TRAINING AND

CAREER
DEVELOPMENT
UNIT 3
DEVELOPMENT
CONCEPT OF HRD
 The achievement of organizational goal
depends largely upon the performance of the
strategic resources (HR)
 Better people achieve better results

 Hence, HRD is concerned with enhancing

competencies through experiences of the
people
 HRD excellence leads to organizational
excellence
 Energy & physical strength alone are not
human resources
 It is equally important to acquire KSA's,
experiences and growth potential
 HRD helps in that part

 HRD is the managerial function of preserving

& enhancing employees' competence in their
jobs through improving their KSAO's
HRD COMPONENTS
 Training
 Development
 TRAINING: Systematic transfer of Knowledge, skills to do
a current job effectively and efficiently. It is job oriented
and focuses on current job needs. It also focuses on
immediate application at the work place.

 DEVELOPMENT: Bringing of talent/Potential state into an

active state. It improves potential of managers to handle
future challenges. In HRD terms development refers to
the acquisition of wider KSA to assume higher
responsibilities. Unlike training it is person/education
oriented and focuses on predicted future needs.
TRAINING VS DEVELOPMENT
Training Development
Focus on present Jobs, tasks Focus on future responsibilities
growth oriented
Short term time bound in nature Long term on-going educational
process
Operatives employees are Managerial employees are
targeted targeted
Focus to hands-on-hands skills & Develops conceptual,
Knowledge interpersonal and decision making
skills
Remedial effort to fultfill current For future
needs
Management initiated & Employee initiated &
employee participated management Faciliated
WHY HRD?
 Enhances competencies
 Enhance effectiveness (costs,
resources, safety, QWl)
 Facilitate career development

 Enhances Team work

 Increase job satisfaction

 Improve decision making

 Manage change and conflicts

 Succession planning

 Environmental adaptation
 HUMAN RESOURCE
DEVELOPMENT
External Environment

Inputs Processing Outputs

Training Organization-related
Human Resources
Outputs
Management - Goal achievement
HRD Plan
Development - Quality of work life
Human Resource (QWL)
Performance Appraisal - Productivity
Information System
- Profits
Career Planning - Readiness for
Performance Evaluation Change
Reward
Employee-related
Welfare Output
- Commitment
- Competence
- Congruence
- Cost effectiveness
Feedback
Internal Environment
EMPLOYEE TRAINING
 Employees training is not only an activity
that is desirable but also an activity that
an organization must commit resources to
if it is to maintain a viable and
knowledgeable workforce.
 Employee training
a learning experience designed to
achieve a relatively permanent
change in an individual that will
improve the ability to perform on
the job.
EMPLOYEE TRAINING
 Training can involve the changing of skills,
knowledge, attitudes and social behaviors
 It may mean changing
 What employees know
 How they work
 Their attitudes towards work
 Their interaction with their co-workers and
supervisors
TRAINING
 Provides new skills, capabilities
for the employee
 Keeps the employee up to date with changes in the
field
 Aims to improve efficiency
 Can be external or ‘in-house’
 CHARACTERISTICS
 Job Oriented
 It is Short-term periodic process.
 It is management initiated.

 Hands-on-skills.

 It can be remedial effort.

EMPLOYEE TRAINING

What deficiencies, if any,

What are
does job holder have in
Is there a the strategic
terms of skills, knowledge,
need for goals of the
abilities, and behaviors?
training? organization?

What tasks must

What behaviors are be completed
necessary? to achieve
goals?
 SYSTEM APPROACH TO TRAINING
INPUTS PROCESSING OUTPUTS
HRM Plan Trainers Inc. Skills
HRD Needs Training Methods Imp. Performance
Training Materials Improved Work
Methods
Training Budget

FEEDBACK
DETERMINING TRAINING NEEDS
 Indicators of need for more training:
 drops in productivity
 Productivity measures - increased rejects
or larger than usual scrappage
 inadequate job performance
 rise in the number of accidents
DETERMINING TRAINING NEEDS

 The value added by training must be

considered versus the cost.
 Training goals should be established that
are tangible, verifiable and
measurable.
NEED ASSESSMENT
 A needs assessment is the process of identifying
performance requirements and the “gap” between what
performance is required and what presently exists.

 TNA: a tool utilized to identify what educational courses

or activities should be provided to employees to
improve their work performance.
 Focus should be placed on needs as opposed to desires.
WHY CONDUCT A TNA?
 WHY design and Conduct NEED ASSESSMENT?
 To determine what training is relevant to your employees jobs.
 To determine what training will improve performance.

 What learning will be accomplished?

 What changes in behavior and performance are expected?

