CHALLENGES OF TODAY'S

WORLD
• Globalization
• Organizations still poorly adjusted to globalization
• Global manager in infancy stage
• Human diversity
• Transfer of management methods to global setting
• Profitability through growth
• How much re-engineering
• What kind of growth
• Corporate strategy influencing HRD strategy
• Technology
• Which technology adds value?
• Technology changes business processes
• Technology changes the way human resources are managed and developed
• Intellectual Capital
• It is the combination of patents, processes, management skills,
technologies, information about customers and suppliers and
experience.
• Human Capital,
• Social Capital,
• Structural Capital,
• Organizational Capital,
• Customer Capital,
• Network Capital
• Intellectual Capital
• Knowledge drives innovation
• Management of knowledge employees
• Changes in the nature of work and attitudes towards employment
• Change
• Rapid environmental change
• Changing human resources
• Job design changes for faster adaptation
• Mass Customisation
• It is the technologies and systems to deliver goods and services that best
meet individual customers needs with near mass production efficiency.
• Process models – repetitive focus, product focus and process focus
 RISKS

• Political
• Public
• Private

• Competitive

• Operational

• Economic
• Exchange controls
• Import restrictions
• Tax controls
• Price controls
• Labour problems
 EVOLUTION OF HRD

• In 1970 Len Nadler published his now-classic book Developing Human

Resources, in which he coined the term "human resource development"
(HRD).
• The term HRD provided a conceptual umbrella under which the field
began to unify, using the three-fold notion of training, education, and
development.
 HRD

HRD = ‘Human Resource’ + ‘Development’

‘Human Resource’ refers to the talents and energies of people who are
available to an organization as potential contributors to the creation and
realization of the organization’s mission, vision, values and goals.

‘Development’ refers to a process of active learning from experience,

leading to systematic and purposeful development of the whole person,
body, mind and spirit.
 WHAT IS HRD?

• HRD is the integrated use of training and

development, career development, and
organization development to improve individual
effectiveness
- Patricia McLagan
 EVOLUTION

• HRD provided purpose and direction for the continued

growth of the field: organized learning to provide the
possibility of performance change.
• In 1989 there were signs of an emerging concern for
economic impact
• The field began to move from focusing to what is
performed to what is produced.
• an increased use of systems approaches in HRD
• the focus on individual learning was shifting to
organizational learning as the primary activity and goal of
the field
• The definition of HRD expanded beyond training
and organization development.
• The move was toward HRD responsiveness and
relevance.
WHO SHOULD DO HRD?

HRD Manager Line Manager

Facilitator Primary
Responsibility

HRD
Employees
Shared Responsibility
 BENEFITS TO AN ORGANIZATION

• A signal to the employees that management believes they are important.

• Motivation to acquire new skills and consequent rewards.
• Commitment through the communication of values.
• Identification with company goals through better employee
understanding.
• Two-way communication between management and employees.
• Needs satisfaction through achievement and recognition.
• Job enrichment through training and the acquisition of new skills.
• Increased awareness of the importance of change management.
PAT MCLAGAN NINE ROLES
FOR HRD PRACTITIONERS
• 1. HR strategic advisor

• In this role the issues and trends concerning an organization's external

and internal people are brought to the attention of the strategic decision
makers
• 2. HR systems designer and developer

• This role involves designing and preparing HR systems for

implementation so that HR systems and actions are mutually
reinforcing and have maximum impact on organizational performance,
development and endurance
• 3. Organization change consultant

• This role means facilitating the development and implementation of

strategies for transforming organizations
• 4. Organization design consultant

• This role involves identifying the work required to fulfill organizational

strategies. It also involves organizing the work so that it makes efficient
and effective use of resources
• 5. Learning program specialist

• In this role learning needs are identified to design and develop

structured learning programs and materials in a variety of media
formats for self-study and workshop or electronic delivery
• 6. Instructor/facilitator

• This is an increasingly difficult role. In it information is presented,

structural learning experiences are lead and group discussions and
group processes facilitated
• 7. Individual development and career consultant

• This role involves helping people assess their competencies, values and
goals so they can identify, plan, and implement development actions
• 8. Performance consultant

