Developing Human Resources

• It is a planned effort to improve executives’ ability

N
to handle a variety of assignments

U
J
• It is not a one-shot deal but a continuous ongoing

R R
activity

A GA
• It aims at improving the total personality of an
employee

N
• It aims at meeting future needs

SI
• It is a long term process
• It is proactive in nature
 Training & Development

N
• Training is a planned programme designed to
improve performance and bring about

J U
measurable changes in knowledge, skills,

R
R
attitude and social behavior of employees.

A GA
• Development is a future oriented training and
a learning opportunity programme designed

N
to focus on the personal growth of an

I
employee.

S
 Need for Training
• Helps new recruits to perform assigned tasks
effectively.

N
• Helps existing employees to prepare for higher level
jobs.

J U
• Enables existing employees to keep in touch with

R
latest developments.

R
A GA
• Permits employees to cope with changes brought in
by frequent transfers.
• Makes employees more versatile, mobile, flexible

N
and useful to the organization.

I
• Bridges the gap what the employee has and what

S
the job demands allows an employee
acceptance from peer groups readily.
to gain
 Training vs. Development
Learning Dimension Training Development

N
Meant for Operatives Executives
Focus

J U
Current job

R
Current and future jobs

R
Scope Individual employee Work group or organisation

A GA
Goal Fix current skill deficit Prepare for future work demands
Initiated by Management The Individual
Content
Time-frame
SI N
Specific job related information
Immediate
General Knowledge
Long term
 The Training Process

U
Four Phases
N
•
J R
Needs assessment

R
A GA
• Program design
• Implementation

N
• Evaluation

SI
Systems Approach to Training & Development

U N
R J R
A GA
SI N
 Training Needs Assessment
• Organizational analysis: This is a study of the
entire organization in terms of its objectives,

N
utilization of resources to achieve objectives etc.

U
• Task or role analysis: This is a detailed

J R
examination of a job, its components, its various

R
operations and conditions under which it has to

A GA
be performed.
• Person analysis: Here the focus is on the

SI N
individual in a given job; whether training is
needed, whether the employee is capable of
being trained, and the areas where the training is
needed.
 Objectives of Training
OBJECTIVE

U N
J
Innovative Problems Solving Regular

R
Anticipating problems
R Training clerks to Orientation
v v v

A GA
before they occur reduce complaints
v Team building v Training supervisors v Recurring training of

N
sessions with the in communications interviewers
departments

SI to reduce grievances
v Refresher courses on
safety procedures
 Types of Training
• Skills training: Here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught.

N
• Refresher training: Here the focus is on short term courses that would help
employees learn about latest developments in their respective fields.

U
• Cross functional training: This helps employees perform operations in areas

J
other than their assigned job.

R R
• Team training: This is concerned with how team members should
communicate with each other, how they should cooperate to get ahead,

A GA
how they should handle conflictful situations, how to find their way using
collective wisdom etc.
• Creativity training: This helps employees to think unconventionally, break

N
the rules, take risks, go out of the box and develop unexpected solutions.

I
• Diversity training: It aims to create better cross cultural sensitivity with the

S
aim of fostering more harmonious and fruitful working relationships among
a firm's employees.
• Literacy training: This is generally offered to those employees with weak
reading, writing or arithmetic skills.
 Training Program Design

N
Issues in training design

J U
Instructional objectives

R
R
A GA
Trainee readiness and motivation

Principles of learning

I N
Characteristics of successful trainers

S
Training Program Implementation

N
Choosing the instructional method

U
R J R
Nature of training

A GA
Type of trainees

N
Organizational extent of training

SIImportance of training outcomes

Training Methods for Non Managerial Employees

U N
On the Job Training

J
• Apprenticeship
•
•
•
R
A GA R
Audio Visuals
Programmed Instruction
Vestibule Training
•
I N
Computer Assisted Instruction

S
Training Methods for Management Development

N
• On-the-Job Experiences

U
• Seminars and Conferences
•
J
Case Studies

R R
A GA
• Management Games
• Role Playing

N
• Behavior Modeling

SI
Training Program Evaluation

N
Reactions

J U R
R Behavior

Learning
A GA
SI N Results
Training Program Evaluation

N
Measuring program effectiveness

J U
Criterion 1: Trainee reactions

R
R
A GA
Criterion 2: Extent of learning

Criterion 3: Learning transfer to job

SI N
Criterion 4: Results assessment
 Evaluation - Methods
• Questionnaires
• Tests

U N
• Interviews

R J R
A GA
• Studies
• Human Resource Factors

I N
• Cost Benefit Analysis

S
• Feedback
 Executive Development

N
• The basic purpose of executive development is

U
J
to improve managerial performance by

R R
imparting knowledge and changing attitudes.

A GA
• This enhance executives’ ability to handle
diverse jobs and prepare them for future

N
challenges.

