Below are comprehensive, unit-wise notes for the Human Resource Development

(DSE-6.1) course. These notes expand on each topic with definitions, models, examples,
and interconnections—suitable for deep exam preparation.

Unit 1: Introduction to Human Resource Development

(7 hours)
1. Concept and Scope of HRD

1.​ Definition of HRD

○​ Human Resource Development (HRD) is a systematic, iterative process that
aims to equip employees with the competencies—knowledge, skills,
attitudes—necessary to perform effectively and contribute to organizational
objectives.
○​ It goes beyond mere training; it encompasses all efforts that foster continuous
learning, career progression, and organizational capability building.
2.​ Scope of HRD: Three Primary Areas
○​ Training & Development (T&D)
■​ Training refers to short-term interventions designed to address
specific skill or knowledge deficiencies (e.g., software training, safety
protocols).
■​ Development is longer-term, focusing on broader competencies such
as leadership, strategic thinking, or advanced technical capabilities.
■​ Delivery Modes:
■​ On-the-Job Training (OJT): Shadowing, coaching, job
rotation.
■​ Off-the-Job Training (Off-JT): Workshops, classroom
sessions, simulations, e-learning modules.
○​ Organizational Development (OD)
■​ A systemic approach to improving organizational effectiveness
through change interventions:
■​ Change Management: Planning and facilitating large-scale
transformations (e.g., mergers, restructuring).
■​ Team-Building: Activities to improve interpersonal
relationships, clarify team roles, and enhance group cohesion.
■​ Culture Enhancement: Initiatives aimed at shaping shared
values, norms, and behaviors—often via leadership alignment
workshops or cross-functional collaboration projects.
○​ Career Development
■​ Career Pathing: Mapping out potential advancement routes for
employees, outlining requisite competencies at each level.
■​ Succession Planning: Identifying high-potential employees (“HiPos”)
and preparing them to fill key positions in the future.
 ■​ Mentoring & Coaching: Pairing less experienced employees with
seasoned mentors who provide guidance, feedback, and sponsorship
for career growth.

2. Evolution and Significance of HRD

1.​ Historical Roots

○​ Personnel Management Era (Pre-1950s)
■​ Focus was primarily administrative: hiring, payroll, compliance, and
employee relations.
■​ Training, if provided, was often ad hoc—handled departmentally rather
than strategically.
○​ Post-1950s Transition
■​ Influenced by Behavioral Sciences (e.g., Maslow’s Hierarchy of
Needs, Herzberg’s Two-Factor Theory), emphasizing motivation, job
satisfaction, and human potential.
■​ Adult Learning Theories (e.g., Malcolm Knowles’ Andragogy)
stressed self-directed, experiential, and problem-centered learning for
adults.
■​ Emergence of Strategic Management concepts prompted
organizations to view human capital as a source of sustainable
competitive advantage.
2.​ Why HRD Matters
○​ Building Organizational Capability
■​ By systematically identifying and bridging skill gaps, HRD ensures that
employees possess the competencies needed to execute
organizational strategy—whether that’s launching a new product,
adopting new technology, or entering new markets.
○​ Enhancing Employee Motivation & Engagement
■​ Learning opportunities signal to employees that the organization
values their growth, leading to higher job satisfaction, reduced
absenteeism, and lower turnover.
○​ Preparing for Future Challenges
■​ In volatile environments—characterized by rapid technological change
or shifting customer demands—HRD develops a workforce that is
adaptable, resilient, and continuously upskilling.
○​ Facilitating Organizational Change
■​ HRD interventions (e.g., change management workshops, leadership
alignment programs) help employees understand, accept, and
effectively navigate major changes, reducing resistance and
increasing buy-in.

