Module 2

FRAMEWORK OF HUMAN RESOURCE DEVELOPMENT

HRD Process:
HRD programs and interventions can be used to address a wide range of issues and problems in an
organization. HRD is effective if it is successfully addressed some organizational needs through
conducting need assessment. Designing HRD interventions involves process which includes a four-step
sequence. They are as follows:

Stage 1: Assessment: The assessment in the HRD Framework involves prioritizing the need,
understanding and examining the performance of the employees, job tasks and organizational
environment.

The organisation’s goals and process of reaching those goals determined through the Need
Assessment. It articulates the gap between current skills in the company and the skill required for
better performance.

The Gap analysis involves comparing the actual performance with the desired performance. It identify
the needs, purpose and objectives.

Stage 2: Designing: After successfully understanding the needs, the training program is designed. It
consists of the training content and delivery method.

The following are the process of integrating HRD in training employees:

a. Define Objective: It is related to the goal of the firm and the skills required to achieve it.
b. Develop Lesson-plan: It includes a detailed description of the training course and instructions.
c. Develop/Acquire material: These materials are related to classroom training or online
training etc.
d. Select Trainer/Leader: The right trainer or leader is essential to enhance employees’ skills.
e. Selecting Methods and Techniques: It includes the technique like a lecture, role
play, conference, group discussion or online technique.
f. Schedule the Program/Intervention: The scheduling of the final training program done after the
accumulation of resources.

Stage 3: Implementation: The goal of the assessment and design phase is to implement effective HRD
program. This means that the program must be implemented using the most appropriate methods.

Stage 4: Evaluation: The effectiveness of the HRD intervention was measured during this phase. The
careful evaluation of the employee’s reaction towards the training program leads to gathering
information about the program’s effectiveness. This information allows managers to make better
decisions about various aspects of the HRD efforts, such as:

a. Continuing to use a particular technique in the future program.

b. Offering a particular programme in the future.
c. Budgeting and resource allocation
d. Using some other HR approach to solve the problem.
Assessing HRD Needs:

HRD interventions should be designed and conducted using a four phase approach – need assessment,
design, implementation and evaluation.

Definition and Purpose of Need Assessment:

Need assessment is a process by which an organisation’s HRD needs are identified and articulated. It is
the starting point of the HRD and training process. A need assessment can identify:

a. An organisation’s goals and its effectiveness in reaching these goals.

b. Gaps between employees’ skills and the skills required for effective current job performance.
c. Gap between the current skills and the skills needed to perform the job successfully in
the future.
d. The conditions under which the HRD activity will occur.

With this information, HRD professionals learn where and what kind of program is needed and who
need to be included and what will be its effectiveness.

However, Need assessment are not conducted by many organizations for the following reasons:

a. A need assessment can be a difficult and time consuming process

b. Action is valued over research
c. Incorrect assumptions are made as that a need assessment is unnecessary because already
available information specifies what an organisation’s needs are.
d. There is a lack of support for need assessment.

Levels of Need Analysis:

Need can exist at any of at least 3 levels considering the organization, job and the individual. To ensure
an effective HRD effort, needs must be measured on each level. As a result, 3 types of assessments must
be conducted:

1. Strategic/Organisational Analysis: Organisational Analysis is a process used to better understand the

characteristics of the organization to determine where the training and HRD efforts are needed and the
conditions within which they should be conducted.

The components of Strategic/Organisational Analysis are:

a. Organisational goals: It provides a starting point in identifying the effectiveness of the

organization.
b. Organisational Resources: The amount of money available is an important determinant of HRD
efforts. Knowledge of facilities, materials on hand and expertise within the organization also
influence HRD.
c. Organisational Climate: It includes relationship between managers and employees and between
different levels of management etc.
d. Environmental constraints: It include legal, social, political and economic issues faced by the
 organization.

2. Task Analysis: Task Analysis is a systematic collection of data about a specific job or group of jobs to
determine what an employee should be taught to achieve optimal performance.