 Will we get them?

 What are the expected economic costs and benefits of any projected

solutions?
NEED ASSESSMENT
Organiz
 Organizational
ational
Analysis Analysis

Person 
Analys Task and KSAO’s
is Analysis

 Person Analysis
Task
Analys
is

Fig: The Need Assessment Process

THE NA PROCESS
Organiz
ation
Analysis What is the context?

In What do they need

Training?
Person
Analys
is

Task
Who needs the Training? Analysis
NEEDS ASSESSMENT INVOLVES
 Organizational Analysis- involves determining:
 The appropriateness of training, given the business strategy
 Resources available for training
 Support by managers and peers for training

 Task Analysis- involves:

 Identifying the important tasks and knowledge, skill, and behaviors that need to
be emphasized in training for employees to complete their tasks
 Person Analysis- Involves:
 Determining whether performance deficiencies result from a lack of Knowledge,
skill, or ability or from a motivational or work design problem.
 Identifying who need training.
 Determining employees readiness for training.
TNA

1. Define the problem?

2. Determine the importance
 Is it worth solving?

3. Determine the cause(s)

4. Identify training vs. non-training
solutions
5. Select the best (most cost-effective)
solutions
STEP 1: DEFINE THE PROBLEM

Describe Discrepancy

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

STEP 2: IS IT IMPORTANT?

 Why is it important?
 What if you did nothing?

 How big is it? (Quantify if possible)

STEP 3: DETERMINE CAUSE(S)
Is it a problem of skill
or
a problem of will?

I don’t wanna!
I don’t
wanna! I don’t know
how.
STEP 4: TO TRAIN OR NOT TO TRAIN?
Calculate cost
 First determine cause(s).
 Only then look at possible Select best solution(s)
solutions.
 Seek integrated solution
systems that get to the root Implement
of the problem.
METHODS OF TRAINING NEED ASSESSMENT
 Management Audit
 Task Analysis (Job Description)

 Performance Analysis ( Organizational and Employee)

 Supervisory Recommendations

 Training Need Survey

 Individual Survey
 Interview
 Questionnaire
 Group Survey
 Focus Group
 Brainstorming
 Competency Survey
 Delphi Technique
 Conference
MANAGEMENT AUDIT
 Used for organizational level needs
determination
 Consists of :

 Environmental Assessment

 Objectives, strategies & structure

TASK ANALYSIS
 Used for task level needs determination
 Includes collection of task related
information….establishing performance
standards for each task…Determining
training needs for effective task performance
 Job description can be useful tool
PERFORMANCE ANALYSIS
 Useful for employee level needs
determination
 Training needs are identified by:

 Organizational performance analysis:

Goal achievement, production performance,
quality control, sales performance, costs,
absentees, labor turnover rates, accident
rates, grievance reports
 Employee Performance analysis: PA
reviews, career planning discussions, exit
interviews
SUPERVISORY RECOMMENDATIONS
 Used for employee level needs determination
 Supervisor plays a role for the needs
assessment (identifies gaps in knowledge &
skills and recommend training needs for the
employees on the basis of realities of work
situation, performance standards for the job,
present knowledge and skills and desired
knowledge & skills to perform the job)
TRAINING NEEDS SURVEY
 Used for employee level needs determination
 Can be:
 Individual Survey
 Interview
 Questionnaire
 Group Survey
 Focus Group
 Brainstorming
 Competency Survey
 Delphi Technique
 Conference
MINIMUM TRAINING PARAMETER
(ISSUES)
1. Types of Training and Trainee
a. Technical Training
b. Non-Technical Training
2. Organizational Range
a. Individual
b. Unit Organization
c. Multiple Organization
d. Multiple Sectors
3. Number of Trainees
a. 2-4
b. 3-5
c. 16-30
MINIMUM TRAINING PARAMETER
4. Training Time
a. Short Session
b. Serial Mini Session
c. Full day Workshop
d. Residential Program
e. Work time/ Non- work time
5. Training Location
a. On-site
b. Off-site
6. Training Frequency
a. On-time
b. Several times a year
c. Annually frequently
MINIMUM TRAINING PARAMETER
7. Training Cost
a. Expensive
b. Moderate
c. Inexpensive
d. Free
8. Instructors
a. Self-Instruction
b. Peer instruction
c. Full, in house trainers
d. Outside consultants
PROCESS OF DESIGNING TRAINING