• This role means assisting a group or individuals to add value in the

workplace. It's a coaching and consulting role in which HRD people
perform both analytical and systems-design work
• 9. Researcher

• This role involves assessing HRD practices and programs and their
impact empirically. It also means communicating results so that the
organization and its people accelerate their change and development
 HISTORY OF HRD IN INDIA

• It was 45 years ago that our country witnessed the emergence of

a new HRD culture in our country with Prof Udai Pareek and
Prof T.V.Rao heading the movement
• What started as a "Review Exercise of the Performance Appraisal
System" for L&T by two consultants, Prof Udai Pareek and Prof
T.V. Rao from the Indian Institute Of Management, Ahmedabad
(IIMA), resulted in the development of a new function - The
HRD Function
• This pioneering work of Dr. Rao and Dr. Pareek
lead later to the establishment of HRD
Departments in the State Bank Of India and its
Associates, and Bharat Earth Movers Limited in
Bangalore in 1976 and 1978
• The first HRD workshop to discuss HRD concepts
and issues was held at IIMA in 1979
 PRINCIPLES TO BE KEPT IN
MIND IN DESIGNING THE HRD
SYSTEM
• 1. HRD systems should help the company to increase
enabling capabilities. The capabilities outlined in their report
include: development of human resources in all aspects,
organizational health, improvements in problem solving
capabilities, diagnostic skills, capabilities to support all the other
systems in the company, etc.
• 2. HRD systems should help individuals to recognize their
potential and help them to contribute their best towards the
various organizational roles they are expected to perform;
• 3. HRD systems should help maximize individual autonomy
through increased responsibility
• 4. HRD systems should facilitate decentralization
through delegation and shared responsibility;
• 5. HRD systems should facilitate participative
decision making
• 6. HRD system should attempt to balance the
current organizational culture with changing culture;
• 7. There should be a continuous review and
renewal of the function
 CASE

• “the only time I switch off my brain is when I am at work”

• “I have trouble transporting finished goods because traffic cops demand
money due to the poor condition of the company vehicle”
• “no opportunity for our training and development”
• “no room for our suggestions as nobody is even willing to listen to us”
 OBJECTIVES OF HRD

• Equity
• Employability
• Adaptability/competitiveness
 GOALS OF HRD

• Facilitating organisational effectiveness

• enhancing quality and productivity
• promoting individual growth and development
• integrating people into business
 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
• quality of work life

• control functions
• HRD audit
• governance and ethics
 COMPETENCIES OF HRD
MANAGER
• Business skills
• leadership skills
• consulting skills
• technical skills
• interpersonal skills
• global mindset
 ESSENTIALS OF A GOOD HRD
SYSTEM
• Top management philosophy and understanding of HRD
• competent HRD staff
• attitude of line managers
• support of union and employees
• use of appropriate HRD systems
• periodic renewal exercises
• business relevance of HRD systems and practices
 HRD SYSTEMS

• Career system
• work planning system
• development system
• self renewal system
• culture subsystem
 HRD STRATEGIES

• Communications strategy
• accountability and ownership strategy
• quality strategy
• cost reduction strategy
• intrapreneurship strategy
• culture building strategy
• systematic training strategy
• learning strategy
 HRD SUBSYSTEMS

