Unit 2

Framework of Human Resource Development

Syllabus : Effective HRD Program - HRD Interventions- Creating HRD Programs

- Implementing HRD programs - Training Methods - Self Paced/Computer
Based/ Company Sponsored Training - On-the-Job and Off-the-Job - Brain
Storming - Case Studies - Role Plays - Simulations – T-Groups -Transactional
Analysis.
Image Courtesy: www.google.com
 2.0 Introduction

At present we are living in a AI enabled How Organizations addresses these

society and competing in a global Challenges?
economy. In these circumstances
recruiting, developing and maintain talent
has become a tedious task.  Training & Development (T&D)
Current Challenges (HRD context)  Organizational Development
 Managing Diversity  Career Development
 Addressing the skill gaps
 The need for life-long learning
 Facilitating Organizational learning
2.0 Introduction
Critical
Question

What needs to be done to improve the

 Skills

 Knowledge

 Abilities

of the work force?

2.0 Introduction
HRD Framework:

The framework of Human Resource

Development (HRD) typically encompasses
several key components that organizations
use to manage and enhance the skills,
knowledge, and abilities of their employees.
 2.0 Introduction
Features of an HRD Framework

 Systematic
 Strategic approach
 Involves different process, practice and interventions
 Intended to maximize human potential to attain organizational goals
 2.0 Introduction
Why Design an Effective HRD Framework?
1. Enhances Employee Skills and Knowledge
2. Boosts Employee Engagement and Motivation
3. Improves Organizational Performance
4. Supports Talent Management
5. Facilitates Change Management
6. Ensures Compliance and Reduces Risk
7. Promotes a Learning Culture
8. Aligns Employee Goals with Organizational Objectives
9. Increases Innovation and Creativity
10. Enhances Employee Well-being
 2.1 Designing Effective HRD Program

Different approaches to develop an effective

HRD framework

1. The Strategic HR Framework Approach

2. The Integrative Framework

3. Human Capital Appraisal approach

4. HRD Score Card Approach

2.1 Designing Effective HRD Program

1: The Strategic HR Framework Approach (Ulrich and Lake (1990)

 Aim is to leverage and/or align HR practices to build critical organizational
capabilities that enable an organization to achieve its goals.

 It specific tools and paths to identify how a firm can leverage its HR practices.

 Business strategy, organizational capabilities and HR practices are the three

important elements in this framework
2.1 Designing Effective HRD Program

2: The Integrative Framework

The integrative framework offered by Yeung and Berman (1997) identifies three
paths through which HR practices can contribute to business performance:

(1) by building organizational capabilities

(2) by improving employee satisfaction and

(3) by shaping customer and shareholder satisfaction

2.1 Designing
Effective HRD 2: The Integrative Framework
Program
 They argued that HR measures should be
business driven rather than HR driven

 Impact driven rather than activity driven

 forward looking and innovative rather than

backward looking

 Instead of focusing on individual HR practices

should focus on the entire HR system.
2.1 Designing Effective HRD Program
3: Human Capital Appraisal approach.
This approach outlined by Friedman et al (1998). As per them the
following are the key areas of human capital management:

1. Recruitment
2. Retention and retirement
3. Rewards and performance management
4. Career development
5. Succession planning and training
6. Organizational structure and human capital enablers
2.1 Designing Effective HRD Program
4: HRD Score Card Approach
A recent approach formulated by Rao (1999) envisages that HR
interventions in order to make the right business impact should be
mature in terms of

1) The HRD Systems

2) Competencies
3) Culture (including styles)
4) Business linkages.
 Phases of an HRD Process model

Evaluation

Implementation

Design the framework

Need Assessment
2.1 Designing Effective HRD Program
HRD Process model
 HRD Process model

1: Assessment

 The need for an organizational HRD intervention

Person analysis is a phase of training needs analysis directed at
 Assess the gaps between the expectations and the actuals by
identifying which individuals within an organization should receive
performing
training and what training they should receive.
 Organizational analysis
Through this analysis the HRD professional will get to know
 Task analysis
 Current deficiency?
 Person analysis
 Poor Employee performance that needs an attention ?
Organizational Analyze will consider organization as a whole and
 New challenge that demands a change ?
analyses situations based on organizational strategic goals, objectives.