Determine Select Trainers

Methods and Trainee

Specify Training
Develop Training
objectives
Budget

Determining Conduct Training

Training Needs Program

EVALUATION AND
FEEDBACK
TRAINING APPROACHES

 On-Site Approach
 Off-Site Approach
ON-THE-JOB TRAINING
 Apprenticeship

 Internship

 Job Instruction Training

APPRENTICESHIP PROGRAMS
 Employees learn by working with those already skilled
in their jobs ( plumbers, electricians, ironworkers,
accountants)
 Time period – 2 to 5 years as required job knowledge

and skills are so complex

 It puts the trainee under the guidance of a master

worker
INTERNSHIP TRAINING
 Peoples having theoretical knowledge are
required to attain practical skills, knowledge
and expertise
 Hence, practical knowledge are enhanced
through internship
 For e.g. students of BBA, MBS, BHM, etc take
internship training under experts in their
respective knowledge
JOB INSTRUCTION TRAINING
 Four basic steps designed for supervisors to train operatives
which are related to specific work situations –
 Training Preparation: Preparing the
trainees by telling them about the job and
overcoming their uncertainties
 Presentation: Presenting the instruction,

giving essential information in a clear manner

 Practice: Having the trainees try the job to

demonstrate their understanding

 Follow-up: Placing the workers into the job,

on their own, with a designated resource

person to call upon should they need
assistance
ON-THE-JOB TRAINING
ADVANTAGE
DIS-ADVANTAGE
 Its is less costly to
• Quality can be low.
deliver.
• Equipment can be
 Transferability is high
damaged.
 Multi-Skilling is
Possible
 Learned by watching
and doing.
 If trainee is motivated
it's productive
immediately.
OFF-THE-JOB TRAINING
 Lectures/Conference
 Simulation Exercise

 Programmed Instruction

 Experiential Exercise
LECTURE/CONFERENCE
 Focus on theoretical aspects or "training by
telling" or oral communication
 A leader guides a group meeting with the
help of audio-visual aids like films, video, T.V,
projector, Powerpoint,
 Held in off the site in relaxed environment

 Suitable for large numbers of people and

easy to arrange since it is quick & simple
 But too much focus in one way
communication and will be difficult to
determine the degree of trainee learning
SIMULATION EXERCISE
 Consists of real working conditions in the
lab or classroom
Training is given in an artificial

environment
Short, structured learning experiences

where individuals learn by doing

Consists of Computer modeling, Vestibule

training & Virtual reality

COMPUTER MODELING
 Complex computer modeling stimulates the work
environment by programming a computer to imitate
some of the realities of the job
 Widely used by airlines in training pilots
VESTIBULE TRAINING
 Employees learn their jobs on the equipment they will
be using but the training is conducted away from the
actual work floor.
 Cashiers trained on their computer cash registers
VIRTUAL REALITY
 Simulates actual work activities by sending
various messages to brain
 Encourages to learn & interact with their
environment as if they are really in actual
work
 For e.g. Training the swimmers
PROGRAMMED INSTRUCTION
 No interaction with the trainer and the
trainee learns at his own place
 It is a self-instruction method where
information to be learned are
organized in step-by-step logical
sequences
 Can be in form of programmed texts or
manuals
 Computer assisted instruction,
interactive video conference, TV-based
tele-training are some of the examples
EXPERIENTIAL EXERCISES
 It consists of "learning by doing" through
experiential exercises and role plays where
peoples do the realistic behavior in imaginary
situations
 Trainees act roles to learn behavior
appropriate for the job
OFF-THE-JOB TRAINING
ADVANTAGE
DIS-ADVANTAGE
 Large people can be
• Transfer of training to job is
trained at low cost
low
 Large information can
• Specific employee needs
be covered
may not be met
 Useful contacts can be
• Trainee involvement is low
developed by trainees
MANAGEMENT DEVELOPMENT
 Future oriented training focusing on
personal growth of the employee
 Focus on managerial employees

 Also called executive development

 A systematic process of improving

managerial performance by enhancing
knowledge, increasing skills, changing
attitudes and developing experiences
 Provides opportunity to handle present
and future responsibilities and overall
development
 Develops managerial potential by increasing
conceptual, interpersonal and decision
making skills
 Focus is given to future
FEATURES
Focus on future responsibilities growth oriented

Long term on-going educational process

Managerial employees are targeted

Develops conceptual, interpersonal and decision making skills

For future need

Employee initiated & management Facilitated

IMPORTANCE/OBJECTIVES OF MD
 Increase managerial capabilities
 Enhance managerial potential

 Foster team work

 Environmental adaptation

 Decision making

 Enhances managerial succession

 Increase job satisfaction

EMPLOYEE DEVELOPMENT -
THE PROCESS
 Look at the organizational objectives
 Where are we going
 Provide a framework from which our
managerial needs can be determined
 Appraisal of our current management
resources
 Based on information gathered from
human resource planning
 Ascertaining the development activities
necessary to ensure that we have
adequate managerial talent to fulfill the
future managerial needs
EMPLOYEE DEVELOPMENT -
THE PROCESS
 Determine individual development needs
 Skill Development
 Changing Attitudes
 Knowledge Acquisition
EMPLOYEE DEVELOPMENT
METHODS
 On-the-job Development
 Coaching is guidance through direction, advice, criticism and
suggestions in an attempt to aid the growth of the employee

 Job rotation involves moving employees to various positions

in the organization to expand their skills, knowledge and
abilities.