• Performance Appraisal
• Potential Appraisal
• Feedback and Counseling
• Career Development and Career Planning
• Training and Development
• Organization development
 OTHER FRAMEWORKS OF HR - THE
STRATEGIC HR FRAMEWORK
APPROACH
• This framework formulated by Ulrich and Lake
(1990) aims to leverage and/or align HR practices
to build critical organizational capabilities that
enable an organization to achieve its goals.
• This framework offers 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
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 share holder satisfaction.
• 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; and
• instead of focusing on individual HR practices should
focus on the entire HR system, taking into account
synergies existing among all HR practices.
HUMAN CAPITAL APPRAISAL
APPROACH
• This approach outlined by Friedman et al (1998) of Arthur
Anderson consulting company is based on the belief that
there are five stages in the management of human capital:
• clarification stage,
• assessment stage,
• design stage,
• implementation stage and
• monitoring stage.
• There are five areas of human capital management:
• Recruitment, retention and retirement;
• Rewards and performance management;
• career development, succession planning and training;
• organizational structure, and
• human capital enablers.
• A 5 X 5 matrix using these five stages and five areas could be used to
evaluate and manage the human capital well. For example in the
clarification stage the managers examine their human capital programs
to fit into their strategy and overall culture. They may also examine
each of the areas to fit into the strategy etc
 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 the
• HRD Systems,
• Competencies,
• Culture (including styles) and
• Business linkages.
• The maturity level and the appropriateness of each of the
subsystems of HR,
• the appropriateness of the HR structures and the level of
competencies of HR staff, line managers, top management etc.;
• the HRD culture (defined in terms of Openness, Collaboration,
Trust, Autonomy, Proaction, Authenticity, Confrontation and
Experimentation) and
• the congruence of the top management and HR staff styles with
HRD culture,
• and the extent to which all the systems and practices result in
employee satisfaction and customer satisfaction etc. are assessed
through a well formulated HRD audit.
 PCMM APPROACH

• Curtis and team (Curtis et. al 1995) developed this

approach for software organizations.
• The People Capability Maturity Model (P-CMM) aims
at providing guidance on how to improve the ability of
software organizations to attract, develop, motivate,
organize and retain the talent needed to steadily
improve their software development capability
 CHALLENGES OF HRD

• Changing workforce demographics

• competing in global economy
• eliminating the skills gap
• need for lifelong learning
• need for organisational learning
 QUALITY OF WORKLIFE

• Quality of work life (QWL) refers to the favourableness or

unfavourableness of a job environment for the people working in an
organisation.
• More control and autonomy for workers
• Recognition for those who have contributed to meeting
organizational goals
• A sense of belonging to the workplace
• Opportunity for progress on the job
• Extrinsic rewards for work
 PERFORMANCE COACHING

• Performance Coaching is a process where one person facilitates the

development and action planning of another, in order that the individual can
bring about changes in their lives.
• Coaching differs from managing in a number of significant ways.
Management is about planning, organizing, leading, and controlling
organizational resources to achieve goals. Rather than merely telling
employees what to do, directing and controlling their behavior, and judging
their performance, coaches empower employees to explore, enable
employees to learn, encourage employees to try, and equip employees to
succeed by guiding their ongoing progress and removing obstacles that
stand in their way.
 CLIMATE

• The term climate is used to designate the quality of the internal

environment which affects quality of cooperation, development of the
individual, extent of member's dedication or commitment to organizational
purpose, and the efficiency with which that purpose becomes translated into
results. It influences morale and the attitudes of the individual toward his
work and his environment.
• Organizational climate as a product of leadership practices, communication
practices and enduring and systematic characteristics of the working
relationships among persons and divisions of any particular organization.
• Human resource development climate is an integral part of
organizational climate. It can be defined as perceptions the employee
has on the developmental environment of an organization.
• The elements of HRD climate can be grouped into three broad
categories: (1) General climate (2) HRD (OCTAPACE) culture, and (3)
Human Resource Development mechanisms.
 HRD AUDIT

• HRD audit is the systematic survey and analysis of

different HRD function with a summarized statement of finding and
recommendation for correction of deficiency. Basically it examines and
evaluates policies, procedures, and practices for determine the
effectiveness of HRD function in an organization.
• Structure, Strategies, Systems, Styles, Skills/Competencies, Culture
 PRINCIPLES OF LEARNING

