrd$ based
on the scientific literature analysis" five main roles of line managers inhrdhave been
identified which are as follows: 8i9 line managers need to discuss the performance and
the development and training needs of their subordinates fromtime to time. 8ii9 line
managers need to collaborate with hrd training specialists on strategic hrd+hrm issues.
8iii9 line managers need to encourage and support the training of their subordinates on
a daily basis. 8iv9 line managers need to train their subordinates in order to the training
and development desires of the employees. 8v9 linemanagers need to
activelycontribute inhrdstrategydevelopment process. line managers are essential to
anorganizationwhich desires to have long and fruitful association with its
employees.according to a study conducted by researchers at
thebathuniversitylinemanagers played a crucialrole in implementing hrpolicies.
theyfound that whereemployees feelconfident about their relationship with their
linemanagers theyaremore likely to have higher levels of -ob satisfaction" commitment
and devotionwhich are associatedwith higher levels of performance or
discretionarybehaviour. organizations too have an important part to play in the
(age: %*%human resource development strategies notes self-instructional material %'*
development of effective line managers. they must encourage line managers
commitment to employee management responsibilities by clarifying those
responsibilities through-obdescriptions" performance appraisaland communicating the
importance and value of development-related activities.asatisfied and happy line
manager would result in the overall success of the organization. checkyour progress
#*. what are the responsibilities of a line manager$ #/. which are the two most
important !ualities that line mangers must have$ #7. what are thefive basic roles of
linemanagers inhrd" basedon the scientific literature analysis$ *.0 role of hrd in service
sector humanresourcedevelopment 8hrd9 plays a crucial role in the service industry.
the companys ownhrddepartment impart customized orientationprogramme" to new
recruits" preferably from .hospitality industry. hrd plays a vital role in service
industry doubtlessly. reputation of any company in service industry depends
upon!uality of hr. the employees of a service organization are a resource that should
be effectivelymanaged. in labour intensive" marketing-oriented service organizations"
development of hrmplans are closely linked to marketing plans. hard hrm is concerned
with the economic outcomes of a business" measured in terms of efficiency andworker
productivity. soft hrmemphasises on the importance of developing a paternal approach
towards the employees" stressing that employees are an essential asset to be developed
and encouraged to participate in the organization. *.0.# hrd and its relationship with
marketing the role of marketing is to achieve organizational goals by satisfying
customer needs. hrd is concerned with reaching organizational goals. therefore" hrd
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must itself be concerned with satisfying the needs of external customers. 7 within
service organizations, hrd has three client groups with which it must deal efficiently:
employees: focusing onmethods used in such issues as recruitment and motivation.
seniormanagement: functional managers in all areas must be aware of the central
significance of hrm activities for the success of their area and the achievement of the
overall success of the firm. 7. palmer. principles of services marketing, 27.
!age: 2"#2$% self&instructional material human resource development strategies
notes external groups: this includes prospective employees andmore indirectly
potential customers, intermediaries and other interested groups such as pressure
groups and government regulatorybodies. hrmhas to demonstrate its significance to
overall corporate goals and to integrate itselfwith other functions to serve the needs of
the marketplace. in service marketing, such integration has to revolve around the
consumer and has three elements: once theclient's needs are known, the department
can tailor its operations to facilitate such needs. hrm supports the marketing effort by
such means as recruitment and training of staff that are most able to satisfy customers'
needs. marketing can give feedback to the hrm through regular monitoring and
surveys of customer satisfaction. such data can be used in staff appraisal schemes.
hrm policies and functions must be evaluated against performance and their
contribution to goals. for example, an analysis of reasons for low levels of repeat
business may show that telephone sales staff has a poor level of sales skills. this may
result in revised training being introduced for such staff. it must be recognised that the
activities of functional areas should contribute to overall organizational goals. if this is
not the case, offending activities should be terminated or amended. hrmdepartment
must be able to evaluate its own contribution and the contribution of other functions,
recommending and facilitating improvements and(or terminationof functions if
necessary. ".).2 motivation, consent and participation hrm stresses the individual
employee and his importance to the organization. this importance cannot be real if
employees do not feel motivated to share organizational goals.motivationconcerns the
choices that employeesmake between alternative forms of behaviour so that theyattain
their personal goals. the task of management is to e*uate the individual's personal
goalswith thoseof the employing organization i.e. getting employees personally
involvedwith the servicewhich they help to produce. this re*uires employees to
consent to the management of their own activity. employees should be motivated by
some formof participation in the organization. suchparticipationgives the employeea
smallstake in the organization. + organization's central philosophy should become
integral to the activity of all managers. hrmhas to become market&oriented and integral
bydemonstrating its relevance to allmembers ofmanagement. consent ) consent covers
a varietyofmanagement&led initiatives, and strategies that seek to give it
authoritywithout activelyemphasising its coercive power. formanyservices provided
on a one to one basis, direct monitoring and supervision of employees +. ibid ). ibid
!age: 2"$human resource development strategies notes self&instructional material 2$7
bymanagement may be impossible.active consent therefore is of great use to the
management of service organizations. scientific management approaches seek
cooperationbetweenemployer and employee interms ofdivisionoflabour, whereby
individual employees work inpredefinedworkstations as directed bymanagement.
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advocates of scientific management see numerous benefits for the employee and
employer. for the employee, specializing in one work activity would give the
opportunity to earn more, especially through piece-rate pay systems while
management would benefit through greater work control and higher productivity. but
therewas hostilityfromworkers towhat is oftendescribed as the process of de-
skilling.within the services sector many attempts have beenmade to deskill jobs in
accordance with the scientificmanagement prescription. but it is necessary to balance
thebenefits of specialization and improvedefficiencyagainst employees sense of
alienation from the job, which occurs where they are involved in only a very small
part of a service delivery process. paternalismattempts to show that the management
was interested in their workforce at home as well as at work. the company may
provide temporary accommodation for their employees, subsidized social clubs, etc.
these and other benefits are designed to encourage employee identificationwith the
company. in contrast to the economically-based consent strategies of scientific
management, the humanrelations approach looks at people as social animals. mayo
argued that productivitywas unrelated to work organization and economic rewards. he
emphasized the importance of atmosphere and social attitude, group feelings and sense
of identificationwhich employees had. scientific management prevents employees
fromexperiencing a sense of identification and involvement that is essential for all
humans. one solution is to design group structures into productionprocesses.
suchprocesses assist in the generationof employees loyalty to their organizationvia
the workgroup. all the above management initiatives and strategies are efforts to
generate employee consent to management authoritywithout management exercising
its authorityvia coercion. moral involvement 1 moral involvement refers to some
mechanismwhereby employees can identify with the corporate goals and relay their
feelings about these goals back to management. employees need some institutional
process throughwhich directly or indirectlytheycanvoice their concerns over decisions
that affect them. common methods are collective bargaining, professional recognition
via professional associations, joint consultationswith employees
ondecisionsmadebymanagement, !uality circles, teambriefings, appraisals or the open-
door policies. 1. ibid
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motivation 11 management coins goals and rewards. motivation is based on
individuals desire to satisfyvarious levels of needs. these levels range fromthe
re!uirement to realise potentialand self development to satisfactionofbasic needs
suchas hunger. rewards for reaching goals can be tangible (money) or intangibles
(commendations). an organization has to bring congruence between its own goals and
those of its employees. participation 1$ an employees participation in an
organizationmaybe limited to purely economic matters* payment is re!uired for work
performed. participationmayalso manifest through !uantitative measures such as
employee involvement in decisionmaking, through !uality circles and team briefings.
participation can take the form of devolution of some areas of traditional personnel
activity to line management so that employeesactuallydoing theworkand those
responsible formanagingparticular sections feel that they are involved in selecting
recruiting, and appraising employees under their operational control. human resource
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audit is well practiced in developed countries. in india, we do not have a full audit like
financial audit of the humanresource activities in anorganization. 5.9.3 hrdaudit to get
the best fromhumanresource, alignment must exist betweenhrs functions, strategies,
structures, systems, and styles and those of the business. hr should be aligned bothwith
the shorttermand longtermorganizational efforts. the hrd audit is an attempt to assess
alignment and improve it. merely having an hrd department does not guarantee
effective hrd. effectivehrd in an organization re!uires that" #i$ the top management of
the organization recognizes the strategic advantage and the critical value
additionprovided by people. #ii$ the role ofhrd be clear. #iii$ line managers understand,
accept and internalize their own role in developing people. #iv$ a learning culture is
established andmaintained in the organization. #v$ appropriatehrd systems are
identified to suit the needs, re!uirements and strategies of the corporation and are
effectively implemented. #vi$ supportive hr policies are formulated and implemented.
#vii$ the hrd function is staffed with competent people. #viii$ the hrd function and its
approaches to implementing its strategies are periodically reviewed. %%. ibid %&. ibid
'age" &5(human resource development strategies notes selfinstructional material &)9
anhrdaudit is a comprehensive evaluation of the current human resource development
strategies, structure, systems, styles and skills in the context of an organizations
business plans. the hrd audit attempts to find out the future hrd needs of the company
after assessing the current hrd activities and inputs available. ob*ectives according to
grayr.d, +the primarypurpose of personnel audit is to know how the various units are
functioning and how theyhave been able to meet the policies and guidelines
whichwere agreed upon, and to assist the rest of the organization by identifying the
gap between ob*ectives and results for the endproduct of an evaluation should be to
formulate plans for corrections or ad*ustments. the ob*ectives ofhr audit are" - to
review the whole system of management programmes in which management develops,
allocates and superviseshrin anorganization with a view to determine the effectiveness
of these programmes. in other words, hr audit reviews the systemof ac!uiring,
developing, allocating andutilising human resources in the organization. - to evaluate
the extent to which line managers have implemented the policies and programmes
initiated by top management and the hr department. - to review thehr systemin
comparisonwithother organizations and modify them to meet the challenges of human
resourcemanagement. - to locate the gaps, lapses, shortcomings in the implementation
of the policies, procedures, practices, directives of the hr department and to know the
areas where non implementation and.or wrong implementation has hindered the
planned programmes and activities. - to evaluate the effectiveness of various hr
policies and practices. - to evaluate the hr staff. - to seek answers to such !uestions as
+what happened/ +why it happened/ or +why it did not happen/ while implementing
policies, practices and directives inmanaging human resources. 5.9.) need for hr audit
though there is no legal obligation to audit hr policies and practices, some of the
modern organizations do pursue it for the following reasons" - to increase the size of
the organization andpersonnel inseveral organisations - to change the philosophyof
management towards hr - to increase the strength and influence of trade unions - to
change hrmanagement philosophyand therebypersonnel policies and practices
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throughout theworld to increase the dependence of the organization on the hr
systemand its effective functioning
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5..5 !ualitative and !uantitative indicators for hr audit ta"le 5.# outlines themost
commonlyused !ualitative and !uantitative indicators of effectiveness classified
"yma$or functions. it should "e remem"ered that these indicators are not foolproof and
may not "e dependa"le in all cases. ta"le 5.# !ualitative and !uantitative indicators for
hr audit ma$or functions !ualitative indicators !uantitative indicator %. procurement
personnel inventory& replacement ta"les& organization planning& $o" descriptions and
specification& source evaluation& e'it interviews& induction programmes. turnover
rates& selection rates& retrenchment& dismissal and lay-offs& recruitment time-lag and
recruitment ratios 2. utilisation identification of merits capacity utilisation& idle time&
statistics& e'tra-time statistics& "ac(logs& turnover per employee& profits per rupee of
personnel e'penses etc. ). training and development training programmes& supervisory
and management development programmes& systematic promotions& career planning&
formal appraisals time ta(en in training& apprentice ratios& scrap losses& productivity
increases. #. compensation $o" evaluation programme& wage and salary surveys&
complaint from employees a"out wage and salaries wage and salary differentials&
"enefit range and costs& num"er of employees earning "onus in e'cess of standard rate
5. integration and maintenance house organ& employee hand-"oo(& employee
voluntary participation in optional service programmes measured morale& measured
communication& a"senteeism and turnover rates& num"er of grievances& suggestion
ratios& accident rates *. la"our relations la"our-management committees& contract
interpretations& no stri(e clause wor( stoppages& grievances and their settlement&
ar"itrations& costs source: p.c. tripathi +personnel management and industrial
relations, sultan chand and sons& newdelhi -%. page %2*/%27. 5..* significance of
hr audit though there is no legal o"ligation to audit personnel policies and practices&
informed employers voluntarily use it as a tool for evaluation and control of personnel
function. therefore& hr audit is used widely to chec( the organizational performance in
the management of human resources. the significance ofhr audit lies in the following:-
%. the management now feels that employee participation in organizational activities is
essential for the success of the organization. 2. it provides the re!uired feed"ac(. ). it
can"e used to avoid the intervention ofgovernment to protect employee interests.