3. Key Components and Their Interrelationships

1.​ Needs Assessment

○​ Organizational Analysis: Reviews organizational goals, strategy, and
resources to determine where training and development can support
higher-order objectives.
 ■​ Example: If an organization plans to implement a new ERP system,
the organizational analysis would determine which departments and
roles require specialized ERP training.
○​ Task Analysis: Breaks down each job or role into its critical tasks and
identifies the specific skills or knowledge required to perform those tasks
proficiently.
■​ Example: For a customer service role, tasks might include “managing
inbound calls,” “resolving complaints,” and “updating CRM records”;
each task’s skill requirements (e.g., active listening, CRM navigation)
are mapped out.
○​ Person Analysis: Identifies individual employees’ current competencies
versus required competencies, often using performance appraisals, skill
matrixes, or diagnostic assessments.
■​ Example: Annual performance reviews reveal that certain sales
representatives require refresher training on negotiation techniques.
2.​ Learning Interventions (Design & Delivery)
○​ Design Phase:
■​ Learning Objectives: Clearly state what learners will be able to do
after the intervention, using SMART criteria (Specific, Measurable,
Achievable, Relevant, Time-bound).
■​ Content Selection: Decide on theoretical frameworks, case studies,
role plays, simulations, or hands-on exercises based on learning
objectives and learner profile.
■​ Instructional Strategy: Choose between instructor-led sessions,
eLearning modules, blended learning, or social learning approaches
(e.g., communities of practice).
○​ Delivery Phase:
■​ Synchronous Modalities: Live virtual classrooms (e.g., via Zoom or
MS Teams), in-person workshops.
■​ Asynchronous Modalities: Self-paced eLearning modules, recorded
webinars, curated reading materials, discussion forums.
■​ Experiential Learning: Simulations, role plays, action learning
projects where participants work on real organizational challenges
under the guidance of a coach or facilitator.
3.​ Evaluation
○​ Kirkpatrick’s Four Levels (see Unit 3 for a deep dive) provides a structured
framework for measuring training effectiveness:
■​ Reaction: Learner satisfaction (e.g., post-training surveys, “smile
sheets”).
■​ Learning: Knowledge and skill acquisition (pre- and post-tests,
assignments).
■​ Behavior: Application of learning on the job (manager observations,
performance metrics).
■​ Results: Impact on business outcomes (e.g., increase in sales,
reduction in error rates, improved customer satisfaction).
4.​ HRM vs. HRD: Distinctive Focus
○​ Human Resource Management (HRM):
 ■​ Primarily concerned with day-to-day operational tasks—compensation
& benefits, recruitment & selection, labor relations, compliance with
labor laws.
○​ Human Resource Development (HRD):
■​ Emphasizes the growth and enrichment of employees—learning
needs analysis, career pathing, organizational culture enhancements,
leadership pipeline development.
○​ Interplay: While HRM lays the foundation by ensuring the right people are in
place and policies are adhered to, HRD builds upon that foundation by
equipping these people to perform at higher levels and adapt to future
requirements.

4. Role of the HR Manager in HRD

1.​ Conducting Training Needs Analysis (TNA)

○​ Data Gathering: Interviews with line managers, surveys of employees,
analysis of performance appraisal data, and operational metrics.
○​ Gap Identification: Mapping existing competencies against desired
competencies for current and future roles.
2.​ Designing and Sourcing Training Programs
○​ Internal vs. External: Determine if programs should be developed in-house
(leveraging internal subject-matter experts) or outsourced to external vendors
(e.g., management institutes, specialized training firms).
○​ Curriculum Development:
■​ Outline modules, sequence of topics, instructional methods (lecture,
case study, simulation), timing, and resource requirements.
■​ Include assessment instruments (e.g., quizzes, practical assignments)
aligned with learning objectives.
3.​ Monitoring Program Delivery
○​ Logistics Management: Scheduling, venue booking (physical or virtual),
material preparation, trainer coordination.
○​ Attendance & Participation Tracking: Maintain records of participant
engagement, completion rates, and any issues faced during sessions.
○​ Interim Feedback: Collect real-time feedback (e.g., quick pulse checks,
mid-session surveys) to make on-the-fly adjustments if learners are
struggling.
4.​ Evaluating Outcomes
○​ Design and analyze reaction surveys, administer pre- and post-tests, and
compare performance metrics before and after training.
○​ Conduct follow-up assessments (e.g., three-month check-ins) to measure
sustained behavior change and business impact.
5.​ Championing a Learning Culture
○​ Leadership Buy-In: Secure commitment from senior leaders to allocate time
and budget for HRD activities.
○​ Communication: Promote success stories, share learning resources (e.g.,
newsletters, internal social platforms).
 ○​ Continuous Improvement: Maintain feedback loops; iterate on training
content and delivery methods to reflect evolving organizational needs or
learner feedback.

