Documente Academic
Documente Profesional
Documente Cultură
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
‘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.
HRD
Employees
Shared Responsibility
BENEFITS TO AN ORGANIZATION
• 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 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
• Equity
• Employability
• Adaptability/competitiveness
GOALS 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
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
• 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.