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5..7 "enefits of hr audit (eith davis summaries the "enefits ofhr audit in the following
ways: it identifies the contri"utions of thehr department. it improves the
professional image ofhr department. it encourages greater responsi"ilityand
professionalismamongst mem"ers ofhr department. it classifies the hr department1s
duties and responsi"ilities. it stimulates uniformityof personnel policies and practice.
it identifies critical personnel pro"lems. it ensures timelycompliance with legal
re!uirements. it reduces human resource costs. ta"le 5.5 hr audit/areas and levels
ma$or areas levels and e'amples of audit data level i results level ii programmes level
iii policy and procedure planning forecasting and scheduling to meet organization and
personnel needs personnel shortages& supplies& layoff etc time "ound or networ(
cost2"enefit "udget etc. e'plicit statement to provide inclusive plans for present and
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future staffing and development defined requirements and careers; sources,
requirement, selection, training, promotions recruitment costs; training cost, labour
turnover etc in-house and outhouse training programmes, guidance in careers etc non-
discrimination etc. organising maintaining structures for coordinating,
communicating, collaborating etc feedback, reader interest, extent of formal,
organisation, reports records etc job definitions for individuals, departments, task
forces, house organs etc encourages flexibility, reduces resistance to change, effective
three-way communication etc motivation and commitment individual and group
motivation interest, effort, contribution productivity, performance norms comparative
costs etc job enlargement; wage and salary administration, morale survey, exit
interviews, fringe benefits etc gain high personal identification, ensure whole sale
satisfaction administration style of leadership and supervision; delegation, negotiation
suggestions, promotions,grievances- ,discipline,union-man-agement cooperation
consultative supervision; collective bargaining, union-management committees etc
style adapted to changing expectations; participative involvement, collective
bargaining etc. research and innovation experiments and theory testing in all areas
changes, experiments research reports, publications r&d approach in all areas;
suggestion plans, etc test old and new theories; encourage creativity in management
source dale yoder !personnel management and industrial relations", prentice hall, new
delhi #$%%.
&age '($'(' self-instructional material human resource development strategies notes
(.$.) scope of hr audit the hr audit has a very wide scope. it assumes that the
management of human resources involvesmuchmore than the practice of recruiting,
hiring, retaining and firing employees. it examines the concept of *people
management+ by supervisors at all levels. it covers areas like hr philosophy, policies,
programmes, practices and personnel results. the national industrial conference board
of the united states states, !the top management is interested in auditing all the
programmes relating to employees, regardless ofwhere theyoriginate, or the channels
through which theyare administered". the major areas of hr audit include ,
programming, forecasting and scheduling to meet organi-ation and personnel needs. ,
areas of recruitment, selection, careers, promotions, training and development. , areas
of leadership, welfare, grievances, performance appraisal, employee mobilityand
industrial relations. yoder gives the following outline of the scope ofhr audit . area
wise and levelwise. (.$.$ hr audit process the hraudit should do a thorough probe,
evaluating hrpolicies, programmes, philosophy, practices and concepts and comparing
with standards and with those of the personnel records of the said organi-ation and
other organi-ations. the level and depth of the audit should be decided in advance. rao
has included the following in anhr audit process. , identify indices, indicators,
statistical ratios and gross numbers in some cases. , examine the variations in time-
frame in comparisonwith a similar previous corresponding period. , compare the
variations of different departments during different periods. , examine the variations
of different periods and compare themwith similar units and industries in the same
region. , draw trend lines, frequency distributions and calculating statistical
correlations. , prepare and submit a detailed report to the top management and to the
managers at appropriate levels for information and necessary action. (.$.#/ audit of hr
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results the real test of hr policies and programmes lies in the results achieved.
comprehensive policy statements and elaborate proceduralmanuals are useless unless
theyyield good results. in the audit of results, the hr audit may calculate
Page: 260human resource development strategies notes self-instructional material 253
ratios and percentages frompersonnel statistics. suchmeasurements reveal useful
trends inmanpoer utilisation. hr audit is a comparatively ne area of audit. therefore,
the hr auditor has no bodyof las, regulations and standard practices to guide him. the
hr auditor has to depend upon his on !udgement and records available ithin the
organi"ation. moreover, hr audit may become a fault-finding e#ercise. for e#ample,
herever certaindeficiencies are detected, themanagement and or$ers maystart
blaming each other. to avoid such situations, a forard loo$ing approach is re%uired.
5.&.'' audit report after e#amining various aspects of human resource management,
the hr auditor compiles his observations, analysis, findings and recommendations in
the formof a report. there is no prescribed format of the report in case ofhr audit. the
audit has to e#amine the various hr reports, personnel policies and practices. the hr
audit report ismeant mainlyfor the topmanagement. hoever, certain aspects of the
report e.g. attitude survey and safety survey may be made available to employees. the
report should be based solely on the findings and it should be submitted ithin a
reasonable time after the audit or$ is over. the folloing items should be contained
in the report: '. table of contents 2. preface, giving a brief statement of the ob!ectives
3. e#ecutive summary, in hich the entire report is summarised for the top e#ecutives(
this should also contain the recommendations along ith the factual informationor
findings. ). the report proper, inhich a ma!or division is covered as a special section(
a clear and in-depth analysis of the data and information, furnished area-ise or
department ise. each section should be complete, and should contain as many
supporting data as are practical ithout ma$ing it too voluminous. other data should
be included in the appendi#. 5. summary,hich is general in nature and is relevant to
all the persons concerned. this is more detailed than the summary and conclusions at
the end of the report. 6. appendi#,this includes supporting data and information hich
is not necessary in the main part of the report. *. bibliography, hich refers to
important boo$s and !ournals hich are necessary for future reading is included at the
end. +. audit report should be signed by all members ma$ing the audit.
Page: 26'25) self-instructional material human resource development strategies notes
chec$your progress '+. hat does soft hrm emphasi"e on, '&. ithhich three client
groups does hrmneed to deal efficiently, 20. hat are the to types of reards that
can be given to employees, 2'. hat are the ob!ectives of hr audit, 22. hydo some
modern organi"ations audit hrpolicies and practices, 23. are there any las or
practices to guide hr auditors, 2). hat is e#ecutive summary, 25. hat is preface,
5.'0 hrd strategies in organi"ations invieof fast changes in technology, organi"ations
should develop amore focused and logical approach to the management of people.
organi"ations not only need a mar$eting or information technology strategybut also a
humanresource or people strategy. to develop an effective human resource or people
strategy to, you should find the ansers to the folloing to %uestions: - hat are
the types of people you need to manage in order to meet your strategic business goals
and ob!ectives, - hat people-oriented programmes and initiatives should be planned
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and implemented for attracting, developing and retaining staff to effectively compete
in the competitive market? in order to find the answers to these questions, you need to
address the following four keydimensions of an organization: (i) organization: it
includes the structure, job responsibilities and reporting lines of the organization (ii)
culture: it includes the ideas, standards, customs and management style of the
organization (iii) people: it includes the skill ranks, staff potential and management
capability (iv) human resources systems: it includes employeefocused methods which
deliver the strategy!selection, communications, training and development, rewards,
career development, etc" at times, senior managers are verymuch occupied in
managing the people element of their organizations " in such circumstances, they
remain focused to one or two dimensions, neglecting others" typically, companies set
up their structures for liberatingmanagers frombureaucracy, and aimat an enhanced
entrepreneurial finesse" however, theyfail in adjusting their training or reward systems"
#age: $%$human resource development strategies notes selfinstructional material $&&
when the desired entrepreneurial behaviour fails to emerge, managers often become
confused" the fact remains that rarely canyou concentrate ononly single area" what is
required in such circumstances is a strategic perception designed for identifying the
relationship between all four abovementioned dimensions" if you want an enterprise
which really which really gives importance to quality and service, not onlydo you
have to retrain staff, you must also review the organization's reward, appraisal and
communications systems" there are sevenstepswhichgo into themaking of ahuman
resource strategy and the active involvement of senior line managers should be sought
throughout the approach" step (: understand the )big picture' * comprehend your
business strategy" * identify and highlight the main dynamic forces of your business+
e"g" technology, distribution, competition, the markets" * what are the suggestions of
the driving forces for the people beside your business? * what is the basic people
contribution to bottomline business performance? step $: create a mission statement or
statement of intent this relates to the people aspect of business" do not be discouraged
by negative reactions to the words or references to unrealistic statements!what
mattersmore is the actual process ofthinking through the issues in an official and clear
manner" * what is the contribution of your people? step ,: perform a swot analysis of
the organization focus on the inner strengths and weaknesses of the people aspect of
the business" * consider the present skill and capability issues" enthusiastically research
the e-ternal business and market environment" identify the opportunities and threats
relating to the people aspect of the business and formquestions: * what impact will.