Task analysis will consider sequential activities to complete a particular Eg: AI integration to Organization

job. Eg: When a customer complaint comes how an executive handles

the situation can also be analyzed.

 2.1 Designing Effective HRD Program
(HRD Process model)
2 - DESIGN
 2.1 Designing Effective HRD Program
(HRD Process model)
2 - DESIGN
 2.1 Designing Effective HRD Program
(HRD Process model)

3. IMPLEMENTATION
• The execution incorporates the productive transport of the examination and
Implementation" refers to the process of putting a plan or idea into effect, typically through
action or execution. It involves taking the theoretical or conceptual aspects of a plan and
turning them into practical steps and activities that achieve the intended goals

• Resource Allocation: Allocating resources including budget, time, and personnel for
executing HRD initiatives.

• Communication: Ensuring clear communication of HRD objectives, expectations, and benefits

to employees and stakeholders.

• Training Delivery: Conducting training sessions, workshops, seminars, or other

developmental activities as per the designed programs.
 2.1 Designing Effective HRD Program
(HRD Process model)

4. Evaluation
Feedback Collection:
Use surveys, feedback forms, and informal discussions to gather participants'
reactions and suggestions.
Performance Measurement:
Evaluate the effectiveness of the program using metrics such as improved job
performance, increased productivity, and employee satisfaction.
Continuous Monitoring:
Regularly track the progress of participants and the overall impact of the
program on organizational goals
 2.2 HRD Interventions

HRD (Human Resource Development) interventions refer to activities

or programs designed to improve the skills, knowledge, abilities, and
overall performance of employees within an organization. These
interventions are typically initiated and managed by the HR department
or specialists within the organization and aim to align the capabilities
of the workforce with the strategic goals of the organization
 2.2 HRD Interventions
TYPES

1) Training & Development program

Purpose: Skill enhancement, Knowledge transfer, Career advancement
Considerations: Need assessment, Continuous learning, Technology integration
2) Coaching & Mentoring
Purpose: Skill development, Leadership development, Knowledge transfer
Considerations: Matching process, Feedback Mechanism
3) Performance Management System
Purpose: Goal alignment, Feedback Mechanism, Recognition & Rewards
Considerations: Clear objectives, Regular feedback, Recognition & Rewards
 2.2 HRD Interventions
TYPES
4) Leadership development program
Purpose: Succession planning, Strategic leadership, team building
Considerations: Assessment tools, Experiential learning, Mentorship
5) Career development program
Purpose: Skill enhancement, Succession Planning, Employee retention
Considerations: Individual development plans, Promotion criteria, Mentorship
programs
5) Team building workshops
6) Diversity & inclusion training
7) Change management initiatives
8) Employee wellness program
 2.3 Creating HRD Programs

Creating an HRD (Human Resource Development) program involves a

systematic process designed to improve the skills, knowledge, and
competencies of employees to meet both individual career aspirations
and organizational goals.
2.1 Designing Effective HRD Program
(HRD Process model)

IMPLEMENTATION
• The execution incorporates the productive transport of the examination and Implementation" refers
to the process of putting a plan or idea into effect, typically through action or execution. It involves
taking the theoretical or conceptual aspects of a plan and turning them into practical steps and
activities that achieve the intended goals

• Resource Allocation: Allocating resources including budget, time, and personnel for executing HRD
initiatives.

• Communication: Ensuring clear communication of HRD objectives, expectations, and benefits to

employees and stakeholders.

• Training Delivery: Conducting training sessions, workshops, seminars, or other developmental

activities as per the designed programs.
 2.5 Training Methods

Human Resource Development (HRD) training is a systematic process designed to

enhance the skills, knowledge, and competencies of employees within an
organization. The goal of HRD training is to improve employee performance, foster
professional growth, and align workforce capabilities with organizational
objectives. Effective HRD training not only boosts individual and team productivity
but also contributes to overall business success by creating a knowledgeable,

skilled, and motivated employees.

 2.6 On-the-Job training
On-the-Job Training (OJT) involves training employees while they are performing their regular job tasks.

This method allows employees to learn in a practical, real-world environment.

Key Features:

 Immediate Application: Employees apply what they learn directly to their job.