5. Contemporary Issues in HRD

1.​ Digital and Remote Learning Tools

○​ Learning Management Systems (LMS): Platforms (e.g., Moodle, Canvas,
SAP Litmos) that host content, track learner progress, and generate analytics.
○​ Virtual Classrooms & Webinars: Tools like Zoom, Microsoft Teams, Webex
that enable synchronous learning across geographical boundaries.
○​ Mobile Learning: Bite-sized content accessible on
smartphones—microlearning videos, interactive quizzes, push-notification
reminders.
○​ Challenges: Ensuring digital literacy, maintaining engagement in virtual
environments, measuring remote learning effectiveness.
2.​ Automation, AI, and the Reskilling Imperative
○​ Skill Gaps from Automation: As routine tasks become automated (e.g.,
basic data entry, report generation), employees must develop higher-order
skills—critical thinking, data interpretation, creative problem solving.
○​ AI in HRD:
■​ Personalized Learning Paths: AI algorithms that recommend content
based on learner behavior and assessment data.
■​ Chatbots & Virtual Coaches: Provide on-demand support, answer
FAQs, and guide learners through modules.
■​ Predictive Analytics: Forecast future skill needs by analyzing market
trends, attrition patterns, and business objectives.
3.​ Diversity, Equity, and Inclusion (DEI) in Learning Programs
○​ Inclusive Content Design: Ensuring training materials reflect diverse
perspectives (gender, ethnicity, disability, etc.).
○​ Accessible Learning: Captions/transcripts for videos, screen-reader–friendly
content, and flexible scheduling for employees across different time zones or
with caregiving responsibilities.
○​ Unconscious Bias Training: Workshops that help employees recognize and
mitigate biases in hiring, promotion, and day-to-day interactions.
○​ Measuring Inclusion Impact: Surveys that assess whether employees feel
the learning environment is equitable and whether content addresses diverse
experiences.
4.​ Cost-Quality Trade-offs
○​ Budget Constraints: Especially in downturns, organizations scrutinize
training expenditures—per-employee cost, trainer fees, technology licenses.
○​ ROI Justification:
■​ Focus on quantifiable outcomes (e.g., reduction in error rates,
improved sales figures, shorter onboarding times).
■​ Use Cost-Benefit Analyses: Compare direct costs (trainer fees,
license fees) versus measurable benefits (decreased turnover,
increased productivity).
○​ Delivering High-Quality Learning Under Constraints:
 ■​ Leverage internal subject-matter expertise to reduce external vendor
costs.
■​ Use digital libraries and open-source resources.
■​ Implement blended learning (mix of asynchronous eLearning and
occasional synchronous sessions) to maximize reach at lower
marginal cost.

Unit 2: Strategic Perspectives in HRD (11 hours)

1. Defining Strategic Human Resource Development (SHRD)

1.​ Concept
○​ SHRD ensures that all HRD activities directly support and are aligned with the
organization’s long-term strategy. Rather than isolated training events, SHRD
sees learning as a means to drive competitive advantage, innovation, and
sustainable growth.
2.​ Key Characteristics
○​ Alignment with Business Strategy: Every major training or development
initiative should map to at least one strategic objective—e.g., improving
customer satisfaction, accelerating time-to-market, enhancing innovation.
○​ Proactive, Not Reactive: Anticipates future skill requirements (e.g., digital
marketing expertise, data analytics abilities) rather than simply reacting to
current performance gaps.
○​ Metric-Driven: Uses Key Performance Indicators (KPIs) and analytics (e.g.,
learning-to-performance ratios, skill mapping accuracy, ROI on leadership
development) to guide investments.