might theyhave on the performance of the business? * consider skill deficiency" * the
impact that new technologyhas on staffing levels? from this analysis you need to
review the capability of your personnel department" complete a swot analysis of the
department!consider in detail the department's present areas of operation, the service
standards and competencies of your personnel staff"
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step /: perform a detailed analysis of human resources focus on the organization's
cops (culture, organization, people, hr systems) * consider: where are you at present
and where do you see yourself in the future? * what are the e-istent gaps between the
reality of where you are now and where you want to be? e-haust your analysis of the
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four dimensions" step &: establish significant employee issues go back to the business
strategy and e-amine it against your swot and cops analysis * identify the significant
employee issues+ namely those people issues that you must address" those which have
a key impact on the delivery of your business strategy" * prioritize the vital people
issues" what will be the result if you fail to address them? remember, you are trying to
recognize where you should be concentrating your efforts and resources" step %: create
consequences and solutions for each significant issue emphasize the options for
managerial action!generate, e-plain and build!don't go for the obvious" this is an
important step as generally people leap for the recognized rather than confront e-isting
theories about theway things have been done in the past" consider the consequences of
taking various courses of action" once youhaveworked through theprocess it should
bepossible to interpret the action plan into broad objectives" these will require to be
broken down into the specialist hr systems areas of: * employee training and
development * management development * organizationdevelopment * performance
appraisal * employee reward * employee selection and recruitment * manpower
planning * communication develop your action plan around the crucial matters" set
targets and dates for the achievement of the keyobjectives"
#age: $%/human resource development strategies notes selfinstructional material $&0
step 0: e-ecution and evaluation of the action plans the ultimate reason for developing
a human resource strategy is to ascertain that the objectives set are mutually
supportive so that the reward and paymethod are included with employee training and
career development plans" hrd is a strategicweapon for achieving competitive
advantage for which organizations must become selfrenewing" the hrdprofessional
should enhance thematuritylevels of all the subsystems ofhrd for building competitive
advantage through the development of human resources and their competencies on a
continuous basis" checkyour progress $%" what does the termcops stand for? $0" what
do hrd strategies refer to? $:" what are thesevensteps involved in themakingofa human
resource strategy? &"(( summary in this unit, you have learned that: * the
term)strategy' refers to the art of manoeuvring resources to attain a decisive advantage
in the e-ploitation of opportunities provided by the environment and keeping out
threats fromthe e-ternal environment" * hrd strategies are plans that define howhuman
resources shouldbe utilized through the use of an integrated arrayof training,
organization development and career development efforts to achieve individual, group
andorganizational objectives" * the strategic approach to hrd represents the vision,
mission and cause of the organization and starts with business strategy fromwhich the
hrd strategy flows" * walton makes a distinction between the strategic approach to
training and development and shrd" he differentiates organizations into three broad
categories: (i) those that undertake piecemeal training which is typically coursebased
and not e-plicitly linked to the overall vision and goals of the organization" (ii) those
with a training and development strategy, where the training and development
provision is derived from the business plans and objectives of the organization, and
where training and development is verymuch anoutcome of strategy" (iii) those that
have strategic humanresourcedevelopment (shrd)which is more holistic"
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notes * tonygrundysays, )in the absenceofhr strategyclearlylinkedwithbusiness
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strategy, hrmprogrammes may easily lack direction, clarity, coherence and critical
marks to add real value. the matching model of hrd/hrm advocates that human
resources be obtained cheaply, used sparingly and developed and exploited as fully as
possible. the soft model of hrd/hrm comprises policies that promote mutuality in
goals, influence, respect, rewards and responsibility. the 5-pmodel ofhrd stresses on
the human aspect ofhrmand is more concerned with employeremployee relationship.
the balanced scorecard is being used as a strategic management tool by
manyorgani!ations. this techni"ue also offers potential to those who wish to achieve
strategic hrd. t"m is a management strategy, inwhich each employee in an
organi!ation is motivated to work towards a common vision, in a perfect environment,
constantly improving his performance, resulting in better business opportunities. its
called #totalbecause it comprises two "ualities$ "uality of return to suit the needs of
the shareholders, and "uality of products. hrdprofessionalswho understand total
"ualitymanagement %t"m& have two main challenges' to enlighten the management
about what customer focus and leadership mean and to decline to take over
responsibility that is not theirs. in t" organi!ations, hrd division develops guidelines
and procedures to ensure that employees can multi-task, improvise when re"uired and
steer themselves towards constant improvement of both product "uality and customer
service. a ceo or chief executive officer is the person who holds the highest position
in the company or board. some big companies may in fact have several ceos, or at
least one ceo for each department. small companies, and non-profit groups generally
have a single ceo, and a vice-president who acts as the ceowhenneeded, or several vice
presidents simply called executive officers. on profit and non-profit boards ceo s
may be elected by a few deserving candidates. you can say that a ceocan save on a
considerable amount of time that he spends on identifying gaps, bypreventing attrition
in the company. he can do this by being actively involved in the hr processes and
monitoring the entire hr team.
(age' )**human resource development strategies notes self-instructional material )5+
5.,) key terms strategy' it is the art ofmanaging resources to attain a decisive
advantage in the exploitationof opportunities provided by the environment and
keeping out threats fromthe external environment. t"m' it is amanagement
approachfor anorgani!ation, centeredon"uality, based on the participationpf all
itsmembers and aiming at long-termsuccess. team' it refer to a small group of people
with corresponding skills, who are committed to a common purpose. linemanager' he
is a personwho is empowered to direct and govern the work of subordinates and is
responsible for achieving organi!ational goals. moral involvement' it is a
mechanismwhereby employees can identify with the corporate goals and relay their
feelings about these goals back to management. appendix' it is an itemof the audit
report which refers to important books and -ournals necessaryfor future reading.
balanced scorecard' it is being used as a strategic management tool by
manyorgani!ations. this techni"ue also offers potential to those who wish to achieve
strategic hrd. #give suggestion techni"ue' an effortless method to get employees
involved on an individual basis. this systemis an administration tool for the
submission, calculation and execution of an employees idea to cut costs, enhance
"uality or improve other essentials ofwork such as safety. reward and
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acknowledgments' this refers to all aspects of compensation and reward, including
promotions, bonuses and credit, either monetary or non-monetary and to individuals or
groups. chief executive officer' he is the personwho holds the highest position in the
company or board. 5.,1 answers to #check your progress ,. hrd strategy refers to the
ways and means for effective resource utili!ation. ). hrddealswithstrategies suchas
training, learning, motivation, empowerment and counselling. 1. the three focus areas
ofhrd strategies are as follws' %i& hrd as competitive advantage %ii& linkinghrd
strategywith business strategy %iii& hrd as a key player in organi!ational performance
(age' )*.)*0 self-instructional material human resource development strategies notes
/. the five 5ps of 5-pmodel ofhrd are' philosophy, policies, programmes, practices and
processes. 5. this model ofhrm comprises policies that promote mutuality in goals,
influence, respect, rewards and responsibility. the strategyfollowed in this model is
that mutualitywill elicit commitment on the part of the employees, which in turn will
yield better performance and greater human resource development. *. the balanced
scorecard techni"ue stresses that organi!ations should develop ob-ectives and
performance measures in a range of areas which reflect the full scope of business and
not -ust the financial aspect of business alone. the organi!ationshould look at issues
fromthe perspectives of the customer, the internal business perspectives, and of
innovation and learning. in each of these areas, ob-ectives and measures must be
agreed upon taking into consideration stakeholders expectations and re"uirements. ..
total"ualitymanagement or t"mas it is popularlyknown, is an approach to improve the
effectiveness and flexibilityof an organi!ation as a whole. it is a multi-disciplinary
approach. t"m organi!es and involves everyone employed in anorgani!ation, in all
activities, in all functions, and at all levels. 9. people are an important part of
process. no organi!ation can endure without skilled people, people who are
improving and open to learning. businesses are starting to reali!e that satisfied
employees will result in satisfied customers. human resource is the only one that
rivals cannot imitate and the only one that can synergi!e. +. the teams that can be
encouraged in an organi!ation to achieve t"m are as follows' problem-solving
groups work teams management and administrative teams pro-ect teams
"ualitycircles practical teams ,0. a ceo or chief executive officer is the person who
holds the highest position in the company or board. ,,. in inside-out focus, all
procedures and processes are determined and executed without an apparent
understanding of the needs and wants of employees.
(age' )*9human resource development strategies notes self-instructional material )*,
,). in outside-in focus, all processes are focused on the actual needs of the employees.
,1. the managerial expertise of a ceo of takes a company towards success. ,/. he
should introduce employee-friendly policies and ensure a congenial working
environment. his active involvement in thehr procedures would ensure the
introduction of new policies and procedures besides ensuring the smooth and efficient
functioning of the hr team. he too can play the role of an hr by allowing other
employees to make executive decisions and growwith the company. ,5. the
responsibilities of a line manager are as follows' managing employees managing
functional expenses providing technical expertise allocatingwork checking work
processes monitoring "uality dealing with clients assessing operational
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performance 16. the two most important qualities that line mangersmust have are: (i)
self-confidence (ii) strong sense of own security 17. based on the scientific literature
analysis five main roles of linemanagers in hrd have been identified which are as
follows: (i) line managers need to discuss the performance and the development and
training needs of their subordinates fromtime to time. (ii) line managers need to
collaborate with hrd training specialists on strategic hrd!hrm issues. (iii) line managers
need to encourage and support the training of their subordinates on a daily basis. (iv)
line managers need to train their subordinates in order to the training and development
desires of the employees. (v) linemanagers need to activelycontribute
inhrdstrategydevelopment process. 1". soft hrmemphasi#es on the importance of
developing a paternal approach towards the employees stressing that employees are
an essential asset to be developed and encouraged to participate in the organi#ation.
1$. the three client groups with which hrm needs to deal efficiently are employees
senior management and e%ternal groups.