• THE PRINCIPLE OF CONNECTEDNESS: Learning is fundamentally

about making and maintaining connections: biologically through neural
networks; mentally among concepts, ideas and meanings; and experientially
through interaction between the mind and the environment, self and other,
generality and context, deliberation and action.
• THE PRINCIPLE OF A COMPELLING SITUATION: Learning is
enhanced by taking place in the context of a compelling situation that
balances challenge and opportunity, stimulating and utilizing the brain's
ability to conceptualize quickly and its capacity and need for contemplation
and reflection upon experiences.
• THE PRINCIPLE OF AN ACTIVE SEARCH FOR MEANING:
Learning is an active search for meaning by the learner-- constructing
knowledge rather than passively receiving it, shaping as well as being
shaped by experiences.
• THE PRINCIPLE OF DEVELOPMENT AND HOLISM: Learning is
developmental, a cumulative process involving the whole person,
relating past and present, integrating the new with the old, starting from
but transcending personal concerns and interests.
• THE PRINCIPLE OF SOCIAL INTERACTION: Learning is done by
individuals who are intrinsically tied to others as social beings,
interacting as competitors or collaborators, constraining or supporting
the learning process, and able to enhance learning through cooperation
and sharing.
• THE PRINCIPLE OF THE LEARNING CLIMATE: Learning is
strongly affected by the educational climate in which it takes place: the
settings and surroundings, the influences of others, and the values
accorded to the life of the mind and to learning achievements.
• THE PRINCIPLE OF FEEDBACK AND USE: Learning requires
frequent feedback if it is to be sustained, practice if it is to be
nourished, and opportunities to use what has been learned.
• THE PRINCIPLE OF INCIDENTAL LEARNING: Much learning
takes place informally and incidentally, beyond explicit teaching or the
classroom, in casual contacts with faculty and staff, peers, campus life,
active social and community involvements, and unplanned but fertile
and complex situations.
• THE PRINCIPLE OF GROUNDEDNESS: Learning is grounded in
particular contexts and individual experiences, requiring effort to transfer
specific knowledge and skills to other circumstances or to more general
understandings and to unlearn personal views and approaches when
confronted by new information.
• THE PRINCIPLE OF SELF-MONITORING: Learning involves the ability
of individuals to monitor their own learning, to understand how knowledge
is acquired, to develop strategies for learning based on discerning their
capacities and limitations, and to be aware of their own ways of knowing in
approaching new bodies of knowledge and disciplinary frameworks.
 PRINCIPLES OF ADULT
LEARNING
• 1. Adults are autonomous and self-directed.

Adults need to be free to direct their own learning. If the learning engagement is classroom-based, the facilitator
must actively involve adult participants in the learning process. Specifically, they have to be sure to act as
facilitators, guiding participants to their own knowledge rather than supplying them with all of the facts. They
should allow the participants to assume responsibility for their learning and engage them in discussions,
presentations and group-based tasks. If the learning engagement is an e-Learning course, the course should be
designed to allow participants to explore topics in greater detail and choose from multiple learning activities.

• 2. Adults bring knowledge and experience to each learning activity .

Over their lives, adults have accumulated a wealth of life experiences and knowledge. This may include family
memories, work-related experiences, and previous education. Linking new material in a course to learners’
existing knowledge and experience creates a powerful and relevant learning experience. Relating theories and
concepts to the participants and recognizing the value of experience in learning are two important factors to
keep in mind as well.
• 3. Adults need learning to be relevant and practical .

Every day, the human brain takes in hundreds of thousands of sensory inputs. As the brain processes
these inputs, it begins to sort out information it deems relevant and important. Relevancy increases the
likelihood information will be retained. Adults must see a reason for learning something and the
learning must be applicable to their work or other responsibilities in order for it to be valuable for
them. Therefore, learning engagements must identify objectives for adult participants before the
course begins. By nature, most adults are practical about their learning. Typically, they will focus on
the aspects of a program most useful to them in their work. Participants must know how the content
will be useful to them.

• 4. Adults are goal-oriented.

Adults primarily participate in learning programs to achieve a particular goal. Therefore, they appreciate
an educational program that is organized and has clearly defined learning objectives. These need to be
communicated early in the course.
• 5. Adults are problem-oriented and want to apply what they’ve learned .

Adult learners want to be able to apply their learning to their work or personal life immediately. Using
examples to help them see the connection between classroom theories and practical application;
utilizing problem-solving activities as part of the learning experience; and creating action plans
together with learners are important concepts that enable life application.

