BUS 4.

6 H: HRD Strategies & Systems Unit - 2

FRAMEWORK FOR HRD

Introduction:

A framework for the HRD process or effort should use the following four phases (or stages)
i.e. 1) Need Assessment, 2) Design, 3) Implementation and 4)Evaluation.

The HRD process:

Assessing HRD needs:

Introduction:

Before delving deep into need assessment, it is of paramount importance to know, what the
meaning of “need.” is

Need- The concept of need refers to a discrepancy or gap between what an organization
expects to happen and what actually occurs

Various types of needs:

1. Performance
2. Diagnostic (Factors that can prevent problems from occurring)
3. Analytic (Identify new or better ways to do things)
4. Compliance (Mandated by law or regulation)
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Need Assessment:
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It is a process by which an organization’s HRD needs are identified and articulated.

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BUS 4.6 H: HRD Strategies & Systems Unit - 2

It identifies:
a) An organizations goals and its effectiveness in reaching these goals.
b) Gaps between current skills and the skills needed to perform the job successfully.
c) Gaps between employees’ skills and the skills required for effective current job
performance.
d) The conditions under which the HRD activity will occur.

Benefits of need assessment:

Through needs assessment, we try to answer questions like:
1. Need for the needs assessment,
2. Accomplishment of type of learning,
3. Expected changes in the behavior and performance,
4. Probability of achieving the results,
5. Cost benefits analysis of HRD solutions.
6. Root causes of performance gaps

Levels of need assessment:

1. Organizational analysis: (Where is training needed and under what conditions?)
It looks at the effectiveness of the organization and determines where training is needed
and under what conditions it will be conducted.
Why organizational analysis:
a. Ties HRD programs to corporate or organizational goals
b. Strengthens the link between profit and HRD actions
c. Strengthens corporate support for HRD
d. Makes HRD more of a revenue generator
i. Not a profit waster

Source of organizational analysis:

i. Mission statement
ii. HRM inventory
iii. Skills inventory
iv. Quality of Working Life indicators
v. Efficiency indexes
vi. System changes
vii. Exit interviews
2. Task analysis: (What must be done to perform the job effectively?)
It provides data about a job or a group of jobs and the knowledge, skills, attitudes and
abilities needed to achieve optimum performance.
How to collect information for a task analysis/ sources of task analysis:
i. KSA analysis
ii. Performance standards
iii. Observe the job/sample the work.
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iv. Perform the job.

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BUS 4.6 H: HRD Strategies & Systems Unit - 2

v. Job inventory questionnaire.

vi. Review literature about the job.
vii. Ask questions about the job.
viii. Analysis of operating problems.

3. Individual analysis: Who should be trained and how?

The job and determines which employees need training and of what kind.
Based on many sources of data
i. Summary Analysis: Determine overall success of the individual
ii. Diagnostic Analysis: Discover reasons for performance
Sources for individual analysis:
i. Performance evaluation.
ii. Performance problems.
iii. Observation.
iv. Work samples.
v. Interviews.
vi. Questionnaires.
vii. Attitude surveys.
viii. Checklists or training progress charts.

Steps for conducting a needs assessment:

Step1: Perform a ‘GAP’ Analysis:

The first step is to check the actual performance of our organizations and our people against
existing standards, or to set new standards.
There are two parts to this:
 Current situation
 Desired or necessary situation
The difference the "gap" between the current and the necessary will identify our needs,
purposes, and objectives.

Step2: Identify Priorities and Importance:

It must be seen whether the identified needs are real, if they are worth addressing, and specify
their importance and urgency in view of organizational needs and requirements. For example:
 Cost-effectiveness
 Legal mandates
If some of our needs are of relatively low importance, we would do better to devote our energies
to addressing other human performance problems with greater impact and greater value.

Step3: Identify Causes of Performance Problems and/ Or Opportunities:

We must know what our performance requirements are, if appropriate solutions are to be
applied. We should ask two questions for every identified need:
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 Are our people doing their jobs effectively?

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 Do they know how to do their jobs?

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BUS 4.6 H: HRD Strategies & Systems Unit - 2

This will require detailed investigation and analysis of our people, their jobs, and our
organizations -- both for the current situation and in preparation for the future.

Step4: Identify Possible Solutions and Growth Opportunities:

"If it isn’t broke, don't fix it."
But if our people ARE NOT doing their jobs effectively:
 TRAINING may be the solution, if there is a knowledge problem.
 Organizational Development activities may provide solutions when the problem is not
based on a lack of knowledge and is primarily associated with systematic change. These
interventions might include strategic planning, organization restructuring, performance
management and/or effective team building.