2. Key SHRD Interventions

1.​ Performance Appraisal (PA)

○​ Definition & Purpose: Systematic evaluation of an employee’s job
performance against predefined criteria (e.g., sales targets, customer
feedback scores, competency checklists).
○​ Tools & Techniques:
■​ Rating Scales or Behavioral Checklists: Quantify performance on
core competencies.
■​ 360-Degree Feedback: Incorporates self-assessments, peer reviews,
subordinate feedback, and manager evaluations to get a holistic view.
■​ Performance Review Meetings: One-on-one sessions where
managers and employees discuss strengths, areas for improvement,
and set future goals.
○​ Role in SHRD:
■​ Identifies skill and knowledge gaps that inform targeted training
programs.
■​ Provides data for succession planning and potential appraisal.
2.​ Potential Appraisal
○​ Objective: Go beyond “what employees have done” (past performance) to
“what employees can become” (future potential).
○​ Assessment Methods:
■​ Psychometric Tests: Measure cognitive abilities, reasoning,
personality traits relevant to leadership or specialized technical roles.
■​ Assessment Centers: Simulated exercises (e.g., in-basket tasks,
group discussions, role plays) that mimic real job challenges; trained
assessors rate behaviors.
■​ Succession Planning Matrices: Plot employees on a 9-box grid
(performance vs. potential) to identify high-potential candidates.
○​ Implications for SHRD:
■​ Guides development of leadership pipelines (e.g., fast-track
programs for future managers).
■​ Influences job rotations and stretch assignments to build
capabilities in identified HiPos.
3.​ Performance Coaching & Feedback
○​ Coaching vs. Mentoring:
■​ Coaching: Short-term, performance-driven; focuses on specific skill
gaps or goals. Coaches may be managers or external professionals.
■​ Mentoring: Longer-term, career-oriented; mentors share experience,
offer guidance, and help mentees navigate organizational culture.
○​ Best Practices:
■​ Establish clear goals and timelines.
■​ Use GROW Model (Goal, Reality, Options, Will) to structure coaching
conversations.
■​ Provide timely, specific feedback—highlight observable behaviors
rather than judgmental statements.
■​ Document progress and adjust action plans as needed.
○​ Measurement: Track changes in performance metrics (e.g., sales numbers,
quality scores) before and after coaching interventions.
4.​ Career Planning
○​ Components:
■​ Self-Assessment: Employees evaluate interests, values, strengths,
and weaknesses (e.g., via career assessments, skills inventories).
■​ Career Path Mapping: Outline potential lateral moves, promotions,
and cross-functional opportunities.
■​ Development Planning: Identify learning activities (courses, stretch
assignments) to close competency gaps for the next career step.
■​ Mentoring & Counseling: Structured programs where senior leaders
advise employees on career decisions, organizational politics, and
skill development.
○​ Integration with SHRD:
■​ Ensures internal talent pools for critical roles (e.g., technical
specialists, project managers, region heads).
■​ Reduces external hiring costs by developing employees from within.
5.​ Training and Systems Development
 ○​ Learning Management Systems (LMS): Core platforms to host content,
track completion, generate compliance reports, and provide analytics on
learner engagement.
○​ Competency Frameworks: Define the knowledge, skills, and behaviors
required at each job level. Often structured by functional area (e.g.,
Marketing, Finance) and leadership tiers (e.g., Team Lead, Manager,
Director).
○​ E-Portfolios & Digital Badges: Allow employees to showcase completed
courses, project artifacts, and skill endorsements—fueling a culture of
continuous learning.
○​ Integration: Link LMS data with performance management systems to
correlate learning activities with on-the-job performance.
6.​ Rewards and Recognition
○​ Types of Rewards:
■​ Monetary: Salary hikes, spot bonuses, profit-sharing, stock options
tied to completion of business-critical training (e.g., completing a Six
Sigma Green Belt certification).
■​ Non-Monetary: Certificates, trophies, recognition in town halls,
“Employee of the Month” awards, badges displayed on internal
profiles.
○​ Purpose: Reinforce desired learning behaviors (e.g., completing courses on
time, applying new skills in projects).
○​ Design Considerations:
■​ Ensure rewards align with organizational values (e.g., collaboration,
innovation).
■​ Public recognition (e.g., peer-nominated awards) can boost morale
more than purely individual financial incentives.
7.​ Employee Welfare & Work-Life Balance Initiatives
○​ Welfare Schemes:
■​ Health Insurance & Wellness Programs: Regular medical checkups,
mental health first-aid training, on-site gyms or fitness
reimbursements.
■​ Recreational Facilities: Sports clubs, annual offsite events, team
outings.
■​ Family-Friendly Policies: Maternity/paternity leave, childcare
support, counseling services.
○​ Work-Life Balance:
■​ Flexible Work Arrangements: Flextime, compressed workweeks,
remote-first or hybrid policies.
■​ Stress Management Workshops: Mindfulness sessions,
time-management training, resilience coaching.
○​ Link to SHRD:
■​ Employees who feel supported and have balanced lives tend to
participate more actively in developmental programs and exhibit
higher productivity.