&age: '6$'6' self-instructional material human resource development strategies notes
'(. the two types of rewards that can be given to employees are: (i) tangible (money)
(ii) intangible ( commendations) '1. the ob)ectives of hr audit are as follows: * to
review the entire systemofmanagement programmes * to review thehr systemin
comparisonwith other organi#ations * to evaluate the hr staff * to locate the gaps and
shortcomings * to evaluate the performance of line managers ''. some
modernorgani#ations audit hr policies and practices to: * increase the si#e of the
organi#ation * increase the strength and influence of trade unions * change the
philosophyofmanagement towards hr '+. no there are no laws or practices to guide hr
auditors ',. e%ecutive summary is an itemof the audit report which has entire report in
summari#ed form. this is meant for top e%ecutives. '-. preface is an item of the audit
report which gives a brief statement of ob)ectives. '6. cops refer to culture
organi#ation people and hr systems. '7. hrd strategies refer to the art of managing
resources to attain a decisive advantage in the e%ploitation of opportunities provided
by the environment and .eeping out threats fromthe e%ternal environment. '". the
seven steps involved in the ma.ing of a human resource strategy are as follows: (i)
understanding the big picture (ii) creating amission statement (iii) considering the
present s.ills (iv) performing a detailed analysis (v) establishing significant employee
issues (vi) creating consequences and solutions (vii) e%ecuting and evaluating action
plans -.1, questions and e%ercises short-answer questions 1. prepare a business cycle
incorporating business ob)ectives. '. write a short note on a balanced scoreboard. +.
what is the role of the ceo in the development ofhr in an organi#ation/
&age: '7(human resource development strategies notes self-instructional material '6+
,. write a short note on the people-focused hr processes. -. which qualities and s.ills
are required for front line managers/ 6. e%plain briefly the problems and ris.s faced by
line managers. 7. what is the relationship ofhrdwithmar.eting/ ". why is hr audit
needed/ $. what is the procedure of hr audit/ 1(. write a short note onhrd strategies in
organi#ations. long-answer questions 1. what is strategy/why do organi#ations need
hrd strategies/ '. e%plain the classic training cycle with a diagram. +. e%plain how
business ob)ectives can be incorporated in the training cycle. ,. e%plain the differences
between the strategic approach to training and development and shrd. -. e%plain
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strategyand hrd from the historical perspective. 6. explainhrd froma strategic
perspective for organizations. 7. explain the three hrdmodels. 8. describe howa
balanced scorecard can be used as a strategic management tool byorganizations. 9.
explainwith a neat diagramamodel aligning shrdwith the life cycle of an organization.
5.15 further reading armstrong m. employee reward. london! ipd 1996. chandra
asho" and shilpa "abra. human resource strategy. new delhi! response boo"s 1999.
beac"a. and t. #ones. $fromtrainingmanager to humanresourcemanager% not a rose
byanyother name&' industrial and commercial training may(#une 1988 ! 7)1*. beer
m. and spector b. +corporate,wide transformations inhumanresource management' in
p. r. lawrence -ed... human resource management! trends and challenges. boston!
harvard university press 1985. beer m. and spector b. +corporate,wide
transformations inhumanresource management' inr.e. walton and p. r. lawrence -eds..
human resource management! trends andchallenges. boston ! harwarduniversitypress
1989. billimoria r.p. and b.". singh. human resource development. new delhi! vi"as
publishing house pvt ltd 1985.
/age! *71*60 self,instructional material human resource development strategies notes
chalofs"y n. and g. lincoln. up the hrd ladder. readings!addison,wesley 1981. beach
dale s. personnel management. newyor" ! macmillan 1985. deconzo david a. and
stephen p. robbins. personnel(human resource management 1rd edition. prentice hall
of india pvt ltd 1988. singh duleep. +productivity scenario in india)7 th five year plan
and hrd' in udesh"ohli vinayshilgautam-eds.. hrdand planning process in india.
newdelhi! vi"as publishing house pvt ltd 1995. rao mohan. $hrd in indian
organisations' in". singh t.v. rao and b. nair -eds.. selected readings inhrd. newdelhi!
tatamcgrawhillpublishing co. ltd 1996 robbins s. p. organizational behaviour 6th
edition. englewoodcliffs! prentice hall 1991. rao t.v. $hrd and organisational
effectiveness'in ". singh t.v. rao and b. nair -eds.. selected readings in hrd. new delhi!
tata mcgraw hill publishing co. ltd 1996. stewart #. and #. mcgoldric" -eds.. human
resource development! perspectives strategies and practice. london ! pitman
publishing 1996. walton r. e. fromcontrl to commitment in thewor"place'
harwardbusiness review 61-*. 77)80 1985. "ohli uddesh 2sinha dharui hrd,global
challenges and strategies in *333 a.d. newdelhi istd maheshwari b.l.and sinha dharni
p. management of change through hrd. newdelhi tata mcgraw, hill. silvera d.n. hrd!
the indian experience delhi new india dayal ishwar designing hrd systems concept
publishinghouse! newdelhi. nair m.r.r. and t.v. rao. excellence through hrd. newdelhi
tatamcgraw,hill virmani b.r. 2 rao "ala economic restructuring technology transfer
and hrd. newdelhi! response boo"s. dessimone r.l. human resource management.
mumbai! thomson learning.
/age! *7*human resource development strategies notes self,instructional material *65
case study! mangala automobiles ltd. mangala automobiles ltd is a traditional
automobile spare parts manufacturing organization. the company has been selling its
products to reputed manufacturers of cars li"e maruti and standard motors. the
company has not been doing well for 4uite some time low. it faces competition from
new spares parts manufacturers and the management feels that their clients may go to
other firms if they do not put things in order and get competitive. in order to ma"e the
organization more competitive the management decided to hire the services of a new
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ceo mr alex d'souza. mr d'souza is a hard,core operations man with thirty years of
professional credibility to his standing. after ta"ing over as the ceo of the company he
called for a meeting of the senior management and employees to ascertain the
problems faced by the organization. after hearing the senior management and
employees he felt that his main tas" was to create a new wor" culture in the
organization. mr d'souza is a great believer in hrd and feels that the hrd department
has to be built and de,lin"ed from the hrm department. the #ob of the newly created
hrd department is to develop people raise their morale and commitment train and
build an achievement,oriented wor" system and empower employees so that
competitive advantage may be achieved for the organization in order to come out of
the present trouble. you are employed as the new hrd manager of the organization. mr
d'souza tells you on the first day of your wor" that the main problems are%sagging
employee morale low productivity and an accumulated loss of rs *33 crore. the ceo
has decided to introduce hrd strategies based on the survey feedbac". 4uestions! 1. as
the new hrd manager how will you go about your wor" in mangala automobiles ltd<
*. how will you revamp the organizational strategy to implement the ideas of the ceo<
1. what in your opinion should be the hrd strategies that the hrd department should
implement to achieve its target in the next three years< activity! you are the hrd
manager of a traditional tile company. the organization has wor"ers staff and
managers who have low educational 4ualifications and training. the organization now
wants to introduce modern technology to ma"e the organization more competitive in
the mar"et. the ceo has a vision of ta"ing the company from a sales turnover of about
rs 53 crore to rs *53 crore per annum in the span of three years. he feels that by
implementing modernization programmes through technology upgradation and hrd
programmes for the staff the targets could be achieved. as the hrd manager you are
put in charge of implementing specific systems and strategies by the ceo so as to
realize his vision. what specific hrd systems and strategies will you put in place to
ma"e the ceo's vision a reality<
/age! *71human resource development trends and challenges notes self,instructional
material *67 unit 6 human resource development trends and challenges structure 6.3
introduction 6.1 unit ob#ectives 6.* hrd climate in india 6.1 hrd for wor"ers 6.1.1
hrddimensions of industrial relations 6.1.* development needs of wor"ers 6.1.1
developmental plan for wor"ers 6.0 hrd! mechanisms for wor"ers 6.5 role of trade
unions in the hrd process 6.6 technolgoy and hrd 6.7 emerging trends and challenges
6.7.1 newtrends in international hrm 6.7.* challenges facing hrd 6.8 summary 6.9 "ey
terms 6.13 answers to +chec" your progress' 6.11 4uestions and exercises 6.1* further
reading case study 6.3 introduction hrd is not meant to deal onlywith the top
management staff but also wor"ers as they form a ma#or part of any organization. hrd
for wor"ers has been attempted only in a limited way because numerous managements
feel contented with existing labour laws and do not want to examine the possibilities
of going beyond statutory re4uirements and allocating resources for the growth and
development of wor"ers. hrd for wor"ers is a must because wor"ers constitute 73,83
percent of wor"force.any effort made by the organization in developing this resource
in india there is a vast reservoir of latent talent in wor"erswhich needs be nurtured for
developing the organization and society. both management and trade unions need to
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wor" shoulder to shoulder to develop wor"ers. theyhave to shed their traditional role
towards wor"ers and show a progressive attitude. the focus direction content
andmechanismfor hrd have to bedifferent for wor"ers than for managerial staff. hrd
for wor"ers is a process bywhich the wor"ers are helped in a continuous and planned
way to develop occupational capabilities develop a higher level of achievement
motivation and self,management s"ills. hrd for wor"ers should increase the power of
those who have traditionallybeen
/age! *70*68 self,instructional material human resource development trends and
challenges notes deprived for suchpower.anumber of organizations that extendhrdto
all people within the organization using someuni4uehrdinterventions are
especiallyfocused on wor"ers and support staff. unions should focus their
attentiononwor"er development. inorganizations where a developmental climate
prevails unions could play an effective role by becoming a partner in such an
endeavour. on the other hand in organizations where a developmental climate does
not exist the unions need to ta"e up hrd issues relating to wor"ers with the
management. it is not necessary that allhrd initiatives should come from the
management alone. enlightened union leaders must ma"e it their goal to improve the
hrd climate in organizations. 6.1 unit ob#ectives after going through this unit you will
be able to! = understand hrdenvironment in india = describe the hrdsystem for
wor"ers = understand the needs of wor"ers = understand the areas of development for
wor"ers = define 4wl = understand the role of trade unions = understand the role of
technology in hrd = understand the challenges faced byhrd 6.* hrd climate in india hrd
in india has been more of a support system a hiring firing payroll administration. but
today it has moved into a more central role partnering with organizations to help
them reach their business goals. hrd in the indian context will continue to be a critical
resource for individuals helping people contribute their best in healthy affirming
ways. however loo"ing bac" we can say that the hrd function is not well,structured as
envisioned in the mid,1973s. the function seems to be a lot more convenience driven
rather than systems,driven. it does not have all the ideal systems envisaged in the
1973s. the structures and competencies are not fully in tune with the integrated hrd
systems model offered by paree" and rao. the hrd departments and their subsystems
need to be professionally trained so as to reach a certain level of maturity. these
subsystems have a great deal of potential to give companies a competitive advantage
through the development of employees and their competencies.
/age! *75human resource development trends and challenges notes self,instructional
material *69 india has a vast reservoir of efficient wor"ers. these wor"ers should be
nurtured to develop the country. for this both management and trade unions will have
to wor" in tandem. they need to show a progressive attitude. the ultimate aim of hrd is
"eeping the wor"er happy and motivated ma"ing him en#oy his wor" and have a
sense of pride in the organization he belongs to and in the wor" he does. 6.1 hrd for
wor"ers managerial interest in the field of hrd has been shown in last two, to,three
decades. organizations are ta"ing a number of initiatives for propagating the values
ofhrd and initiating hrdsystems. however the implementationofhrd for wor"ers has
been limited. though the need for hrd for wor"ers is voiced at various levels there is
very little that has been done in this field. the content and processes ofhrd for wor"ers
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is 4uite different than those for managerial staff. many managements feel
overwhelmed by existing labour laws and are content with simplyfulfilling their
obligations under labour laws. they are unwilling to loo" beyond statutory
re4uirements and allocate resources for the growth and development ofwor"ers. thus
it is essential for employers employees and trade unions to change their mindset and
concentrate on development issues relating to wor"ers.anydevelopmentaleffort
directed on specific groups of employeeswould be inade4uate and its impact on
organizational growth and development will be marginal if developmental efforts are
not directed to include all sections of employees. 6.1.1 hrd dimensions of industrial
relations themanagement of blue,collar wor"ers has largely had an industrial relations
-ir. orientation inmost organizations. the ir approach to managing wor"ers focuses
primarily on maintaining peace in the wor" place by avoiding stri"es and other forms
of protests and stoppage of wor". hrd for wor"ers has been ta"en up only in a limited
way and that too only recently. of late the need for hrd for wor"ers has been echoed
bybothacademicians and professionals. the irapproach is slowlychanging
fromamaintenance,orient approach to one that is development,oriented. there canbe
several reasons for such a trend and these are given below! = wor"ers constitute anarea
that willnecessarilybring inunions and therefore any effort of hrd for wor"ers will
bring the union which is more in the realmof ir than development. = there is an
underlying assumption that hrd for executives will result in wor"ers development. =
there usually is a lac" of integration between the hrddepartment and the ir department.
