HUMAN RESOURCE

MANAGEMENT
 Contents
 Introduction of Training; Objectives and
Importance of Training;
 Training Process, Training Needs
Identification.
 Types and Techniques of Training and
Development;
 Evaluation of Training,
 Management / Executive Development
Programs- Need and Importance &
Objectives
 What’s Your Secret?
 Tom, a wood-cutter, worked for a timber company
for five years but was never given a raise.
 The timber company then hired Jack and within
a year Jack was given a raise. Tom resented
Jack being given a raise after only a year and went
to his boss to complain about it.
 The boss said, “You are still cutting the same
number of trees you were cutting five years ago. We
are a results-oriented company and would be
happy to give you a raise if your productivity goes
up.”
 So Tom went back and started working harder and
putting in longer hours but he still was not able to
cut more trees. He went back to his boss and told
him of his difficulty.
 The boss told Tom to talk to Jack. “Maybe there is
something Jack knows that you and I don’t.”
 Tom went to Jack and asked how he managed to
cut so many trees.
 Jack answered, “After every tree I cut, I take a
break for two minutes and sharpen my axe.”
 Knowledge Skills and Abilities
Knowledge Skills Abilities

Theoretical or Proficiency you Quality of being able

practical develop through to do something
Understanding of a experience or practice
subject
Acquired through Practiced or learned This is inbuilt, i.e. you
experience or practice behavior have it in you.

Increases with practice Can be improved to a

certain extent

Eg: How to cut a tree Eg: Having skill in Eg: Having natural
(theory) cutting a tree by ability to cut a tree
practice

Can we get more knowledge, develop skills and

improve our abilities?
 YES!

We can gain more Knowledge by

Education and Learning.
We can develop Skills through Training.
We can improve through Development
 Training, Learning, Education and Development

Training Learning Education Development

A planned and A process A process and The general
systematic where an series of enhancement
effort to modify individual activities which of growth and
or develop acquires KSA’s aim at enabling skills of an
KSA’s through through an individual individual
learning reflection, to assimilate through
experience study or and develop conscious and
experience or knowledge, unconscious
instruction skills, values learning
and
understanding
that are simply
not related to a
narrow field of
activities
 Training, Education and Development
 According to Flippo, training is the act of
increasing the knowledge and skills of an
employee for doing a particular job.
 Development, in contrast, is considered to be more
general than training and more oriented to
individual needs in addition to organizational
needs and it is most aimed towards management
people.
 The term “education” is wider in scope and more
general in purpose when compared to training.
Education is imparted with the help of schools or
colleges and the contents of such a program
generally aim at improving the talent of an
individual
 Training and Development as a
Key function of HRM

Planning
Organizing
Managerial Staffing
Functions Direction
Controlling
Functions
of HRM Procurement
Maintenance
Operative Development
Functions Compensation
Motivation
Integration
 Objectives of Training

To impart basic
knowledge and job To enhance skills and
To make optimum
related skills to new productivity of an
utilization of resources
entrants and enable employee
them to perform better

To equip employees to
To prevent obsolesce of meet the challenges of
technical skills and changing requirements
competencies of the job and the
organization.
 Benefits of Training
Benefits to the Benefits to the
Employee/Individual Organization/Supervisor

Training helps in increasing the Training results in better productivity

performance at job. and makes the employee more useful.
Training helps the employees in Trained employees serve customers
managing various situations. very well and this results in
spreading Goodwill of the
organization.
Trained employees use the raw Optimum utilization of resources
materials/ machines/ tools carefully results in increased profits.
thereby reducing wastage.
Trained employees can work Training reduces the efforts of the
efficiently without supervision supervisor who can use that time in
other fruitful work
Training reduces accidents at Training improves confidence in
workplace. employees and thus prepares them to
take up higher jobs
Whom to Train?

What to Train?