Task Analysis Process involves the following steps:

a. Overall job description: It is the narrative statement of the major activities involved in
performing the job and the conditions under which these activities are performed.
b. Task identification: It focuses on the behaviours performed within the job. It explains how each
task should be performed and how they are actually performed.
c. Identify what it takes to do the job: Successful task performance requires that employees
possess the knowledge, skill and ability to perform the task.
d. Identify the areas that can most benefit: In this step, the focus is on determining which tasks
and capabilities should be included in HRD programme. Both ratings of tasks as well as ratings of
knowledge, skill and abilities should be examined.
e. Prioritize training needs: In this stage, it should be clear which tasks and knowledge, skill
and abilities could benefit from training. These tasks and knowledge, skill and abilities should
be prioritized to determine which should be addressed first.

3. Person Analysis: Person Analysis is directed at determining the training needs of the
individual employees. The focus is on how well each employee is performing key job tasks. It
consist of two components:

a. Summary person analysis: Involves determining the overall success of individual employee
performance.

b. Diagnostic person analysis: It tries to discover the reasons for an employee’s performance.

HRD Programme:
Meaning: An HRD Program is a structured and planned initiative that is designed to enhance the skills,
knowledge, and capabilities of an organization's employees. These programs can encompass a wide
range of activities, including training, workshops, seminars, coaching, mentoring, on-the-job learning,
and more.

Designing Effective HRD Programmes:

After getting data related to needs assessment, the focus should be given to designing an effective HRD
program. The key activities involved in designing an HRD program are:

1. Setting objectives

2. Selecting the trainer or vendor

3. Developing a lesson plan

4. Selecting program methods and techniques

5. Preparing materials
6. Scheduling the program

1. Setting objectives: Objectives are essential to a successful HRD program. Objectives are used by the
organization to evaluate the program’s success. It also helps the participants to focus their attention and
efforts during the program. Need assessment data are useful for defining program objectives because
they identify the deficiencies or challenges to be addressed.

Guidelines for developing useful objectives:

a. An objective is a collection of words, symbols, pictures or diagrams describing what is intended

from the trainees to achieve.
b. An objective should communicate your intent to the degree that you describe: what the learner
will be doing , when he will be demonstrating achievement of the objective and the crieteria by
which achievement will be judged.
c. To prepare a useful objective, continue to modify a draft until these questions are asked: What
do the managers want trainees to do, what are the important conditions or constraints under
which they have to perform and how trainees to perform to satisfy the management?
d. Write a separate statement for each important outcome or intent.

2. Selecting the Trainer: Effective trainers must be able to communicate their knowledge clearly, use
various instructional techniques, have good interpersonal skills and have the ability to motivate
others to learn.

In this context it is noted that, Train-the-trainer program should be done in order to provide subject
matter experts with the necessary instructional knowledge and skills to design and implement a training
program. These programs should focus on the following issues:

a. Developing trainee objectives and lesson plans

b. Selecting and preparing training materials.
c. Selecting and using aids
d. Selecting and using different training methods and techniques.

3. Developing a lesson plan: A lesson plan is a trainer’s guide for the actual delivery of the training
content. Creating a lesson plan requires the trainer to determine in advance what is to be covered
and how much time to devote to each part of the session.

A good lesson plan should include the following:

a. Content to be covered
b. Sequencing of activities
c. Selection or design of training needs
d. Selection or development of experiential exercise
e. Timing and planning of each activity
f. Selection of the method of instruction to be used
g. Number and type of evaluation items to be used.

4. Selecting program methods and techniques/Media:

 METHODS MEDIA
On-the-job training Workbooks/manuals
Classroom training Internet/Intranet
Self-paced training CD-ROM/DVD
Videotapes
Teleconferencing
Videoconferencing
Audiocassettes
While selecting the program methods and techniques the following factors have to be considered:

a. Objectives of the programme

b. Time and money available
c. Availability of other resources
d. Trainee characteristics and preferences.

5. Preparing Training Materials: Conducting an HRD program involves the preparation of several
materials such as:

a. Announcement of training program-especially if the employees are selected for long term training
b. Training materials-including outlines, handouts, power points or other presentations
c. Training manuals or textbooks- relevant if the training is about the process of doing a specific
job. Manuals will help in the retention and transfer of learning.

6. Scheduling the HRD Programme: The goal is to ensure that the participants both trainer and learners
are available and have their attention focused on the learning task at hand.
It considers:

a. Scheduling during working hours: Issues to be considered are – day of week preferred, time of
day, peak work hours, staff meeting times and required travel.
b. Scheduling after work hours: The questions to be considered are –
i. Are workers/trainees getting paid?
ii. what about personal commitments?
iii. what do you do for shift workers?
c. Registration and enrollment issues: It includes the issues like-
i.How, when and where one does register?
ii. Who is responsible for logistics like travel, lodging, meals etc.
iii. How do one cancel or reschedule?