6. Adults are motivated by intrinsic and extrinsic factors .

Learning is driven by participant motivation – the more motivated someone is to participate in training,
the more he or she is likely to learn and retain information. Adults are motivated by both internal and
external factors. During the first several weeks on the job, adults are highly motivated to learn.
Similarly, motivation is high when they are faced with learning a new work process or approach to a
problem. However, as they become more familiar with the content, learners’ motivation to learn may
wane until a specific need arises.
• 7. Adults are pressed for time.

In today’s fast-paced world, adults have to juggle demanding jobs, family responsibilities,
and community commitments. Even if they are highly motivated to learn, the pressures of
life often limit the time many adults can invest in learning. Therefore, in many cases,
learning must be available when it is convenient for the learner and delivered in
“manageable chunks.” These may come in the form of modularized e-Learning programs,
podcasts, or webcasts or may be strategically delivered through informal training
initiatives.

8. Adults have different learning styles.

A learning style refers to how a person learns, categorizes, and processes new content. Each
person may have multiple preferred learning styles. In training, each of these styles should
be considered when delivering content.
• On this point, it is necessary to indicate briefly how learning occurs. According to Lundy and Cowing (1996)
there are four main theoretical perspectives of learning:

• The Behaviourist theory, which equates the human being with a machine stimulated into learning by
positive or negative reinforcement.

• The Cognitive theory, which equates the human being to a brain and stresses the importance of critical
thinking and problem solving.

• The Gestalt theory, which involves the whole personality and stresses that the whole (the gestalt) is more
than the sum of the parts. A gestalt begins to form when the individual experiences a physical and/or
psychological need in relation to the environment. This moves the individual away from equilibrium in the
direction of action to satisfy a need. Equilibrium is only re-established when the learning problem is solved.

• The Humanistic theory, which maintains that all individuals have the capacity to learn and, therefore,
that the purpose of learning is to encourage each individual to attain his/her full potential.
 BEHAVIOUR MODELLING

• People learn what to do by watching each other, and by copying what they see others do.
People who work for effective managers tend to develop effective patterns of behavior
themselves, because they learn from the examples that are set. And when people work for
ineffective managers they tend to be ineffective too, also because of the example that is
set for them.
• Managers, trainers and other people who influence the behavior of the people around
them need to know what example they set by modelling behaviour. It is not good enough
for someone to turn on a model meeting or training session, laying out the ideal way to
handle things, then go away and act differently to their own model.
• Often a person's own behavior is hidden from him or her and, even though that person
might "get by", their example is not adequate for others who want to improve their
personal performance.
 BEHAVIOUR MODELLING

• So there are two uses in behavior modelling.

• It helps identify limiting traits and,
• It highlights behavioural strengths.
• By defining the strengths of effective sales people, for example, and the limitations of less effective
sales people, comparison of the two outputs leads to a model that will strengthen the less effective
people as well as enhancing the sales leaders. That same model is useful when replacing losses from
the team, enabling you to identify ideal applicants.
• The manager or supervisor who understands the behavioral needs of any subordinate is more able and
likely to set specific examples so the subordinate may model his or her behavior on the supervisor or
manager.
• An extension of this idea is that model norms may be established for any position or role. Learning
approaches can then be developed to model the wanted role or position behaviors, and people will be
better prepared when they find themselves in the real situation.
 SELF-DIRECTED LEARNING