Important points in need assessment:

i. Figuring out what is really needed
ii. Not always an easy task
iii. Needs lots of input
iv. Takes a lot of work
v. “Do it now or do lots more later”
vi. First step in HRD process models

DESIGNING EFFECTIVE HRD PROGRAMS & IMPLEMENTING HRD

PROGRAM
Introduction:
Phase 2 in HRD framework is designing the training or HRD intervention. Key activities
included in it are:
 Setting objectives
 Selecting the trainer or vendor
 Developing lesson plans
 Selecting methods and techniques
 Preparing materials
 Scheduling training
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BUS 4.6 H: HRD Strategies & Systems Unit - 2

I. Define objectives:
Objectives may be of three types. They are
1. Performance
e.g.
 Increase upper body strength
 Assemble a chair
 Catch a football pass
 Graduate from college
2. Conditions
Conditions are under which performance is done.
e.g.,
 … using standard conditioning equipment
 … using a screwdriver and hammer
 … at a full run under man-to-man coverage
… Without cheating or outside help
3. Criteria’s
Criteria is the level of acceptable performance.
e.g.,
 … by 25 percent within one year
 … within one hour without mistakes
 … at least 80% of the time without penalties
 … within 5 years and with a “B” average

II. Develop Lesson plan:

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It involves:
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i. Identifying training needs for specific course.

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BUS 4.6 H: HRD Strategies & Systems Unit - 2

ii. Determine the objectives of a course, i.e. writing down explicitly what
knowledge, skill or attitudes the trainee should acquire as a result of the course.
iii. Determine the contents of the course.
iv. Deciding upon appropriate modes of training, i.e. whether it will be imparted at
a training center or college or while on the job.
v. Suggesting appropriate methods.
vi. Preparing teaching material.
vii. Deciding upon evaluation procedures and machinery for course revision.

III. Develop/ acquire materials:

It involves “make or buy’ decisions
i. You cannot be an expert on everything.
ii. You can’t afford to maintain a full time staff for once-a-year training.
iii. You can’t afford the time or money to build all of your owning training
programs
Implication: Much training is purchased, rather than self produced.

IV. Select leader/ trainer

Many factor need to be considered before selecting a trainer/ leader or purchasing an
HRD program. They are
1. Level of expertise available/required
2. Timeliness
3. Number of trainees
4. Subject matter
5. Cost
6. Size of HRD organization
7. “X” Factor (other conditions)
i. Vendor credentials
ii. Vendor background
iii. Vendor experience
iv. Philosophical match (between vendor and organization)
v. Delivery method
V. Select methods and techniques
It involves different training delivery methods:
Training delivery methods:
Three basic categories:
1. On-the-Job Training:
i. Job instruction training (JIT): Prepare the worker, present the task, Practice the
task, Follow up.
ii. Job rotation: Train on different task/ positions, often used to train entry level
managers, to provide back up in production position.
iii. Coaching: Between worker and supervisor. It can provide specific performance
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improvement and correction.

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iv. Mentoring: senior employee paired with a junior employee (protégé), Helps to
learn the ropes, Prepares protégé for future advancement
2. Off- the- Job Training:
This occurs when employees are taken away from their place of work to be trained.
Common methods of off-the-job training include:
 Day release
 Distance learning / evening classes
 Block release courses
 Sandwich courses
 Sponsored courses in higher education

3. Classroom Training
Classroom training approaches:
Five basic types:
 Lecture - Oral presentation of material, some visual aids can be added, Remains a
very popular training method, Interesting lectures can work well, Good to
supplement with other materials.
 Discussion - Two-way communication, Use questions to control lesson, Direct:
produce narrow responses, Reflective: mirror what was said, Open-Ended:
challenge learners – to increase understanding.
 Experimental Methods - Case studies, Business game simulations, Role Playing,
Behavior Modeling, Outdoor training
 Self-Paced training or
 Computer-Based Training

Note: Computer-based training can be in a classroom, or individual/self-paced.

Audio Visual Media:

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

Types:

1. Static Media - Printed materials, Lecture notes, Work aids, Handouts

2. Dynamic Media - Audio cassettes, CDs, Film, Videotape, Video disc
3. Telecommunications - Instructional TV, Teleconferencing, Videoconferencing

VI. Schedule the program/ intervention:

It involves
i. Course objectives
ii. Trainer performance
iii. Training method
iv. Training group
v. Time schedule
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vi. Training facilities

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vii. Physical arrangements

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viii. Training support materials

ix. Sources for ascertaining participants reactions.

EVALUATING HRD PROGRAM

Introduction:
Evaluation of HRD Program helps in gauging the degree to which training (or other HRD
program) achieves its intended purpose. In other words it measures the effectiveness of the
HRD program.