= the prevailing ir climate inmost organizations is that of negotiations and collective
bargaining leaving very little scope for the development ofhrd.
/age! *76*73 self,instructional material human resource development trends and
challenges notes despite the prevailing situation it is now increasingly being realized
that wor"ers constitute a ma#or resource in any organization and therefore their
development is necessaryfor the growthof anyorganization.asmentioned earlier the
irapproach is slowlymoving frombeing maintenance,oriented to one that is
development,oriented. the development orientation approach to wor"ers has the
following assumptions. some of the reasons are given below as follow! = the
productivity and effectiveness of an organization depends mostly on the contributions
of the wor"force and therefore it ma"es business sense to have a developmental
orientation approach to wor"ers. = wor"er development is the responsibility of
organization and the hrd departments are therefore recognizing the need for hrd for
wor"ers. = wor"ers need to be constantlynurtured and motivated in a varietyof ways so
that they canma"e their best contributions to their organizations and to society. = given
the nature of wor" blue,collar wor"ers have limited avenues for growth andhrd
support is vital for their development. 6.1.* development needs of wor"ers the
ultimate ob#ective of hrd is to "eep the wor"er happy and motivated ma"e him en#oy
his wor" and have a sense of pride in the organization he belongs to and in the wor"
he does. it is now as well established fact that wor"ers are a ma#or resource in any
organization and therefore any neglect in developing and nurturing this resource
being realized produce counter,productive results. it is also may that wor"ers are
e4ually alienated trade unions and from management. such alienation from both the
management and unions has done little for their welfare and development. in this
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background, it is necessary for both employees and trade unions to change their
orientation and focus on developmental issues pertaining to workers. this is possible
through a climate where work and the worker are respected irrespective of the
nature and complexity of job. the developmental needs of the worker that directly
affect his job are notably taken good care of by the organizations but the
developmental needs of the worker as an individual are grossly neglected by
organizations. that is whywe find that in training programme issues like multi-skill
training, uality circles, skill training, job rotation and apprentice training are well
taken care of. the needs of a worker as a human being, his potentials, aspirations,
values and responsibilities that do not directly have any effect on production are
grossly neglected. it may, therefore, be pointed out that any developmental need of the
workers related to himself, his family and social environment should be taken care of.
he deserves time to reflect about himself, his contributions and their meaning, his
growth and the direction it is taking. the needs of the organization and other
surroundings should also be taken care of. they all constitute his development needs.
!age" #$$human resource development trends and challenges notes self-instructional
material #$% rationale behind hrd for workers no developmental activitywill have an
impact unless it is directed to include each section of employees. even the most
efficient managers face difficulty in achieving corporate objectives in the company if
all sections of the workers are not included in the developmental activity. the ultimate
objective of hrd is to keep the worker happy and motivated, make him enjoy his work,
and have a sense of pride working in the organization. in any organization, workers
constitute $&'(& per cent of the workforce. if the organizational efforts are directed
towards developing this resource it will result in a significant development for the
organization. one of the results of development should be the realization of the
potential of workers and encouragement to them to realize the resources at their
command, such as resources of personal and individual strength and resources in the
environment. ).*.* developmental plan for workers given the rationale for having hrd
for workers, it is necessary to plan out hrd for workers. the developmental plan for
workers could focus on the following areas of development" + worker improvements
and skill development + understanding of the organization, its goals, functioning and
other contextual understanding + personal growth and motivation management +
family and social responsibilities + values and attitude development work and skill
development the developmental needs of the worker that directly affect his job are
notably taken good care of by the organizations. work improvements could be planned
through training, uality circles, multi-skilling, job rotation, and so on. the
productivity and effectiveness of an organization depends mostly on the contributions
of the workforce and, therefore, it makes good business sense to have a developmental
orientation approach to workers. these methods are well known and well-practised
inmost organizations. organizational understanding educating workers about the
organization is useful in increasing his commitment. however, this area is mostly
neglected for workers. though organizations have elaborate training for management
trainees and engineers, workers are treated differently. it is important for workers to
have an understanding about the organization. he should know the complete range of
products and services offered by his organization, the market place in which they are
!age %(% of %,-
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available, how these products and services produced by his organization are being
utilized and what impact they are having on people and society. contextual
understanding could be provided through worker education and other classes that may
be held for them.
!age" #$(#$# self-instructional material human resource development trends and
challenges notes personal growth and development personal growth and development
are uite common formanagers. however, for a long time no attempt was made for
providing such inputs for the workers. enlightened organizations have, however,
attempted to modify growth and development programmes for managers to make it
suitable for workers. certain organizations that have conducted personal growth and
motivation programmes for workers have reported positive results. therefore, this area
maybe the focus ofhrd departments. ina typicallymodified
versionofachievementmotivation training laboratories, taprogrammes or personal
growth laboratories, a group ofworkers, say twenty to twenty-five are taken out of
their work site to a suitable place where they undergo training. the facilitator normally
creates a climate where they discuss things other than their work in the organization.
they discuss issues about themselves, their problems, their concerns, and the areas
theywant to work on. the facilitator makes it clear that he is there only to help
themmake the best use of the time theyspend together, reflect about themselves and
their life and learn from one another and plan for a better future. theydiscuss their
families, whether they have been good parents, their levels of aspiration for their
children, the guidance and support theywere able to provide to their families, their role
in the society, and so on. towards the end of the programme, they examine their work
attitudes and work behaviour and the impact these have on their personal life and vice
versa. issues of absenteeism, morale, job satisfaction, and so on, get discussed at the
initiative of the participants. the programme helps the workers to focus their attention
on themselves as individuals, the various roles theyplay in their families and society,
the impact they have on their spouses and children, the opportunities theyprovide for
their children and other familymembers to grow and develop. family and social
responsibilities hrd for workers should include hrd for the family. workers cannot take
care of the development of their family members as they belong to relatively lower
classes of the society. therefore, it is useful for organizations to think of creating
development opportunities for the familymembers of the workers. for a typical indian
worker, organizations should provide educational facilities for children of workers,
special guidance and counselling centres, cultural development opportunities, and so
on. the programme may also include eradicating illiteracy by starting a workers
literacy programme. those who are well educated among the workers could be used to
run literacy and other adult education classes. organizations could also organize
tutorials and special training programmes for the children of their workers.
!age" #$,human resource development trends and challenges notes self-instructional
material #$* value and attitude development hrd for workers should focus
ondeveloping themas people and individuals so that they canmake excellent
contributions not only to the organization, but also to their own families and the
societyat large.adevelopmental approach to workers can give a lot of pay-offs to the
workers themselves, to the organization, and to the society. programmes for
!age %(# of %,-
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developing the right kind of values and attitudes in the employees can result in the
wholesome development of the workers. checkyour progress 1. why is it that hrd for
workers has been attempted only in a limited way? 2. what is the focus of industrial
relations approach to managing workers? 3. what kinds of needs of aworker are
usually neglected by organizations? 4. what is the rationale behind hrd for workers? 5.
what are the areas in which hrd canwork for workers? . what kind of facilities should
an organization provide to a typical indian worker? .4 hrd! mechanisms for workers
the focus" direction" content and mechanism for hrd should be different for workers
andmanagerial staff. hrd for workers is a process to help workers in a continuous and
planned way so that they are able to develop occupational capabilities and a higher
level of achievement" motivation and self#management skills. those workerswho have
traditionallybeendeprived should be empowered. thus" hrd forworkerswould be $uite
different in content and process. it maybe noted here that the same strategy cannot be
adopted for allworkers as workers are categorized into various groups and categories"
such as skilledworkers" semi#skilled workers and unskilled workers. eachof these
groups mayneed a different hrd input. thus" it is hard to say that workers as a group
will have common needs for development since the focus and direction ofhrd for
workers may be different indifferent sectors. figure .1 illustrates theways andmeans
of developing workers.
%age! 2&'2(4 self#instructional material human resource development trends and
challenges notes human resource development for workers training counselling
participation welfare $uality of work life grievance mechanism $uality circles figure
.1 human resource development for workers training developing the individual)group
on the given functionwith its different spheres of activity and dynamismis important.
on the *ob training" multi#skilling" and so on" are someof the interventions needed in
organizations. the effort in training should primarilybe institutional" based on the
actual training re$uirements ofworkers in the technological conte+t of a specific
industry. based on the identified needs" personal growth#based training should be
conducted.workersshould be convinced that theyre$uire such training. however" the
nomination for the programme should come fromthe workers themselves. personal
growth training can be e+tended to the family members of the employee. such training
effort will integrate the employee with the family and the organization and provide a
deeper understanding of bothwork and life. behavioural training is also important for
developing interpersonal skills as well as those skills which would help themin
bringing improvement in their $uality of life in general. personal growth efforts should
be a continuous process and not a sporadic activity carried out at specific intervals.
personal growth education plan for each employee of the organization can be drawn at
the beginning of the year and integrated to career planning itself. counselling the
counselling effort needs to be sincere and serious" preferably initiated by trained
counsellors. counselling and other hrd interventions were seen to be the privilege of
mainly e+ecutives) managers for a long time" and workers were considered to be either
unwilling or not ready to absorb such inputs. counselling is a vitalmechanismfor
providing timelyguidance to employees andhelp themlearn from their own mistakes.