HRD Interventions and creating HRD programme:

HRD interventions are planned activities and strategies designed to improve the skills, knowledge,
attitudes and overall performance of employees within an organization. These interventions are aimed
at enhancing individual and organizational effectiveness. Essential Components of HRD Interventions
and creating HRD Programmes are:
1. Selecting training methods and media: Selecting program methods and techniques/Media:

METHODS MEDIA
On-the-job training Workbooks/manuals
 Classroom training Internet/Intranet
Self-paced training CD-ROM/DVD
Videotapes
Teleconferencing
Videoconferencing
Audiocassettes
While selecting the program methods and techniques the following factors have to be considered:

a. Objectives of the programme

b. Time and money available
c. Availability of other resources
d. Trainee characteristics and preferences.

2. Preparing training material: The next logical step is to prepare or purchase the training materials
depending upon whether the program is purchased or designed by the organization. Programme
designed by the organization will require the preparation of materials. If the program is similar to past
training programs, those materials may simply need to be modified to fit the current program.
3. Programme announcements: Programme announcement inform the target audience about the
training program. The announcement should indicate the purpose of the program, when and where it
will be held and how the employees can qualify to participate in the in the program. Announcements
are sent through supervisory channels, union stewards, company newsletters or mailed individually to
employees. Some organizations designate a bulletin board for announcing training opportunities. Some
organizations publish periodic bulletins to provide this information.

4. Programme outlines: Program outline or course syllabus are documents that communicate the
content, goals and expectations of the program. These are provided at the beginning of the program
and include such things as course objectives, areas to be covered, materials or tools needed,
requirements of each trainee and a tentative schedule of events. The program outline can be used to
establish behavirol expectations including punctuality, attendance, work habits, class participation etc.

5. Training manual and textbooks: Most trainers rely on a training manual or text book for the basic
instructional material, readings, exercises and self tests. Textbooks provide a broad treatment of the
subject whereas training manuals are better known for their brevity and hands on approach. Trainers
who decide to use a textbook would contact the publisher. Training manuals can be readily produced
by an organization.

6. Scheduling HRD programme: Scheduling the HRD Programme: The goal is to ensure that the
participants both trainer and learners are available and have their attention focused on the learning task
at hand.
It considers:

a. Scheduling during working hours: Issues to be considered are – day of week preferred, time of
day, peak work hours, staff meeting times and required travel.
b. Scheduling after work hours: The questions to be considered are –
i. Are workers/trainees getting paid?
 ii. what about personal commitments?
iii. what do you do for shift workers?
c. Registration and enrollment issues: It includes the issues like-
i.How, when and where one does register?
ii. Who is responsible for logistics like travel, lodging, meals etc.
iii. How do one cancel or reschedule?

Implementing HRD Programs/ Training Delivery Methods/Methods of Training:

Methods of Training

On-the-Job Training Off-the-Job Training Self-Faced Training

Coaching Role Playing
Mentoring Case Study
Job Rotation Brain Storming
Job Instructional Technique Sensitivity Training
Apprenticeship Training Simulation
Understudy T-Groups
Transactional Analysis