 Supervised Learning: Typically involves guidance from experienced colleagues or supervisors.

 Cost-Effective: Minimal training costs since it occurs during regular work hours.
Examples:
An apprentice electrician working under a certified electrician.
A new cashier learning to use the cash register during actual sales transactions
 2.6 On-the-Job training

Advantages: Disadvantages:
 Realistic training environment.  Potential for disruptions to
 Immediate feedback and regular work.
correction.  Quality of training depends on
 Enhances productivity and morale the trainer’s skill
by integrating learning with work.
 2.6 Off-the-Job training

Off-the-Job Training occurs outside the regular work environment and involves structured
learning sessions, such as classroom training, workshops, seminars, or online courses.

Key Features:
Dedicated Learning Environment: Training is separate from work tasks.
Variety of Methods: Includes lectures, simulations, case studies, and e-learning.
Specialized Instructors: Often conducted by professional trainers or subject matter
experts.
Examples:
1) A leadership development workshop conducted at a training center.
2) An online course on data analysis techniques
 2.6 Off-the-Job training

Advantages:
 Focused learning without workplace distractions.
 Access to expert knowledge and diverse training methods.
 Facilitates networking and idea exchange among participants.

Disadvantages:
 Higher costs due to training materials, facilities, and possibly travel.
 Time-consuming as employees are away from their regular duties.
 May lack immediate applicability to the job.
2.7 Self Paced/Computer Based/Company Sponsored Training
 2.8 Brainstorming

Brainstorming is a creative group problem-solving technique used

to generate a large number of ideas for the solution of a problem.
It encourages free thinking and open communication among
participants, aiming to harness collective creativity.

 Group Activity: Involves multiple participants to maximize idea

generation.

 Free Thinking: Encourages spontaneous and uninhibited

discussion.

 Non-Judgmental: All ideas are welcomed and not immediately

critiqued.

 Focused Session: Typically centered around a specific problem or

topic.
 2.9 Case Studies
Case studies are detailed examinations of specific real-life situations or problems used to
illustrate principles, practices, or outcomes. They provide a comprehensive look at how
theories and concepts are applied in actual scenarios, helping learners to understand
complex issues and develop problem-solving skills.

Real-World Context: Focus on actual events or problems faced by organizations or

individuals.

In-Depth Analysis: Detailed examination of all aspects of the situation, including challenges,
strategies, and outcomes.

Interactive Learning: Encourage critical thinking, discussion, and application of knowledge.

 2.9 Case Studies
STEPS IN USING CASE STUDIES:

1) Selection:
Choose a relevant and engaging case that aligns
with the learning objectives. Ensure the case
provides enough detail and complexity for
thorough analysis.
2) Presentation:
Introduce the case to learners, providing
necessary background information. Distribute case
materials such as written reports, data, and
multimedia content.
3) Analysis:
Encourage learners to identify key issues,
stakeholders, and challenges. Guide them to
 2.9 Case Studies
STEPS IN USING CASE STUDIES:

4) Discussion:
Facilitate group discussions to share
insights, perspectives, and solutions.
Encourage learners to debate different
approaches and justify their
recommendations.
5) Conclusion:
Summarize key findings and lessons learned
from the case. Relate the case back to
theoretical concepts and broader
applications.
 2.10 Role Play
Role play is an experiential training method where participants act out specific
roles in simulated scenarios. This technique helps learners practice real-life
situations in a safe environment, improving their skills and confidence.

 Realistic Scenarios: Simulated situations that mimic real-life challenges.

 Active Participation: Participants take on roles and interact with each other.

 Immediate Feedback: Facilitators and peers provide feedback on performance

 2.10 Role Play
Steps in Role Play:

1. Define Objectives: Clearly state what skills or

knowledge the role play aims to develop.
2. Create Scenarios: Develop realistic situations
relevant to the learning objectives.
3. Assign Roles: Allocate roles to participants,
ensuring they understand their characters
and objectives.
4. Conduct Role Play: Let participants act out
the scenario, facilitating the interaction.
5. Debrief: Discuss the experience, providing
feedback and insights on performance and
outcomes.
 2.11 Simulations

Simulations are training methods that replicate

real-world processes, environments, or
systems. Participants interact with the
simulation to practice skills, test scenarios, and
make decisions in a controlled, risk-free
environment.
 2.11 Simulations
STEPS IN SIMULATION