counselling may be initiated towards a wide range of
%age 1&3 of 1,5
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Page: 281human resource development trends and challenges notes self-instructional
material 275 areas in personal development and behavioural skills like self awareness,
achievement motivation, interpersonal relations, teamwork, creativit, problem
solving, and discovering one!s potential" counselling services ma cover the personal
and famil life of workers" it helps a worker to plan the careers of his own childrencan
have highmotivationalvalue" the common theme running across all counselling
intervention is to focus on the human being rather than the #ob and an attempt to create
a sense of meaning and satisfaction in the worker, thereb bringing out his best
potential bhelping himdevelop a sense of empowerment and creating positive
relationships with people at the workplace" participation workers! participation in
management is a ver potent mechanism for the all-round growth of workers and also
the all-round growth of organi$ations" organi$ations should recogni$e that trade
unions should be empowered with the hrdphilosoph, values, sstems and practices so
that thecanbecome responsible for ensuring hrd for workers in the organi$ation" to
obtain this, the following interventions canbe adopted: % hrd competence should be
built in trade union leaders" the should be trained to managemultiple roles of famil,
workplace, societ, politics, and so on, without adverselaffecting allthe functions that
have to be performed" % the role of trade unions should be reoriented fromprotest to
development" % since hrdand trade unions have identical ideals for workers, linkages
can be built betweenunions andmanagement to initiate commondevelopmental
programmes in organi$ations" % workers should be helped to understand the role of
trade union organisations in building positive and developmental climate" emploee
welfare emploeewelfare refers to the effort made to ensure that the lives ofworkmen
are worth living" it includes various services, facilities and benefits offered to
emploees b the emploers, unions and government" the purpose is to improve the
living standards of workers" emploee welfare programmes bring a sense of
belongingness and ade&uac, which is beneficial for the organi$ation in the long run"
so long as ade&uatewelfare programmes do not e'ist in the formof education, health
andmedical benefits, workers are unlikel to prosper" without ade&uate welfare
programmes in these fields, the cannot lead a &ualit life" over the ears, the tpes of
benefits offered have been e'panding in linewith competitive pressures, changing
#obmarket trends, emploee e'pectations, uniondemands and legislative re&uirements"
Page: 28227( self-instructional material human resource development trends and
challenges notes &ualit of worklife )&wl* &wl efforts are sstematic efforts
borgani$ations to give workers a greater opportunit to improve the wa thedo their
#obs and the contributions themake to the organi$ation!s overall effectiveness"
personalit-related training not onl gives a deeper understanding of one!s own life in
relation to work but also the different roles the person has to pla in societ"
adevelopmental approach to workers can have a lot of pa-offs to the workers
themselves, to the organi$ation and to societ" &wlis focused not onl on the phsical
environment but also on motivational factors, suchas fle'ibilit inworking hours,
autonomand discretion in the performance of #obs, and the vernature of the work
itself"annual visits b famil members to the workplace and informal social gathering,
celebration of festivals in the compan, and so on, are mechanisms ofmotivation
development and integration into the organi$ation" &ualit circles hrd for &ualit
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appears as one of the most well-accepted and recogni$ed areas of hrd for workers in
which there is simultaneousl focus on workers! productivit and integrationwith the
organi$ation" hrd interventions related to &ualit, namel, &ualit circles, small group
activities, training in kai$en, t&m, problem-solving techni&ues, and so on, are used to
bring e'cellence in #ob performance" the &ualit circle refers to a small group activit
in which a small group of emploees meets periodicall on voluntar basis for
discussing work-related problems" the cru' of &ualitmovement in relation to workers
however is the involvement and empowerment of workers to make themmore
responsible, responsive and committed" &ualit circles involve people
inproblemsolving and tap their brainpower effectivel" the ob#ectives of&ualitcircles
are: % to improve &ualitof products/services % to improve productivit and reduce the
cost of production % to satisf theworkers pschological needs of participation and
recognition with a view to motivating them % to utili$e individual imaginative, creative
and innovative skills through participation grievance mechanism in big organi$ations,
there is usualla tendenc to disregardworkers! grievances" it is found that at times
developmental efforts antagoni$e workers and hence prove counter-productive" thus,
there should be a &uick sstemof grievance redressal in all developmental efforts"
trade unions trade unions in india are 7grievance-oriented!and not 7development-
oriented!" traditionall, unions have functioned as a protest
organi$ationonbehalfofworkers"
Page: 28.human resource development trends and challenges notes self-instructional
material 277 their activities have been limited to monetar issues" the usuall tend to
ignore other developmental issues pertaining to workers" there are organi$ations
whose hrd programme include all workers within the organi$ation" the use some
uni&ue hrd interventions and are especiall focused on workers and support staff"
some of their efforts are especiallaimed at building a culture of openness,
participation, freedomand empowerment" it is here that a trade union can pla an
important role" trade unions are in a position to associate themselves in various hrd
issues, such as adult literac programme, suggestion schemes, education awareness
programme, small group activities, education schemes for workers, etc" however, it is
an ironthat trade unions lookat hrdforworkerswithsuspicion" their response in this
regard has usuallbeen skeptical" trade unions are usuall do not encourage hrd efforts
due to the following factors: % sincesincere and genuine hrd efforts can lead to
contentment, satisfaction, self-dependence and assertiveness amongworkers,
thewould be able to look after their interests" this would reduce the importance of
trade unions" % if theworkers are assertive and self-motivated, thema like to
participate in the unionaffairs" trade unionswouldnever like this situation as it would
reduce their hegemon" % if workers areinvolved in hrd programmes, the ma turn out
to be active collaborators withmanagement in problemsolving" this mamake trade
unions redundant" % unions usuall thriveon the dissatisfaction, dependence and
theweaknesses of workers" so, if workers become empowered as a result of hrd
incentives, thewould no longer turn to trade unions for the fulfillment of their
re&uirements " in anhrd effort for workers, it is ver necessar to dealwith the above
fears of trade unions" it is desirable that the workers, unions and emploers work
together for the development of the workers" it is necessar that some basic minimum
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trust exists between trade unions and employers before trade unions accept hrd and are
willing to participate in anyhrd programmemeant for the workers. checkyour progress
7. what is the focus of qwl? 8. what are the mechanisms ofmotivationdevelopment
among workers? 9. what are the objectives of quality circles?
age! "8#"78 self$instructional material human resource development trends and
challenges notes %.& role of trade unions in the hrd process unions need to focus
onworkers' development. theyshould function like a catalyst in hrddepartment's
efforts for the development of theworkers. in organi(ations with a developmental
environment) unions mayplay an effective and efficient role bybecoming apartner
insuch aneffort. inorgani(ationswhere no such environment prevails) the unions need
to take up hrd issues with regard to workers with the management. it is not essential
that the management alone should take all hrd initiatives. the improvement in the hrd
environment inorgani(ations should be the goal of an enlightened union leader.as far
as hrd process is concerned) the role of trade unions in the hrd is felt for the following
purposes! * communicatingwithworkers almost on a regular basis about the enterprise
inwhich theywork * providing professional help to workers in cases of excessive
drinking) drug addiction) excessive smoking) excessive debts) and so on. * helping in
acquiring new skills by providing workers with training for promoting collaboration)
positive assertion) empathy to do new jobs or projects. * taking intensive education
and development effort * creating a better family environment and also extend
guidance to workers in relation to the education and career of their children *
developing innovativewelfare schemes and helping the management focus on the
long$termbenefit for the workers to ensure continuous improvement ofworkers'
standard of living * building hrd competence * building linkages betweenunions
anddifferent groups for initiating common developmental endeavours inorgani(ations
in order to play the above roles effectively) trade unions must become professional.
the newrole for the unions is to focus onimproving the psychological well$being of the
workers. this new developmental role will require several new skills in the union
leadership like those of a trainer) educator) counsellor) motivator) facilitator or
communicator. for long) trade unions have ignored the development role. theyhave
been focusing on the economic well$being of workers and have built
certainmechanisms to achieve that. however) it must be said that economic well$being
without looking at the developmental needswould be self$defeating. trade unions
should develop internal competences to deal with workers' developmental needs.
age! "8&human resource development trends and challenges notes self$instructional
material "79 checkyour progress +,. what should be the new focus of the trade
unions? ++. how can unions work towards counselling? %.% technolgoy and hrd the
role ofhumanresources departments is usuallyadministrative and common to
allorgani(ations.organi(ationsmayhaveofficialselection) evaluation) andpayroll
processes. the professional and effective management of -human capital' has gone
ahead to an increasinglyvitaland complexprocess. thehrfunctioncomprises of tracking
existing employee data which conventionally includes personal pasts) skills) potential)
achievements and salary. inorder to decrease themanualworkload of these
administrative activities) organi(ations began to electronically automate many of these
processes by initiating speciali(edhumanresource management systems. hr
age +8% of +9&
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professionals relyon internal or external it experts to develop and maintain an
incorporatedhrms. before the client-serverarchitecture developed in the late 1980s,
manyhrautomationprocesseswere downraded to mainframe computers that could
handle lare amounts of data transactions.as a conse!uence of thehih capital
investment essential to purchase or proramproprietarysoftware, these internally-
developed hrmswere limited to orani"ations that possessed a lare amount of capital.
the arrival of client-server,application service provider, and software as a service or
saashumanresourcemanaement systems enabled increasinly hiher administrative
control of such systems. currently human resourcemanaement systems include# 1.
payroll $. wor% time &. benefitsadministration '. hrmanaement information system (.
recruitin ). trainin*learninmanaement system +. performance record the payroll
module automates the pay process by collectin data on employee time and
attendance, calculatin various deductions and taxes, and eneratin periodic pay
che!ues and employee tax reports. data is enerally fed fromthe human resources and
time%eepinmodules to calculate automatic deposit andmanual che!uewritin
capabilities. thismodule can encompass all employee-related transactions aswell as
interatewith existin financialmanaement systems.
,ae# $8)$80 self-instructional material human resource development trends and
challenes notes the wor% time athers standardi"ed time and wor% related efforts. the
most superior modules provide lare flexibility in data atherin methods, labour
distribution capabilities and data analysis features. cost analysis and efficiency metrics
are the principal functions. the benefits administrationmodule offers a systemfor
orani"ations to manae and trac% employee participation in benefits prorams. these
typically include insurance, compensation, profit sharin and retirement. the
hrmanaement module is a constituent coverin several other hr aspects
fromapplication to retirement. the function of the system is to record basic
demoraphic and address data, selection, trainin and development, s%ill manaement,
compensationplannin records and other related activities. leadin ede systems offer
the facility to read applications and enter relevant data to applicable database fields,
informemployers and offer positionmanaement and position control. human resource
manaement function includes the recruitment, appointment, assessment,
compensation and proress of the employees of an orani"ation. initially, businesses
used computer based information systemto# - produce pay che!ues and payroll reports.
- maintain staff records. - trac% talent manaement. online recruitin has become one
of the chief techni!ues employed by hr departments to ac!uire potential candidates for
vacant positions within an orani"ation. talent manaement systems typically include#
- analy"in wor%force usaewithin anorani"ation. - identifyin potential aspirants -
recruitin throuh company-facin schedule. - hirin throuh online recruitin sites or
publications that sell to both recruiters and applicants. the sinificant expenditure
incurred in sustainin a systematic recruitment effort, cross-postin /sendin a
messae to more than one internet newsroup simultaneously0 within and across
eneral or industry-specific 1ob boards and maintainin a competitive exposure of
availabilities led to the development of a dedicatedapplicant trac%in system, or ats,
module. the traininmodule offers a systemto orani"ations whichhelps themto
manae and trac%employee trainin anddevelopment efforts. learninmanaement
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system or the system, as it is usually called is an unequalled product, which permits
the hr to track the educational and professional qualifications and skills of the
employees. it also helps the hr to define what training courses, books, cds, webbased
learning or materials are available to developwhich skills. courses can thenbe provided
indate specific sessions, withdelegates and training resources being planned and
administeredwithin the same system. sophisticated lms permit managers to support
training, budgets and calendars along with performance management and appraisal
statistics.