3. Linking SHRD to Business Outcomes

 1.​ Framework for Alignment
○​ Strategic Objective → Competency Requirement → HRD Intervention →
Measurable Outcome
■​ Example Framework:
■​ Strategic Objective: Increase market share by 10% within two
years.
■​ Competency Requirement: Advanced data analytics
capability in marketing teams to identify new customer
segments.
■​ HRD Intervention: Roll out a data analytics certification
program (blend of e-learning modules and hands-on projects).
■​ Measurable Outcome: Number of new customer segments
identified, campaign ROI improvements, and incremental
revenue generated.
2.​ Case Illustration: Leadership Development Program
○​ Business Need: Managerial turnover in mid-level roles is 20%
annually—cost of replacing each manager is approximately ₹5 lakhs.
○​ SHRD Intervention:
■​ Competency Model: Define competencies for effective mid-level
managers (e.g., resilient leadership, cross-functional collaboration,
strategic decision making).
■​ Training Components:
■​ 3-Day In-Person Workshop: Behavioral simulations,
leadership style assessments (e.g., DISC or MBTI).
■​ 6-Month Action Learning Project: Each participant leads a
cross-functional initiative (e.g., cost-reduction task force) under
executive sponsor oversight.
■​ Monthly Coaching: One-on-one sessions with an external
leadership coach.
■​ Rewards & Recognition: Successful completion (as measured by
project outcomes) is tied to eligibility for a fast-track leadership
rotation.
○​ Measurement & Outcomes:
■​ Behavioral Change: Post-program 360-degree feedback indicates a
30% improvement in managerial effectiveness ratings.
■​ Retention Improvement: Managerial turnover drops from 20% to
12% within 12 months—cost savings of approximately ₹16 lakhs.
■​ Business Impact: Action learning projects identify process
improvements that reduce operating costs by 5%.

Unit 3: Instructional Technology for HRD (9 hours)

1. Foundational Learning Concepts

1.​ Adult Learning Theory (Andragogy)

 ○​ Core Assumptions (Knowles):
■​ Self-Concept: As people mature, they move from dependency to
self-direction.
■​ Experience: Adults have accumulated a reservoir of experience that
can be a resource for learning.
■​ Readiness to Learn: Adults become ready to learn when they
experience a need in real life (e.g., new responsibility, problem at
work).
■​ Orientation to Learning: Adults are life-centered (task- or
problem-centered) rather than subject-oriented.
■​ Motivation: Internal motivators (e.g., job satisfaction, self-esteem) are
more effective than external rewards (e.g., grades, praise).
○​ Implications for HRD:
■​ Design learning that is immediately applicable (e.g., case studies
reflecting real organizational issues).
■​ Encourage experiential and problem-based activities (e.g., action
learning sets).
■​ Allow learners to have input into content selection and timing
(self-paced modules, elective sessions).
2.​ Behaviorist Principles
○​ Key Tenets (Skinner, Pavlov):
■​ Learning occurs as a response to external stimuli; desirable behaviors
are reinforced.
■​ Reinforcement: Positive (praise, rewards) and negative (removal of
unpleasant stimuli) reinforcers shape behavior.
○​ Application in HRD:
■​ Use quizzes with immediate feedback to reinforce correct responses.
■​ Implement recognition programs (e.g., digital “badges”) for module
completion.
3.​ Cognitive Approaches
○​ Information Processing Model: Focuses on how learners encode, store,
and retrieve information.
○​ Schema Theory: Learners organize information into mental frameworks; new
learning is integrated into existing schemas.
○​ Implications:
■​ Structure content logically (e.g., chunking information into digestible
segments).
■​ Use advance organizers (e.g., outlines, concept maps) to help
learners connect new information to prior knowledge.
■​ Incorporate retrieval practice (e.g., periodic low-stakes quizzes) to
strengthen memory retention.