• The concept of self-directed learning involves encouraging individuals

to take responsibility for their own learning needs, either to improve
performance in their present job or to satisfy their career aspirations. It
can be based on a process of recording achievement and action
planning which involves individuals reviewing what they have learnt,
what they have achieved, what their goals are, how they are going to
achieve those goals and what new learning they need to acquire.
Mumford (1994) suggests that self-directed learning can be carried out
as follows:
• Identify the individuals’ learning style.
• Review how far their learning is encouraged or restricted by their learning
style.
• Review their core learning skills of observation and reflection, analysis,
creativity, decision-making and evaluation, and consider how to use them more
effectively.
• Review the work and other experiences in which they are involved in terms of
the kind of learning opportunity they offer.
• Look for potential helpers in the self-development process.
• Draw up learning objectives and a plan of action.
• Set aside some time each day to answer the question ‘What did you learn
today?’
• Self-directed learning is based on the principle that people learn and
retain more if they find things out for themselves. Harrison (1992)
emphasizes the need to create a climate of awareness about the
opportunities for learning and development and to design training
events to develop training styles and skills.
• In particular, the organization can encourage self-directed learning by
ensuring that learners:
• Define for themselves, with whatever guidance they may require, what they
need to know to perform their job effectively.
• Are given guidance on where they can get the material or information which
will help them learn.
• Prepare a learning plan and programme as part of a learning contract.
• Prepare a personal development plan setting out what they need to learn, how
they should develop and the actions they need to take to achieve learning and
development goals.
 TRAINING NEED
IDENTIFICATION
• Context Analysis. An analysis of the business needs or other reasons the training is desired. The
important questions being answered by this analysis are who decided that training should be
conducted, why a training program is seen as the recommended solution to a business problem, what
the history of the organization has been with regard to employee training and other management
interventions.
• User Analysis. Analysis dealing with potential participants and instructors involved in the process.
The important questions being answered by this analysis are who will receive the training and their
level of existing knowledge on the subject, what is their learning style, and who will conduct the
training.
• Work analysis. Analysis of the tasks being performed. This is an analysis of the job and the
requirements for performing the work. Also known as a task analysis or job analysis, this analysis
seeks to specify the main duties and skill level required. This helps ensure that the training which is
developed will include relevant links to the content of the job.
• Content Analysis. Analysis of documents, laws, procedures used on the job. This analysis
answers questions about what knowledge or information is used on this job. This
information comes from manuals, documents, or regulations. It is important that the
content of the training does not conflict or contradict job requirements. An experienced
worker can assist (as a subject matter expert) in determining the appropriate content.
• Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not always
be the best solution. It is important to determine if training will be effective in its usage.
• Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective
training results in a return of value to the organization that is greater than the initial
investment to produce or administer the training.
 TNI – ANOTHER MODEL

• Implementing
• Adhering (1) – learning to carry out basic tasks correctly
• Adapting (2)– when we may need to bend the rules slightly and make
adjustment to procedures in order to make things work better
• Relating (3) – involves learning to understanding why things have been set
up the way they have and why procedures work as they do
• Improving
• Experiencing (4), i.e. being able to reflect on experiences and make our
own meaning from them
• Experimenting (5), i.e. learning to design and carry out systematic
processes, in the form of experiments, in order consciously to discover
more about the job and the work, normally in the terms of particular target
areas deemed in need of improving
• Innovating
• Connecting (6), i.e. making connection between things, events, and
people, and allowing integration and synergy to be achieved
• Dedicating (7), where we learn to work out of a sense of purpose – why
we are doing something, and why we are doing something, and why we
are doing it at a certain time and in a particular way
 NEEDS ASSESSMENT
TECHNIQUES
• direct observation
• questionnaires
• consultation with persons in key positions, and/or with specific knowledge
• review of relevant literature
• interviews
• focus groups
• tests
• records & report studies
• work samples
 WHAT KIND OF DATA?

• Productivity:
• Output in units per hour/day/week etc.
• Output in units per employee.
• Output in units per square meter.
• Output in value as a ration to capital employed.
• Time to carry out a specific task, to provide service, to produce goods.
• Machine downtime.
• Quality or delivery of product/service
• Length of waiting list (number of customers).
• Time that customers have to wait.
• Percentage of on-time deliveries.
• Defects per unit of production.
• Errors in providing service.
• Complaints per number of customers served.
• Recommendations per number of customers served.
• Wasted staff hours.
• Time spent on rework.
• Scrap/wastage as percentage of units produced, as percentage of raw materials
used, cash value of scrap/wastage, cash value of scrap/wastage as percentage
of turnover
• Financial/Commercial
• Turnover.
• Profit.
• Cost per unit of production.
• Cost per customer served.
• Return on capital.
• Share price.
• Dividends.
• Value of debtors.
• Length of time debts has been outstanding.
• Cash flow; overdraft management.
• Market share.
• Personnel
• Accident rate.
• Sickness and absenteeism.
• Staff turnover.
• Percentage of staff employed on short-term contract or agency basis.
• Percentage with competencies or qualifications .
• Age/gender/race profiles.
• Number of unfilled vacancies.
• Length of service.
• Percentage who receive appraisals.
• Intellectual capital.
• Environment
• Waste discharge and pollution level (solid, liquids, gases).
• Noise levels.
• Light pollution levels.
• Environmental Load Units.
 THE GOALS OF TRAINING