How to Train?
 Whom to Train?
Newly
Existing
Recruited
Employees
Employees

Newly recruited employees need training to

understand the workings of the organization, the
process of working and develop the skills required to
do the job as per the standards set by the
organization.
Existing employees need training to upgrade
their skills to match with the current market trends.
These employees need to empower themselves for
career development and their succession planning.
 PDCA Model of Training

 Training like any managerial activity is well planned and

implemented. Hence the concept of “Plan- Do-Check-Act”
fits well with the process of training in any organization.
 PLAN- This is the step where in you find the training needs
of the employees i.e. Training Need Assessment. What
should be learned, who should learn and how to learn is all
planned.
 DO- Developing and designing the training program based
on needs identified and process planned.
 CHECK- Implementation of the training program followed
by evaluation of what is being learned and to what extent.
 ACT- Continuation of Check stage where corrective steps
are taken to make sure training program is successful.
 Bramley’s Model of Training Based
upon improving effectiveness

What aspects of How are the levels of

organizational effectiveness effectiveness or
or performance are to be performance to be
changed? measured or evaluated?

Training/Learning activities What behaviors are

necessary to achieve
these performance
Is there a need for learning?
levels?

What knowledge, skills and attitudes

are needed to support these behaviors?

What aspects of supervision, job design

or structure need to be changed?
Mutsuddi Indranil, Essentials of Human Resource Management , Chapter 3, Training and development, Pg. 247, New Age International
Publishers
 Traditional Model of Training based on
Individual education and learning

Individuals want to learn Learning activity is organized

something and run

Application of new Changes in levels of

knowledge or skills in the knowledge and Skills
workplace

Mutsuddi Indranil, Essentials of Human Resource Management , Chapter 3, Training and development, Pg. 247, New Age International
Publishers
Systematic Approach to
Training
Organizational
objectives

Evaluation of Identification of
training Training needs

Implementation
of training Training goals
program

Design Training
Program
 Why to conduct TNA?
 Identifies the “gaps”, “lacunas”, “problems
areas”.
 Avoids training for the “sake of training”.
 Separates “Symptoms” from “Causes”.
 Makes sure that managers and subordinates
give commitment towards training programs.
 Avoids training the wrong people and
imparting wrong competencies.
 Avoids using the wrong training methods.
 When to conduct TNA?
 New equipments/New products/New
procedures/ New markets/ New legislations/
New policy/ New systems/ New technology
 Skill shortages
 Succession planning
 Downsizing
 Induction Training
 Internal promotions/ Internal Transfers
 Performance Appraisal
 TNA Model
Training
Organization Needs
al Analysis
TRIGGER Identify
Actual Performance
Organization Operational Discrepancy
Performance Analysis and causes of
< Expected discrepancy
Organization
Performance
Person Non
Analysis Training
Needs
 Data sources for locating gap in
organizational performance
Sources of data Implications for Training Needs
1. Organizational goals This source suggests where training
emphasis should be placed
2. Organizational Climate These “quality of working life”
Indicators indicators at the organizational level
a. Labor management data, strikes, provide indicators of organizational
lockouts, etc performance gaps
b. B. Grievances
c. Turnover
d. Absenteeism
e. Suggestions
f. Productivity
g. Accidents
h. Short term sickness
i. Attitude Surveys
3. Analysis of Efficiency Indexes
a. Costs of labour
b. Quality of product
c. Waste
 Data sources for locating gap in
organizational performance

Sources of data Implications for Training Needs

4. Changes in system or sub- New or changed equipment may
systems require training
5. Management Requests or One of the most common methods for
Management Interrogation identifying performance discrepancy
6. MBO or Work Planning and Provides actual baseline performance
review Systems data on a continuous basis. From
these measures the company is able
to determine improvement or
deterioration of performance.

Source: References for these methods can be found in M. Moore, P.Dutton (1978) Training Need Analysis:
Review Critique. Academy of Management Review 3, pp. 532-545
 Framework for conducting
TNA
Organizational Analysis Operational Analysis
Mission/Vision/goals/strategies Job Descriptions
Resources Job Specifications
Reward systems Performance standards
Job design KSA
Job performance Competencies