Definition:
“The systematic collection of descriptive and judgmental information necessary to make
effective training decisions related to the selection, adoption, value, and modification of various
instructional activities.”
Or
“Any attempt to obtain information (feedback) on the effect of training program and to assess
the value of training in the light of that information for improving further training.”

Implication of HRD evaluation:

1. Effectiveness of HRD Program:
a) The degree to which training (or other HRD program) achieves its intended purpose.
b) Measures are relative to some starting point
c) Measures how well the desired goal is achieved
2. In other words:
a) Are we training:
b) the right people
c) the right “stuff”
d) the right way
e) with the right materials
f) at the right time
3. Before Training: The learner's skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions on
the methods used and whether those methods confirm to the candidates preferences and
learning style.
4. During Training: It is the phase at which instruction is started. This phase usually
consist of short tests at regular intervals
5. After Training: It is the phase when learner’s skills and knowledge are assessed again
to measure the effectiveness of the training. This phase is designed to determine
whether training has had the desired effect at individual department and organizational
levels. There are various evaluation techniques for this phase.
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Purpose of Evaluation:
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1. Determine whether the program is meeting the intended objectives

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2. Identify strengths and weaknesses

3. Determine cost-benefit ratio
4. Identify who benefited most or least
5. Determine future participants
6. Provide information for improving HRD programs
7. Reinforce major points to be made
8. Gather marketing information
9. Determine if training program is appropriate
10. Establish management database

Evaluation should involve:

a) senior management
b) the trainer
c) line management
d) the training manager
e) the trainee

HRD Evaluation Steps:

1. Analyze needs.
2. Determine explicit evaluation strategy.
3. Insist on specific and measurable training objectives.
4. Obtain participant reactions.
5. Develop criterion measures/instruments to measure results.
6. Plan and execute evaluation strategy.

Models and Framework of evaluation:

There are six frameworks for evaluation
1. Kirkpatrick
2. CIPP
3. Brinkerhoff
4. Kraiger, Ford & Salas
5. Holton
6. Philips
The most popular is that of D. Kirkpatrick:
❖ Reaction
❖ Learning
❖ Job Behavior
❖ Results
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A suggested framework:

1. Reaction
❖ Did trainees like the training?
❖ Did the training seem useful?
2. Learning
❖ How much did they learn?
3. Behavior
❖ What behavior change occurred?
4. Results
❖ What were the tangible outcomes?
❖ What was the return on investment (ROI)?
❖ What was the contribution to the organization?

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Ethical Issues concerning evaluation research:

a) Confidentiality
b) Informed consent
c) Withholding training from control groups
d) Use of deception
e) Pressure to produce positive results

Types of training costs:

a) Direct costs
b) Indirect costs
c) Development costs
d) Overhead costs
e) Compensation for participants

Evaluation of training costs:

1. Cost-benefit analysis: Compares cost of training to benefits gained such as attitudes,
reduction in accidents, reduction in employee sick-days, etc.
2. Cost-effectiveness analysis: Focuses on increases in quality, reduction in scrap/rework,
productivity, etc.
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Advantages and disadvantages of different techniques:

Methods Advantages Disadvantages

1. Interview • Flexible • High Reactive effects

• Opportunity for • High cost
clarification • Face-to-Face Threat
• Depth Possible Potential
• Personal Contact • Trained Observers
Needed

2. Questionnaire • Low cost • Possibly Inaccurate

• Anonymity Possible Data
• Respondent Sets Pace • Return Rate Beyond
• Variety Of Options Control

3. Observation • Non- Threatening • Possibly Disruptive

• Excellent way to • Reactive Effect
Measure Behavior Probable
Change • Trained Observers
Needed

4. Written Test • Low Purchase Cost • Possible low Relation

• Readily Scored and to Job Performance
Quickly Processed • Reliance on Norms
• Easily Administered May Distort
• Wide Sampling Individual
Possible Performance
• Cultural Bias

5. Simulation/ Performance • Reliable • Time consuming

Test • Objective • Simulation often
• Close Relation to Job Difficult and Costly
Performance
Benefits of Evaluation:
1. Improved quality of training activities
2. Improved ability of the trainers to relate inputs to outputs
3. Better discrimination of training activities between those that are worthy of support and
those that should be dropped
4. Better integration of training offered and on-the job development
5. Better co-operation between trainers and line-managers in the development of staff
6. Evidence of the contribution that training and development are making to the
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organization
7. Reduction in preventable accidents measured
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8. Reduction in scrap/rework measured in cost of labor and materials

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