Page: 2!human resource development trends and challenges notes self"instructional
material 2# many organi$ations have moved ahead of the conventional functions and
developed human resource information systems %hris&, which support all thehr
activities like recruitment, selection, hiring, 'obplacement, performance appraisals,
employee benefit analysis, health, safety and security, while others incorporate an
outsourcedapplicant tracking systemthat includes a subset of the above. human
resource information system hris has been defined by spiring, haines and wolfe as a
method by which an organi$ation collects, analyses, and reports information about
people and 'obs. it applies to informationneeds at macro andmicro levels. hris is
basicallya database systemthat offers important information about employees in a
centraland accessible location. when such information is required, the data can be
retrieved and used to facilitate human resource planning decisions. aims electronic
hris has been fashioned to accomplish the following: ( to providesufficient, complete
and continuous informationsystems regarding people and 'obs ( to deliver latest
information at an affordable price ( to provide data security and personal privacy
advantages of hris over manual system computeri$ed system manual system ( can sift,
store and recover huge quantities of data in a reasonable way. ( records can be updated
quickly ( improved accuracy ( reduction of disintegration and duplication of data (
information can be easily maneuvered, combined and separated thereby meeting
special demands and presented on time ( e)pensive: employee records when
maintained manually fail to provide immediate and urgent information. it is tough to
make entries on forms and returns constantly while keeping up with on"going
developments on a regular basis. the clerical work involved requires hard labour and is
e)pensive. ( incorrect: manual transfer of data increases chances of errors*may lead
to confusion. ( disintegration: information is kept at different locations, handled by
different people in different departments. ( time"consuming: manual analysis of data is
time"consuming. with organi$ation e)pands, manual system fails to offer dependable,
correct data at short notice. establishing hris hris demands constant support of the
topmanagement. employees at all levels must e)tend their complete cooperation. an
organi$ation interested in setting up hris should carryout the following:
Page: 222 self"instructional material human resource development trends and
challenges notes plan: organi$ational information needs should be clearly defined
initially. this includes a complete study of the functions performed internally, working
patterns, relationships, limitations affecting the system, etc. design: here, the
systemanalyst should investigate the flowof information, recogni$e gaps and define
steps required to set up the flow of information in an effective and reasonable manner.
e)ecute: this involves establishing hris keeping the needs of the organi$ation inmind.
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employees should be trained adequately to be able to handle the systemcomfortably.
assess: this involves the assessment of the contribution of the system, recogni$ing
flaws, and taking remedial steps to ensure its smooth functioning. the systemshould be
constantlyassessed in the light of changes bothwithin and outside the organi$ation.
computri$ed hris a computeri$ed hris is designed to monitor, manage, and influence
the actions and development of employees fromtheir time of 'oining the organi$ation
till their resignation. the subsystems of a computeri$ed hrare as follows: recruitment
information: includes advertisement module, candidate profile, appointment and
assignment data. employee management information: consists of personnel
requirement of an employee, regarding leaves, promotion, transfer, pay hikes, etc.
manpower planning information: provides data that could assist human resource
movement, career planning, and suggestions for skill development. information for
training: offers informationfor designing coursematerial, organi$ing customi$ed
training, and reviewing the training programme, etc. health information: consists of
data relating to the generalwell"being of employees, their health, safety and welfare.
information regarding appraisal: consists of information concerning performance
appraisal, which in turn provides inputs for promotions, career and succession
planning. payroll information: offers data about wages, salaries, perks, fringe benefits,
provident fund, etc. personnel research information: it is a store of historic and present
data about employee attitude, revenue, and non"attendance, which may be used for
various kinds of analysis.
Page: 2+human resource development trends and challenges notes self"instructional
material 2. conclusion therefore, we can conclude that technologyhas rapidlycarved
a niche for itself in theworld ofhumanresources. technologyhas replaced tedious and
time"consuming manual labour andmade thehractivities and operations quicker,more
convenient, easier, and prompt. hris provides a broad range of hr uses, the most
primary being the automation of payrolland benefit activities. establishing hris
requires four steps which are planning, designing, implementing and
evaluating.acomputeri$edhris is designed tomonitor, manage, and influence the
progress of people fromthe time that they 'oin the organi$ation till they leave.
checkyour progress #2. what all does the hrms include7 #.. what is the function
ofhrmmanagement module7 #8. what should anorgani$ation interested in setting up
hris do7 #,. what are the subsystems of a computeri$ed hr7 #9. what impact has
technologymade to the world of human resources7 9.! emerging trends and challenges
human resource management or hrm, is the procedure of bringing employees and
organi$ations together so that the ob'ectives of each other are met. the hr manager is
acquiring new roles, that of a planner and change agent from that of a guardian and
screener. human resources directors are the new corporate heroes. the name of the
game inbusiness today is personnel. these days it is not possible to show a good
financial or operating report unless your personnel relations are in place. over the
years, e)tremely skilled and knowledge"based 'obs are increasing while low skilled
'obs are decreasing. this demands future skillmapping through appropriate hrm
initiatives. indianorgani$ations are also e)periencing a change in systems,
management cultures and beliefs due to the global alignment of indian organi$ations.
there is a need for all"round development. the role ofhrm is gaining importance. some
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of the recent trends being observed are as follows: ( the recent qualitymanagement
standards iso +--# and iso +--8 of 2--- focus more on employee"oriented
organi$ations. organi$ations nowneed to gear up to address people"centered issues
with an assurance fromthe topmanagement, and newthrust onhrissues, more
particularly on training.
Page: 2+-28 self"instructional material human resource development trends and
challenges notes ( charles handy also supported future organi$ational models like
shamrock, federal and triple i. these models also re"focus on employee"oriented issues
and call for re"defining the future role of hr professionals. ( to surge ahead in this
world of doubt, organi$ations have introduced si)" sigma practices. si)" sigma makes
use of rigorous analytical tools with leadership from the top and develops a method
for considerable improvement. these practices enhance the values of an organi$ation
and help in designing $ero"defect products or services at the least cost. ( human
resource outsourcing is a new attainment that makes a traditional hr department
unnecessary in an organi$ation. e)ult, the international pioneer in hr bpo already roped
in bank of america, international players bpamoco. over the years they plan to spread
their business to most of the fortune ,-- companies. ( with the increase ofmobility in
global 'obs, recruiting competent people is becoming increasingly difficult, especially
in india. therefore, by creating a facilitating culture, organi$ations are also required to
work out a retention strategy for the e)isting skilled manpower. 9.!.# new trends in
international hrm internationalhrmplaces greater importance on a number of
responsibilities and operations such as relocation, orientation and interpretation
services to help employees become accustomed to a new and different environment
outside their own country. some of the trends of internationalhrm are as follows: (
selection of employees demands careful assessment of the personal traits of the
candidate and his/her spouse. ( training anddevelopment goes beyond information and
orientation training to includesensitivitytraining and fielde)periences that willenable
themanager to understand cultural differences better. managers need to be shielded
from risks of career development, re"entryproblems and culture shock. ( to equate the
pros and cons of domicile country and host country evaluations, performance
assessments should combine the two sources of appraisal information. ( compensation
systems should be designed to support the strategic intent of the organi$ationon the
whole but should be customi$ed for local conditions. ( in many european
countries*germany for e)ample, law establishes representation. organi$ations
typicallydiscuss the agreement with the unions at a national level. in europe it is more
likely for salaried employees and managers to be unioni$ed.
Page: 2+#human resource development trends and challenges notes self"instructional
material 2, in order to ensure success, hrmanagers should perform the following: (
use personnelskills and abilities to e)ploit environmental opportunities and
counterbalance threats. ( employ incentive reward plans that recogni$e employee
contributions and grant enhancements. ( indulge in constant quality improvement
through total quality management and hr contributions like training, development,
counselling, etc. ( utili$epeoplewithunique capabilities to create unmatched
competence in a particular domain, e.g. )ero) in photocopiers, .m in adhesives, telco
in trucks etc. ( distribute operations and relyon self"managed teams to deliver goods
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during hard times e.g. motorola is famous for short product development cycles. it has
quickly commercialized ideas from its research labs. retrench or lay-off employees in
a smooth way explaining facts to unions, workers and other affected groups e.g. ibm ,
kodak, xerox, etc. the focus of attention for hrmanagers todayare as follows: a!
policies: hr policies based on faith, candidness, fairness and agreement. b!
motivation: create and maintain conditions in which people are willing to work with
passion, and enthusiasm" make people feel like winners and let themknow that theydo
make a difference. c! relations: treat people fairly and address their grievances
promptly. this would help pave the way for healthyworkplace relations. d! change
agent: prepare employees to accept technological changes by clarifying doubts. e!
quality consciousness: commitment to quality in every aspect of personnel
administrationwill ensure success. in a nutshell, following the new trends inhr, the
hrmanager should treat people as resources, reward them fairly, and amalgamate their
ambitions with corporate goals through suitable hr policies. #.$.% challenges facing
hrd the hrd department is clearly evolving. froman administrative viewpoint, the focus
isnowona strategicoutlookwhere skilledhrprofessionals are concentrating on
improving thework environment andplanning out human resourceneeds. there are
many challenges facing the hrd. the top five of them are described below.
&age: %'%%(# self-instructional material human resource development trends and
challenges notes managingqualifiedworkers: basically, people who belong to this
group are the oneswho do not obey the principles ofmanagement. the reason for this is
higher educational qualifications, shouldering responsibilities at a younger age with
less experience, high negotiating power due to the knowledge and skills available,
high demand for qualified workers, and being techno savvy. the shift from
organization career commitment to individualized career management is
clearlyevident. managing this group of people is essential for the growth of any
industry especially the it, bpos and other knowledge based sectors. managing
technological challenges: in every domain organizations are becoming increasingly
technologyoriented andpreparing the workforce to accept technological changes is
ama)or challenge. you have seen sectors like banking undergoing
revolutionarychanges enabled by technology. it is a huge challenge to bring in it and
other technology acceptance to all levels inorganizations. competence of
hrmanagers: it is an accepted fact that the success of an organization depends on the
human capital. this simmers down to recruiting, managing and retaining the best.
clearlyhrmanagers have an important role in this process. often the lack of
competenceofhrmanagers in understanding the business imperative is discussed. there
is an urgent requirement to develop competent hr professionals who are well-versed
inhrmanagement practices with strong business knowledge. developing leadership: it
is quite interesting to note that there is little importance attached to developing
leadership at the organizational level. though leadership is decided on thebasis of traits
and certainother qualities, at anorganizational level it is based more on knowledge. the
challenge lies in developing individuals who have the potential to performon the basis
of past record and knowledge based expertise into business leaders by equipping
themwith the necessary *soft skills+. managing change: the business environment is
unpredictable. there is a boomin terms of opportunities as a result of globalization.