I. On the Job Training: Under this method, new or inexperienced employees learn through
observing peers or managers performing the job and trying to imitate their behavior. These methods
do not cost much.
Some common used On-the-Job training methods are:
1. Coaching: Coaching is one-to-one training. It helps in quickly identifying the weak areas and tries to
focus on them. The biggest problem is that it focus only existing practices and styles.
2. Mentoring: The focus in this training is on the development of attitude. It is used for managerial
employees. Mentoring is always done by a senior person. It is also one-to-one interaction like coaching.
3. Job Rotation: it is the process of training employees by rotating them through a series of related
jobs. Rotation not only makes a person well acquainted with different jobs, but it also prevents
boredom and allows to develop rapport with number of people.
4. Job Instructional Technique (JIT): It is a step by step on the job training method in which a
suitable trainer prepares a trainee with an overview of the job, its purpose, and the results desired.
5. Apprenticeship: This method is in practice in those trades, crafts and technical fields in which a long
period is required for gaining proficiency. The trainees serve as apprentices to experts for long periods.
They have to work in direct association with and under the direct supervision of their masters.
6. Understudy: In this method, a superior gives training to a subordinate as his understudy like an
assistant. The subordinate learns through experience and observation by participating in handling day to
day problems. Basic purpose is to prepare subordinate for assuming the full responsibilities and duties.
II. Off-the-Job Training Methods:
These are conducted in separate from the job environment. Study materials are supplied to the trainees.
Trainees have to give full concentration on learning rather than performing. In this method, we can see
the freedom of expression.
Important Off-the Job Training Methods are:
1. Role Playing: Each trainee takes the role of a person affected by an issue and studies the impacts
of the issues on human life or human activities. It emphasizes the “real-world” side of science and
challenges trainees to deal with complex problems with no single “right” answer and to use a variety of
skills beyond those employed in a research project. It presents the trainees a valuable opportunity to
learn not just the course content but other perspectives on it.
2. Case Study: Case studies are complex examples which give an insight into the context of a problem
as well as illustrating the main point. It allows the application of theoretical concepts to be
demonstrated, thus bridging the gap between theory and practice, encourage active learning, provides
an opportunity for the development of key skills.

3. Brainstorming: Brainstorming is a creative thinking technique for coming up with new ideas and
solving problems. Teams use this ideation method to encourage new ways of thinking and collectively
generate solutions. It encourages free thinking and allows for all ideas to be voiced without judgement,
fostering an open and innovative environment.

4. Sensitivity Training: This training is about making people understand about themselves and
others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. It
is the ability of an individual to sense what others feel and think from their own point of view. It
reveals information about own personal qualities, concerns, emotional issues and things that trainee
has in common with other members of the group.

5. Simulation Training: Is a kind of training created to mirror real life situations. Employees can put their
knowledge to the test in situations they may encounter in their jobs. It allows them to experiment,
learn and grow. This training is highly cost effective for employer and allows them to assess their
employees concerning how they use their skills when put in pressure situations. And thus, it can help to
assess each employee’s decision making ability.

6. T-Groups: Participants work together in a small group of 8-14 over an extended period can go through
T Group training. In this technique, learning comes through analysis of their own experiences including
feelings, reactions, perceptions and behavior. In other words, it is an approach to human relations
training which provides participants with an opportunity to learn more about themselves and their
impact on others and learn how to function more effectively in face to face situations.

7. Transactional Analysis(TA): TA is a powerful psychological theory developed by Eric Berne. It offers a

valuable framework for understanding human behavior framework for understanding human behavior
and improving interpersonal relationships. By recognizing and working with three stages-Parent, Adults
and Child Ego States-one can gain insight into one’s own patterns of behavior and communication.
3 Stages of TA:
a. The Parent Ego Stage: This stage represents the influence of external authority figures on an
individual’s behavior, thoughts and beliefs. It is divided into two parts-Nurturing Parent and Critical
Parent. Nurturing Parent state encompasses feelings of care, support and guidance. Individuals exhibit
behaviours such as nurturing, advising and protecting. Critical parent state represents the negative
influence of authority figures.When individuals operate from this state, they tend to be judgemental,
controlling and critical of themselves and others.
b. The Adult Ego Stage: This stage represents an individual’s ability to think, analzse and make
decisions rationally and objectively free from the influence of the Parent and Child Ego States. This
stage is characterized by logical thinking, problem solving, effective communication and fostering
positive relationship.
c. The Child Ego State: This stage represents an individuals emotions, feelings and behaviors rooted
in their childhood experiences. It has two parts-Adaptive Child and Rebellious Child. Adaptive child state
encompasses behaviours and emotions that were deemed acceptable by care giving during childhood.
This includes traits like curiosity, playfulness and a sense of wonder. Rebellious Child Ego state
comprises behaviours and emotions that were discouraged or punished during childhood. This manifest
stubbornness or emotional outbursts.

III. Self-paced learning: Is a specific learning method in which the learner is able to control the amount
of material they consume as well as the duration of time they need to learn the new information
properly. It is a style of instruction in which learners progress through the materials at their own speed
and their own schedule. It is directed by the learner and not by the instructor. Ex. LMS, watching
videos, taking quizzes etc.
**************