• Develop the competencies of employees and improve their

performance.
• Help people grow within the organization in order that, as far as
possible, its future needs for human resources can be met from within.
• Reduce the learning time for employees starting in new jobs on
appointment, transfer or promotion, and ensure that they become fully
competent as quickly and effectively as possible.
 TRAINING PROCESS

• Identification of training needs and the setting of training objectives.

• Identification and selection of training and development methods.
• Design of a training and development programme.
• Implementation of the programme.
• Evaluation of the programme
 PLANNING TRAINING
PROGRAMMES
• Objectives: The objectives need to be considered against the desired results. The end-result will be the
acquisition of a new skill or changed behaviour. Skills and behaviours can be learned. A skill can be
learnt in isolation whereas a behavioural change will lead to permanent change in the values and
behaviours held. That means, teaching the skill of juggling to people who can not juggle is achievable.
• Location: Is the training to be on-site? Is the training to be run by an external source?
• Timing: Is there an optimum time for the training to take place? What is the duration of the training,
and if it is to be a series of courses does a pilot course need to be planned?
• Level: If the training is to be just conceptual, are the trainees experienced enough to be able to relate it
to the work situation?
• Techniques: Consideration should be given to elements of technique. Is it appropriate to use case
studies or role plays? What is the objectivity level of the trainer and the expectation of the trainee?
There is a variety of training techniques that can be used.
 EVALUATION OF TRAINING

• According to Hamblin, there are five levels at which evaluation can take place:
• Reactions of trainees to the training experience itself.
• Learning evaluation requires the measurement of what trainees have learned as a result of
their training.
• Job behaviour evaluation is concerned with measuring the extent to which trainees have
applied their learning on the job.
• Organizational unit evaluation attempts to measure the effect of changes in the job
behaviour of trainees on the functioning of the part of the organization in which they are
employed.
• Ultimate value evaluation aims to measure how the organization as a whole has benefited
from the training in terms of greater profitability, survival or growth.
 KIRKPATRICK'S FOUR-LEVEL
TRAINING EVALUATION MODEL
• The four levels are:
• Reaction.
• Learning.
• Behavior.
• Results.
• Level 1: Reaction
• This level measures how your trainees (the people being trained), reacted to
the training. Obviously, you want them to feel that the training was a
valuable experience, and you want them to feel good about the instructor,
the topic, the material, its presentation, and the venue.
• It's important to measure reaction, because it helps you understand how
well the training was received by your audience. It also helps you improve
the training for future trainees, including identifying important areas or
topics that are missing from the training.
• Level 2: Learning
• At level 2, you measure what your trainees have learned. How much has their
knowledge increased as a result of the training?
• When you planned the training session, you hopefully started with a list of specific
learning objectives: these should be the starting point for your measurement. Keep
in mind that you can measure learning in different ways depending on these
objectives, and depending on whether you're interested in changes to knowledge,
skills, or attitude.
• It's important to measure this, because knowing what your trainees are learning and
what they aren't will help you improve future training.
• Level 3: Behavior
• At this level, you evaluate how far your trainees have changed their behavior, based on
the training they received. Specifically, this looks at how trainees apply the information.
• It's important to realize that behavior can only change if conditions are favorable. For
instance, imagine you've skipped measurement at the first two Kirkpatrick levels and,
when looking at your group's behavior, you determine that no behavior change has taken
place. Therefore, you assume that your trainees haven't learned anything and that the
training was ineffective.
• However, just because behavior hasn't changed, it doesn't mean that trainees haven't
learned anything. Perhaps their boss won't let them apply new knowledge. Or, maybe
they've learned everything you taught, but they have no desire to apply the knowledge
themselves.
• Level 4: Results
• At this level, you analyze the final results of your training. This
includes outcomes that you or your organization have determined to be
good for business, good for the employees, or good for the bottom line.