2. Models and Curriculum Design

1.​ ADDIE Model

○​ Analysis
1.​ Conduct needs assessment (organizational, task, person analysis).
 2.​ Identify performance gaps, learner characteristics (e.g., background,
learning preferences), and environmental constraints (e.g., technology,
budget).
○​ Design
1.​ Formulate Learning Objectives: Use Bloom’s Taxonomy to determine
appropriate cognitive level (e.g., “By end of module, learners will be
able to analyze market share data to recommend three strategies for
growth”).
2.​ Select Instructional Strategies: Lecture, demonstration, simulation,
case study, group discussion.
3.​ Create Assessment Instruments: Quizzes, projects, role play
evaluations, rubrics for measuring competencies.
○​ Development
1.​ Produce content: slide decks, facilitator guides, participant handouts,
eLearning scripts, video demonstrations.
2.​ Build interactive elements: branching scenarios, drag-and-drop
exercises, simulated tasks.
○​ Implementation
1.​ Pilot test with a small group, gather feedback, and refine.
2.​ Roll out training to broader audience: schedule sessions, enroll
participants, assign pre-work.
3.​ Ensure technology readiness (e.g., test LMS, check internet
bandwidth, configure virtual classroom settings).
○​ Evaluation
1.​ Apply continuous improvement loop: collect data at each of
Kirkpatrick’s levels, analyze results, and update content or delivery
methods accordingly.
2.​ Kirkpatrick’s Four Levels of Evaluation
○​ Level 1: Reaction
1.​ Measure participants’ immediate responses: Did they find content
relevant, engaging, well-structured?
2.​ Tools: Post-session surveys (Likert scales, open-ended comments),
facilitator observations.
○​ Level 2: Learning
1.​ Assess knowledge or skill acquisition: Pre- and post-tests, practical
exercises, simulations.
2.​ Determine if learning objectives were met (e.g., “80% of participants
can accurately chart financial ratios within two weeks of training”).
○​ Level 3: Behavior
1.​ Evaluate application of learning on the job: Manager checklists, 360°
feedback focusing on changed behaviors, on-the-job performance
metrics.
2.​ Timeframe: Typically 3–6 months post-training to allow for behavior
consolidation.
○​ Level 4: Results
1.​ Measure broader business impact:
■​ Hard Metrics: ROI (cost savings, revenue increases), quality
improvements (e.g., defect reduction), cycle-time reduction.
 ■​ Soft Metrics: Employee engagement scores, customer
satisfaction ratings, cultural alignment indicators.
3.​ Bloom’s Taxonomy
○​ Cognitive Domain Levels:
1.​ Remember: Recall facts or basic concepts (e.g., list the steps of
ADDIE).
2.​ Understand: Explain ideas or concepts (e.g., describe how Bloom’s
taxonomy applies to learning objectives).
3.​ Apply: Use information in new situations (e.g., conduct a mini needs
assessment for a hypothetical department).
4.​ Analyze: Draw connections among ideas (e.g., compare and contrast
formative vs. summative assessment).
5.​ Evaluate: Justify a stance or decision (e.g., choose the most
appropriate training method for developing soft skills and defend your
choice).
6.​ Create: Produce new or original work (e.g., design a blended learning
module that integrates eLearning, simulation, and on-the-job
coaching).