 Understudy assignment allow potential managers the

opportunity to relive an experienced manager of his or her job
and act as his or her substitute during the period.

 Committee assignments provide opportunities for:

 Managerial decision-making

 learning by watching others

 becoming more familiar with organizational members and

problems
EMPLOYEE DEVELOPMENT
Off-the-job Development

 Lecture courses and seminars benefit

from today’s technology and are often
offered in a distance learning format.

 Simulations include case studies, decision

games and role plays and are intended to
improve decision-making.
EMPLOYEE DEVELOPMENT
Off-the-job Development
 Sensitivity Training (T-Group) is an
approach where members are brought together
in a free and open environment in which
participants discuss themselves and their
interactive process, loosely facilitated by a
professional behavioral scientist.

 Transactional Analysis is an approach of

defining and analyzing communication
interaction between people and theory of
personality (the parent, the child and the adult)
EVALUATION OF TRAINING
 The process of measuring effectiveness
of training in achieving objectives
 Provides feedback about the
effectiveness of training regarding what
objectives have been achieved
 Helps to improve the quality of training
programs
 Verifies the learner outcomes & cost
effectiveness
 Evaluation criteria's should be planned in
advance
WHY TRAINING EVALUATION
 Determine whether or not a program is accomplishing
its objectives.
 Identify the strengths and weakness in a Human
Resources Program.
 Determine the cost/benefit ratio of an HRD program

 Decide who should participate in future programs

 Identify which participants benefited most or least from

the program.
 Reinforce major points made to the participants

(Phillips, 1983)
CRITERIA OF TRAINING EVALUATION
 Reaction
 Learning

 Behavior

 Results
 LEVELS
Level
Level 1 Reaction
Reaction
Level
Level Learning/Knowledge
Behavior
Behavior Results
1 -- 2
2 –– Learning/Knowledge
Level
Level 3
3 -Level
-Level 44 -- Results
Did
Did they
they
KSA
KSAlearn
learn
being
beinganything
anything
used
used on
Was
Was the
onititthe job?
job?
worth
worth it?
it?
Was
Was the
the environment
environment suitable
suitable for
for learning?
learning?
RELATIONSHIP BETWEEN
REACTION
 Answers about the learning environment in
training
 Highlights about the reaction of trainees
about the training process, methods,
contents
 At the end of session reaction can be
obtained which are based on impressions,
opinions and attitudes
LEARNING
 Tells about what did the trainees learn?
 Did they enhanced their KSAO's?

 Testing can be done in order to verify it

BEHAVIOR
 Tells about whether the enhanced KSAO's
being implemented or not
 Gives insights about changes in job behavior
after training
RESULTS
 Tells about was the training worth?
 Can be measured through productivity,
better quality, lower turnover, accidents,
absenteeism, etc.
PROCESS OF TRAINING EVALUATION
1. Setting intended standards
2. Measuring actual outcomes
3. Finding Deviations
4. Take corrective actions
METHODS OF EVALUATING TE
 Observation Method
 Test-retest method

 Pre-post performance method

 Experimental-control group method

 Trainee surveys

 Cost-effectiveness Analysis
OBSERVATION METHOD
 Participants are closely observed during the
delivery of training period by the experts
 Observation is made during both in-the-job &
off-the-job training
 Simple to administer but may be biased too
TEST-RETEST METHOD
 At first test is taken before the participants
enter in training & then retest is taken after
the completion of training
 The change is measured in order to evaluate
change in level of knowledge
 Simple & cost effective method but a test
can't measure overall performance and the
scores might be obtained through other ways
too
PRE-POST PERFORMANCE METHOD
 Job performance of a trainee is measured
twice (before & after training)
 The change in performance highlights the
training effectiveness
EXPERIMENTAL-CONTROL GROUP
METHOD
 Two groups are formed:
 Control group: (who don't participate in
training, they work in their job place)
 Experimental group: (who go for training)