Person Analysis
Appraisal/ Observation
Interviews/Questionnaire/ Attitude
surveys
Coaching
Customer complaints
Proficiency tests
Absenteeism/ Waste/Grievances/ product
quality
 Output of TNA
 Non Training Needs- These show no deficiency
in KSA and training is not always the best
solution. These performance gaps are a result of
rewards/punishment inconsistency , inadequate
or inappropriate feedback or obstacles in the
system.
 Non Training needs that have a KSA deficiency-
Job aids, Practice and Changing the job itself
 Training Needs- Once the gap has been
identified, a systematic plan has to be designed
and implemented to remove the KSA
discrepancy.
 Proactive TNA and Reactive
TNA
 Proactive TNA focuses on future human
resource requirements. Training can be
designed and implemented after careful
consideration.
 Reactive TNA begins with an existing
discrepancy in job performance. Training
needs to be done quickly as the gap has
already been identified and its affecting the
productivity
 Summary
 Training, Education and Development-these three
terms though used interchangeably are different from
each other.
 Training is a process where not only the employee but
also the employee gets benefitted.
 Training like any managerial activity is well planned
and implemented.
 Before training, one needs to identify whom to train,
what to train and how to train.
 Training needs identification is a process where
performance gaps are identified and training needs
and non training needs come to fore.
 TNA can be proactive (future oriented) or reactive
(problem identified).
 Training Methods

On the Off the

Job Job
 On the Job Training Methods
Advantages
 The employee does not have to leave the job
to get the training.
 The training is hands on.
 The real learning takes place.
Disadvantages
 Accidents can take place.
 Time consuming.
 Trainer issues.
On the Job Training Methods

Job
Job rotation Coaching
instruction

Internship/ Mentoring
Apprenticeship
Off the Job Training Methods

Advantages
 Full focus of the trainee
 No pressure on performance
 Different methods to choose according to the
levels of the trainees and training area.
Disadvantages
 Time consuming and expensive
 Trainer and trainee’s full concentration is
needed.
Off the Job Training Methods
Lecture
(Seminar, Case Study Role Play
Conferences,
Workshops)

Sensitivity
Simulation In-Basket
Training

Management
Games
 Management Development Programs

 Since 1950, Management or Executive

Development has been the most prominent area
of personnel or human resources management. It
is also called management revolution.
 Management development is a systematic
process of management training and growth by
which individuals (aspiring to rise on the ladder
of management) gain and apply knowledge,
skills, insights, and attitudes to manage
managers, workers and work organizations
effectively.
 Two ways to develop Managers

 1. Active and intelligent participation in the

formal courses of instructions and
management training programmes.
 2. Learning the techniques of management
through actual job experiences in a work
environment itself.
 Management development programme
must be based on three principles

 All development is self- development,

 Development programme should recognize
individual differences, and
 Development programme is a long-range
process and a manager cannot be produced
overnight.
In the life of a corporation, present success
is largely a product of three types of top
management actions taken in the past

Scientific selection of the right people in the management

cadre;

Placement of properly selected people in the right job;

Assurance that these properly placed managers could

grow as per expectations and could meet both the needs
of the organization as well as their own needs.
“An institution that cannot produce
its own managers will die. From an
overall point of view the ability of an
institution to produce managers is
more important than its ability to
produce goods efficiently and
cheaply”
—P. Drucker.
Three areas of MDP

Knowledge

Skills

Attitude
Three Skills

Conceptual

Human
Relations

Technical
Attitude is

Thinking like an
executive

Empathy

Team work

Human values
Management Development Methods

On the Job
• Coaching
• Job Rotation
• Understudy

Off the Job

• Lecture
• Case Study
• Management games
• Transactional Analysis
• Organizational development
• Sensitivity Training
• Role Play
Anyone who stops learning is
old, whether at twenty or
eighty. Anyone who keeps
learning stays young.”
― Henry Ford
 References

 Mutsuddi Indranil, Essentials of Human Resource

Management , Chapter 3, Training and development,
New Age International Publishers

 Blanchard Nick, Thacker James, Effective Training

Systems, Strategies and Practices, Chapter 4, pp 100-
143, Pearson Education, 3rd Edition
 Dr.Muktai Chavan Deb
Assistant Professor
Ph.D, M.B.A, M.A. (Clinical
Psychology), Certificate of Teaching in
English (IGNOU)
Academic Experience- 16 years

Dr.Muktai Chavan Deb is a

trainer and a clinical [email protected]
psychologist who believes in
mentoring and finding the
potential in the students.. She is a Dr.Muktai Chavan Deb
resource person for many
academic institutions and
companies. Her area of interest is @MuktaiD
Human Resource Management,
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