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however, this is also resulting in a number of intrusions in terms of reformation,
turnaround, unification, economizing, etc. research has clearly shown that the success
of these interventions is totallydependent onmanaging the people issues in the process.
hr has a crucial role to play here. the role of the hrmanager must correspond to the
needs of the changing organization. successful organizations are becoming more
flexible, resilient, revolutionized, and customer-oriented. thehrprofessionalmust learn
to manage effectivelythroughplanning, organizing, leading and controlling the human
resource within this environment and be knowledgeable of the emerging trends in
training and employee development.
Page: 2!human resource development trends and challenges notes self-instructional
material 2"# checkyour progress $#. how does the six sigma practice work% $". what
is human resource outsourcing% $. why should organizations adopt the retention
strategy% &." summary in this unit, you have learned that: ' hrd in india has been more
of a support system, a hiring, firing, payroll administration. but today, it has moved
into a more central role, partnering with organizations to help themreach their business
goals. ' thehrddepartmentsand their subsystems need to be professionally trained so as
to reach a certain level of maturity. these subsystems have a great deal of potential to
give companies a competitive advantage through the development of employees and
their competencies. ' while the need for hrd for workers is voiced at different levels,
there is very little that has been done in this area. hrd for workers is (uite different in
content and processes than perhaps hrd for managerial staff. ' the ir approach to
managing workers focuses primarily on maintaining peace in the work place by
avoiding strikes and other forms of protests and stoppage ofwork. ' the ultimate
ob)ective ofhrd is to keep the worker happy andmotivated, make himen)oyhis work,
and have a sense of pride in the organization he belongs to and in the work he does. '
work improvements couldbe planned through training, (ualitycircles, multi-skilling,
)ob rotation, and so on. ' hrd forworkers should focus ondeveloping themas people and
individuals so that they canmake excellent contributions not only to the organization,
but also to their own families and the society at large. ' hrd for workers should
increase thepower of thosewho have traditionally beendeprived for suchpower. hrdfor
workers is, therefore, (uite different in content and process thanhrd for managerial
staff. evenwithinworkers there are various groups and categories like skilled workers,
semi-skilled workers and unskilled workers and each of these groups may re(uire a
different hrd input. ' personal growth training can be extended to the family members
of the employee. such training effort will integrate the employee with the family and
the organization and provide a deeper understanding of bothwork and life.
Page: 2*2"" self-instructional material human resource development trends and
challenges notes ' counselling is an important mechanismto provide timelyguidance
toworkers and help themlearn fromtheir own mistakes. counsellingmaybe initiated
towards a wide range of areas in personal development and behavioural skills like self
awareness, achievement motivation, interpersonal relations, teamwork, creativity,
problemsolving, and discovering one+s potential. ' inorganizations where a
developmental climate prevails, trade unions could play an effective role by becoming
a partner in such an endeavour. ' inorganizations where a developmental climate does
not exist, trade unions should take up hrd issues relating to workerswith the
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management. ' trade unions should develop internal competences to deal with
workers+ developmental needs. today, hrm systems 6hrms7 include: payroll, work
time , benefits administration , hrmanagement information system, recruiting ,
training. learning management systemand performance record. ' the hrmanager is
ac(uiring new roles, that of a planner and change agent from that of a guardian and
screener. ' the recent (uality management standards iso --$ and iso --* of 2---
focus more on employee-oriented organizations. &. key terms ' employee welfare:
includes the effortsmade to make the lives of workers easy. ' (uality circle: is a small
group activitywhere in employeesmeet voluntarily to discuss problems. &.$- answers
to 8check your progress+ $. hrd for workers has been attempted only in a limited way
because numerous managements feel contented with existing labour laws and do not
want to examine the possibilities of going beyond statutory re(uirements and
allocating resources for the growth and development of workers. 2. the industrial
relationsapproach tomanagingworkers focuses onmaintaining peace in the work place
by avoiding strikes and other forms of protests and stoppage ofwork. !. the needs of a
worker as a human being, his potentials, aspirations, values and responsibilities are
generallyneglected byorganizations. *. hrd for workers is a must because workers
constitute #--"- percent of workforce.any effort made by the organization
indeveloping this resource will definitelymake a significant impact.
Page: 2,human resource development trends and challenges notes self-instructional
material 2" ,. the areas inwhich hrd can work for workers include: ' skill
development ' understanding the organization and its goals ' personal growth ' family
and social responsibilities ' values and attitude development &. an organization should
provide educational facilities for the children of workers, special guidance and
counselling centers, cultural development opportunities and so on. #. the focus of (wl
is to provide motivational factors to workers such as flexibility inworking hours,
autonomy and discretion in the performance of )obs. ". the mechanisms ofmotivation
development amongworkers include annual visits byfamilymembers to workplace,
informalsocial gatherings, celebration of festivals in the organization etc. . the
ob)ectives of (uality circles are: $ to improve (ualityof products or services 2 to
improve productivity ! to satisfy the workers psychological needs * to utilize
individual imaginative, creative and innovative skills through participation $-. the
new focus of the trade unions should be to improve the psychological well-being of
workers. they should act as a trainer, educator, counsellor, motivator and facilitator to
the workers. $$. unions canwork towards counselling byplaying an active role in cases
of excessive drinking, drug addiction, excessive smoking, excessive debts etc. $2.
hrms includes: $ payroll 2 work time ! benefitsadministration * hrmanagement
information system , recruiting & training # performance record $!. the
functionofhrmmanagement module is to record basic demographics and address data,
selection, training and development, skill management and other related activities of
an applicant. $*. an organization interested in setting up hris should follow steps: $
plan 2 design ! execute * assess
Page: 2&2- self-instructional material human resource development trends and
challenges notes $,. the subsystems of a computerized hr are: $ recruitment
information 2 employeemanagement information ! manpower planning information *
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information for training 5 health information 6 information regarding appraisal 7
payroll information 16. technology has replaced tedious and time-consuming manual
labour and made thehr activities quicker, convenient and easier. 17. six- sigma makes
use of rigorous analytical tools ith leadership from the top and develops a method
for considerable improvement. these practices enhance the values of an organi!ation
and help in designing !ero-defect products or services at the least cost. 1". human
resource outsourcing is a ne attainment that makes a traditional hr department
unnecessary in an organi!ation. 1#. ith the increase ofmobility in global $obs,
recruiting competent people is becoming increasingly difficult, especially in india.
therefore, by creating a facilitating culture, organi!ations are also required to ork out
a retention strategy for the existing skilled manpoer. 6.1% questions and exercises
short-anser questions 1. hat is the rationale behind hrd for orkers& %. hat is the
need for a development-oriented approach for orkers& '. hat are the various areas
onhich a development plan for orkers can focus& (. hat are various
hrdmechanisms for orkers& long-anser questions 1. hat are the ne trends in
industrial relations& explain the development needs of orkers. %. explain theays
andmeans of developingorkersith the helpofa suitable diagram. '. rite short notes
on the folloing) *a+ counselling *b+ quality circles *c+ grievance mechanism
,age) %#7human resource development trends and challenges notes self-instructional
material %#1 (. discuss the role of trade unions in the hrd process. 5. explain ho you
ould establish a human resource information system*hris+. 6. explain the ne trends
in internationalhrd. 6.1' further reading chaturvedi,abha. -achieving harmonious
industrial relations.. pune) the times research foundation, 1#"7. chalofsky, n. and g.
lincoln. sup the hrd ladder. reading)addison-esley, 1#"'. garavan, t. n. -strategic
human resource development., $ournal of european industrial training, 15*1+ ) 17/'0,
1##1. khandelal,anilk. -hrd fororkers1role oftrade unions., inrao, verma,
khendelal andabraham *eds+. alternative approaches and strategies of hrd. $aipur)
raat publications, 1#"#. mamkoottam, k. trade unionism) myth and reality.
bombay)oxford university press, 1#"%. silvera, d.m. human resource
development1the indian experience. ne delhi) nes india publications, 1#"".
steart, $. and $. mcgoldrick. *eds+. human resource development) perspectives,
strategies and practice. london) pitmanpublishing, 1##6. ebster, b. -beyond the
mechanics of hrd., personnel mangement, march 1##0 ) ((/(7. kohli, uddesh 2sinha,
dharui, hrd-global challenges and strategies in %000 a.d. nedelhi, istd maheshari,
b.l.and sinha, dharni p. management of change through hrd. nedelhi, tata mcgra-
hill. silvera, d.n., hrd) the indian experience, delhi ne india dayal, ishar, designing
hrd systems, concept publishinghouse) nedelhi. nair, m.r.r. and t.v. rao. excellence
through hrd. nedelhi, tatamcgra-hill virmani, b.r. 2 rao, kala, economic
restructuring, technology transfer and hrd. nedelhi) response books. dessimone, r.l.
human resource management. mumbai) thomson learning.
,age) %#"%#% self-instructional material human resource development trends and
challenges notes case study) hotel mangala,mangalore stephen d.sou!a is the ceo of
hotel mangala, a medium-si!ed restaurant in mangalore. he has been running the
restaurant for to decades. he noticed that though turnover as not a problem for the
hotel, orkers orking in the restaurant ere not orking up to their full potential. it
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as a ell-knon fact that they ould avoid ork and spend their time in
unproductive activities. over the past to months, the situation had become quite
alarming as the restaurant as unable to cope in the rush hours and many of the
regular customers ere not coming as regularly to the restaurant as they used to. mr
d.sou!a contacted the hr manager mr vishal and enquired about the problem. he told
mr vishal the orkers ere paid the highest compared to other restaurants in
mangalore. their orking conditions ere fine and so ere their fringe benefits, yet
the orkers ere not motivated and things ere turning from bad to orse. the hr
manager replied, -i have already informed you that pay, orking conditions and
benefits are not enough. e have linked promotions and benefits to the length of
service. even non-productive orkers en$oy all the benefits as the productive orkers
and, therefore, it pays to be non-productive.. the ceo then asked the hr manager to
devise a scheme here benefits ill go only to the efficient orkers ho put in hard
ork. questions) 1. if you ere the hr manager ho ill you go about finding a
remedy to the hr issue in hotel mangala& %. do you think the situation ould change if
promotions ere linked to meritorious performance& give reasons for your anser.
activity) you are an hrd consultant. recently, a ceo of a small-scale industry
approached you to help him increase productivity in his organi!ation. the ceo
informed you that the orkers in his organi!ation face the fear of retrenchment,
uncertainty and distrust about the intentions of the top management and a feeling of
hopelessness. hat strategy advice ould you give the ceo before embarking on
productivity improvement programmes for the organi!ation&
,age) %##self-instructional material %#' notes
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