SI
 Training vs. Executive Development

N
Training It e m Development
Learn specific behaviours and Focus Understand and interpret knowledge;

U
actions; demonstrate techniques Develop judgement; Expand capacities

J
and processes. for varied assignments.
Short term.

R
Time Frame Long term.

R
Tries to improve a specific skill Process Aims at improving the total personality

A GA
relating to a job (mostly technical
and mechanical).
Meet current requirements of a
job; aims at improving employee
performance on a currently held
of an individual (largely analytical and
conceptual abilities).
Goal Meet future challenges of the job and
the individual; aims at providing
learning opportunities designed to help

N
job. employees grow.

I
Performance appraisals, cost- Qualified people available when
Effectiveness

S
benefit analysis, passing tests needed, promotion from within
Measures
or certification. possible, HR-based competitive
advantage.
 Features of ED
• It is a planned effort to improve executives’ ability to handle a

N
variety of assignments.
• It is not a one-shot deal, but a continuous, ongoing activity.

J U
• It aims at improving the total personality of an executive.

R
R
• It aims at meeting future needs unlike training, which seeks to

A GA
meet current needs.
• It is a long term process, as managers take time to acquire and

N
improve their capabilities.

I
• It is proactive in nature as it focuses attention on the present as

S
well as future requirements of both the organisation and the
individual.
 ED Programmes: Steps
• Analysis of organizational development needs

U N
• Appraisal of present managerial capabilities

J R
• Inventory of executive talent (in terms of age, service,

R
A GA
education, experience etc.)
• Planning of individual development programmes

I N
• Devising appropriate development programmes

S
• Evaluating results
 Methods / Techniques
1. Decision-making skills (a) In-basket

N
(b) Business game
(c) Case study

U
2. Interpersonal skills (a) Role play

J
(b) Sensitivity training

R
(c) Behaviour Modelling

R
3. Job knowledge (a) On-the-job experiences

A GA
(b) Coaching
(c) Understudy
4. Organisational knowledge (a) Job rotation
(b) Multiple management

I N
5. General knowledge (a) Special courses
(b) Special meetings

S
(c) Specific readings
6. Specific individual needs (a) Special projects
(b) Committee assignments
• In-basket: The trainee is asked to look into a number of papers
such as memoranda, reports, telephone messages that typically
confront a manager and respond appropriately.
• Case-study: The participant is asked to take up a simulated

N
business problem and take appropriate decisions.

U
• Business games: It is a learning exercise representing a real-life

J
situation where trainees compete with each other to achieve

R
specific objectives.

R
• Role play: This is a technique that requires the trainee to assume

A GA
different identities to learn how others feel under different
circumstances.
• Sensitivity training: This is a method of changing behavior through

N
unstructured group interaction.

I
• On the job experience: This is a kind of class room learning where

S
the trainee learns by actually doing things under the supervision of
an experienced supervisor. Such methods are highly useful for
certain groups like scientific and technical personnel.
• Behavior modeling: This is an approach that demonstrates desired
behavior and gives trainees the chance to practice and role-play
those behaviors and receive feedback.

N
• Coaching: This is a development activity in which a supervisor

U
J
plays an active role in imparting job knowledge and skills to the

R
trainee. For effective coaching, a healthy and open relationship

R
must exist between employees and their supervisors.

A GA
• Understudy: This is a development method wherein potential
managers are given the chance to temporarily relieve an

I N
experienced manager a part of his job and act as his substitute

S
during the period, giving him vital insights into the overall job that
would make him the automatic choice in the succession process.
• Job rotation: Moving a trainee from job to job so as to offer cross
training is called job rotation. The idea behind this is to give
managers the required diversified skills and a broader outlook.
• Multiple management: It is a system in which permanent advisory

N
committees of managers study problems of the company (thereby
gaining first hand experience of various important aspects of

U
business) and make recommendations to higher management.

J R
• Special courses, meetings, readings: In addition to the above,

R
managers could also benefit by attending workshops organized by

A GA
academic institutions, attending special meetings organized by
various government and voluntary organizations and by reading
specific articles relevant to their respective fields.

N
• Special projects: In this method, a trainee is put on a project

I
closely related to the objectives of the department.

S
• Committee assignment: In this method, an adhoc committee is
appointed to discuss, evaluate and offer suggestions relating to an
important aspect of business.
• Conferences: A conference is a meeting of people to discuss a
subject of common interest. The participants exchange notes,
opinions and ideas on the subject in a systematic and planner
manner.

N
• Lectures: Lectures are formal presentations on a topic by an

U
experienced and knowledgeable person. The presentation is

J
generally supported by discussions, case studies, audio-visual aids

R R
and film shows.

A GA
• Group discussion: In this method, papers are presented by two or
three trainees on a selected topic, followed by thought-provoking
discussions.

SI N
• Programmed instruction: This is a learner-oriented technique
which presents subject matter to the trainees in small sequential
steps requiring frequent responses from the trainee and
immediately offering him of their accuracy or otherwise.