1. Identify Objectives: Determine the skills or processes to be simulated.

2. Design Simulation: Develop the simulation environment and scenarios.

3. Prepare Participants: Brief participants on the simulation's purpose and rules.

4. Run Simulation: Encourage participants to engage with the simulation.

5. Review and Debrief: Analyze performance, discuss outcomes, and provide

feedback
 2.12 T-Groups

T-Groups, or training groups, are a form of experiential learning focused on

improving participants' interpersonal skills and self-awareness through group

interactions. Also known as sensitivity training, T-Groups emphasize personal

growth and development within a group setting.

 2.12 T-Groups

Steps in T-Groups:

1. Formation: Assemble a small group of participants.

2. Facilitation: A facilitator creates a safe environment and guides interactions.

3. Open Discussion: Participants discuss their experiences, feelings, and reactions.

4. Feedback: Participants give and receive feedback on behaviors and interactions.

5. Reflection: Encourage self-reflection and insights into personal and group dynamics.
 2.13 Transactional Analysis
Transactional Analysis (TA) is a psychoanalytic theory and method of therapy

wherein social interactions (transactions) are analyzed to determine the ego state

of the communicator as a basis for understanding behavior. Developed by Dr. Eric

Berne in the late 1950s, TA focuses on the interactions between individuals and

aims to improve communication and relationships.

 2.13 Transactional Analysis
1) Ego States:

1. Parent: Incorporates the attitudes and behaviors

taught by our parents.

2. Adult: Operates based on current reality and facts,

processing information logically and rationally.

3. Child: Contains the emotions, thoughts, and behaviors

we developed in response to our early experiences. It
can be free, natural, adaptive, or rebellious.
 2.13 Transactional Analysis
2) Transactions: 3) Strokes:

Interactions between Units of recognition or

attention that one person gives to
individuals involve exchanges from
another. It can be positive (affirming) or
one ego state to another.
negative (criticizing).
Understanding these transactions
helps to identify communication
patterns and potential conflicts.
 2.13 Transactional Analysis

4) Games: Repetitive, unconscious 5) Life Scripts: Unconscious life plans

patterns of behavior with predictable developed in early childhood, based on
outcomes that are often negative. messages received from parents and
Games are played to fulfill unmet needs other authority figures. These scripts
and reinforce the positions people hold can influence our behavior and
about themselves and others. decisions throughout life.
 2.13 Transactional Analysis

Application of Transactional Analysis:

 Improving Communication

 Conflict Resolution

 Personal Development

 Therapeutic Interventions
 2.13 Transactional Analysis
Steps in Applying Transactional Analysis

1. Identify Ego States:

Determine whether an individual is operating from the Parent, Adult, or Child ego state in a given
interaction.
2. Analyze Transactions:
Look at the exchanges between individuals to see which ego states are involved and whether the
transactions are complementary (harmonious) or crossed (conflictual).
3. Recognize Games:
Identify repetitive patterns of behavior that result in negative outcomes and understand the
underlying motivations.
4. Examine Life Scripts:
Explore the unconscious life plans and messages that influence behavior and decision-making.
5. Facilitate Change:
Encourage individuals to adopt more effective communication patterns, resolve conflicts, and
rewrite negative life scripts.
 2.13 Transactional Analysis
Examples - TAA
1. Workplace Interaction:
An employee feels criticized by a manager (Parent-
to-Child transaction). By shifting to an Adult-to-Adult
transaction, they can discuss feedback constructively.
2. Conflict Resolution:
Two colleagues frequently argue over minor issues
(playing a game). Recognizing the game, they can
choose to communicate more openly and resolve
underlying tensions.
3. Personal Growth:
An individual realizes they have been living according
to a negative life script ("I am not good enough") and
works to change this belief to a more positive one.
Designing Effective HRD Program
@POWERGRID
Designing Effective HRD Program
@POWERGRID
Designing Effective HRD Program
@POWERGRID
Designing Effective HRD Program
@POWERGRID
Designing Effective HRD Program @POWERGRID
Designing Effective HRD Program
@POWERGRID
Designing Effective HRD Program @POWERGRID
Thank
You