 Revaluation of the job performance is

conducted which tells the training
effectiveness
 This method is objective but it is time
consuming too
TRAINEE SURVEYS
 The participants are asked several questions
about the training programs
 They are asked to fill the questionnaires
regarding:
 Physical facilities
 Teaching aids, achievement of training
objectives
 Contents, timing, process, methods,
resources
 Trainer

 Suggestions for improvement

 Feedback received from trainees can

be useful for removing weaknesses of
the training programs but time
consuming for tabulation and analysis
COST EFFECTIVENESS ANALYSIS
 Measures the value for money of training
 Total value of benefits are compared against
total costs of training
 Seems important for evaluation of training
but it is difficult to quantify in money
CAREER PLANNING
 Career a sequence of jobs held during the
course of an employee's life
 Can be Internal (related with values, beliefs,
attitudes and ambitions)
 or external (related with increasing level of
responsibilities, status, power and reward)
 Therefore, career planning is the process by
which one selects career goals (desired
future positions) and the career paths
(sequential pattern of jobs during a
career) to achieve those goals
 Career planning is a continuous process
which HRM should focus because people
search for carrier not jobs
HOW TO FACILITATE??
 Career Education: increasing awareness
about career planning through workshops,
speeches, seminars, position papers about
career planning
 Career Information: providing information
about career planning through HRIS and
creation of alternatives too
 Career Counseling: Professional counselors
provide job related information, career
interest, self assessment
WHY CAREER PLANNING?
 Provide career goals and paths
 Develop competencies

 Creativity/potential

 Employee retention

 Motivation
CAREER CYCLE/PHASES

Establishment Late Career

Decline
Exploration

Mid-Career
 CAREER CYCLE : STAGE ( 5 )
Growth Stage: The growth stage is roughly from birth to age 14 and is a period during
which an individual develops a self-concept by identifying and interacting with other
people. Basically, during this stage an individual establishes his or her identity.

b. Exploration Stage: The exploration stage is the period roughly from ages 15 to 24, during
which an individual seriously explores various occupational alternatives. The person
attempts to match these occupational alternatives with his or her own interests and abilities
resulting from education, leisure activities, and work.

c. Establishment Stage: The establishment stage is roughly from ages 25 to 44 and is the
primary part of most people’s work lives. Hopefully, during this period, a suitable
occupation is found and the person engages in those activities that help earn a permanent
career. During this period, the individual is continually testing personal capabilities and
ambitions against those of the initial occupational choice.

d. Maintenance Stage: Between the ages of 45 to 65, many people move from the
stabilization sub stage into the maintenance stage. During maintenance, the individual has
usually created a place in the work world, and most efforts are directed at maintaining the
career gains earned.

e. Decline Stage: As retirement becomes an inevitable reality, in the decline stage, there is
frequently a period of adjustment, where many begin to accept reduced levels of power
and responsibility.
STEPS OF CAREER DEVELOPMENT

Individual Effort
Career Planning Implementation
functional action of action plan
plan

Organization assisted
effort

FEEDBACK
EMERGING CONCEPT OF HRD
 Mentoring
 Empowerment

 Leadership Development

 Talent Management
MENTORING
 Mentoring means having experienced senior people
advising, suggesting counseling and guiding employees
longer-term career development
 Mentoring may be
 Formal
 Informal

 Informally, mid and senior level managers may voluntarily

help less-experienced employees
 By giving them career advice
 Helping them navigate office politics

 Formal mentors may be assigned by management through

the mentoring programs
 Both formal or informal mentoring can help employees get
career related guidance and can significantly enhance
one’s career satisfaction and success
MENTORING
 Effective mentoring requires TRUST and the level of
trust reflects the mentors
 professional competence
 consistency
 Ability
to communicate
 Readiness to share control

 Effective mentors
 Set high standards
 Are willing to invest the time and effort the mentoring
relationship requires
EMPOWERMENT
A management practice of sharing
information, rewards, and power with
employees so that they can take
initiative and make decisions to solve
problems and improve service and
performance.
 Empowerment is based on the idea
that giving employees skills, resources,
authority, opportunity, motivation as
well holding them responsible and
accountable for outcomes of their
actions will contribute to their
BENEFITS OF EMPOWERMENT
 Effective employee empowerment helps in employee
satisfaction thus leading to better service and
retention
 Empowering employees leads to organizational
encouragement of entrepreneurial traits and prompts
employees to make decisions, take action, and foster
their belief that they can take control of their own
destinies. This belief leads to self-motivation and a
sense of independence that is translated into
greater loyalty and extra effort for the
organization.
 Empowered employees come to believe that they
control their own success through their efforts and
hard work, which in turn benefits the success of the
entire institution.