3. Types of Learning

1.​ Individual Learning

○​ Self-Directed Learning
■​ Employees are responsible for setting their own learning goals,
identifying resources (e.g., online courses, books, podcasts), and
tracking progress.
■​ Organizations support by providing LMS portals with curated content
libraries, skill assessments, and digital badges for completed modules.
○​ Assessment Centers
■​ Structure: Participants rotate through a series of simulated exercises
(e.g., in-basket exercise, group discussion, role play, presentation)
over one or two days.
■​ Purpose: Evaluate competencies (leadership, decision making,
interpersonal skills) under realistic, time-pressured conditions.
■​ Scoring: Trained assessors use behavioral rubrics to observe and
rate participants; aggregate scores inform promotion or development
decisions.
2.​ Group Learning
○​ Workshops and Seminars
■​ Content: Subject matter experts deliver content (e.g., negotiation
skills, change management techniques) in an interactive
setting—often with small group exercises and breakout discussions.
■​ Effectiveness: Encourages peer learning, shared insights, and
collaborative problem solving.
○​ Team-Building Exercises
■​ Activities (e.g., trust falls, outdoor adventure challenges, collaborative
case analysis) designed to enhance communication, trust, and
coordination among team members.
 ■​ Often facilitated by an external consultant who debriefs participants on
lessons learned (e.g., importance of role clarity, conflict resolution
strategies).
○​ Action Learning Sets
■​ Process: A small group of participants (typically 4–6) work on real
organizational problems, meet regularly, and support one another
through questioning, feedback, and reflection.
■​ Outcomes: Immediate organizational solutions and long-term
development of problem-solving and collaboration skills.
3.​ Transactional Analysis (TA) & Behavior Modeling
○​ Transactional Analysis
■​ Ego States:
1.​ Parent: Behaviors, thoughts, and feelings copied from parents
or authority figures.
2.​ Adult: Objective, rational problem solver.
3.​ Child: Behaviors, thoughts, and feelings replayed from
childhood.
■​ Application: Helps learners recognize communication patterns (e.g.,
“Parent-to-Child” transactions are often judgmental or dismissive) and
shift toward more productive “Adult-to-Adult” interactions.
■​ Outcome: Improved interpersonal communication, conflict resolution,
and team dynamics.
○​ Behavior Modeling
■​ Steps:
1.​ Demonstration: Trainer or video shows the correct way to
perform a skill (e.g., giving constructive feedback).
2.​ Practice: Learners role-play or simulate the behavior.
3.​ Feedback: Trainer and peers provide feedback on
performance—highlighting strengths and areas for
improvement.
■​ Use Cases: Sales negotiations, customer service etiquette, conflict
management.

4. Assessment & Evaluation in Instructional Technology

1.​ Formative Assessments (During Learning)

○​ Quizzes & Polls: Short, targeted questions embedded in eLearning modules
or live sessions to check understanding (e.g., multiple-choice, drag-and-drop,
scenario-based questions).
○​ Group Tasks & Discussions: Facilitators pose problem statements; small
groups discuss and present solutions—learners receive immediate peer and
facilitator feedback.
○​ Reflective Journals: Learners document insights, challenges, and areas for
further inquiry; trainers review journals periodically to gauge understanding.
2.​ Summative Assessments (End-of-Course)
○​ Written Tests: Combination of objective (MCQs, true/false) and subjective
(short answers, essays) questions aligned with learning objectives.
 ○​ Project Presentations: Learners develop a mini-project (e.g., design a
training module, conduct a mini TNA for a case organization) and present
findings to a panel of evaluators.
○​ Simulation/Cases: Learners respond to a complex scenario (e.g., manage a
virtual team conflict) under time pressure; assessed on decision quality,
stakeholder communication, and outcome justification.
3.​ Evaluating HRD Using Kirkpatrick’s Model
○​ Level 1 (Reaction): Analyze post-training survey data—e.g., “90% of
participants rated content relevance as ‘very good’ or ‘excellent.’”
○​ Level 2 (Learning): Compare pre-test and post-test scores—e.g., average
test score improved from 60% to 85%.
○​ Level 3 (Behavior): Collect 360° feedback three months after training—e.g.,
“85% of participants demonstrate improved conflict-resolution behaviors in
peer evaluations.”
○​ Level 4 (Results): Track business metrics—e.g., team turnover reduced by
15% within six months; customer satisfaction scores rose from 72 to 81 on a
standard survey.

Unit 4: Human Resource Training and Development

(T&D) (9 hours)
1. Concept and Importance of T&D

1.​ Definition of Training & Development (T&D)

○​ A structured process of imparting and enhancing job-related competencies
(knowledge, skills, and abilities) through planned learning experiences that
are designed to improve individual, team, and organizational performance.
2.​ Why T&D Matters
○​ Technological Change: As new technologies (e.g., AI, automation tools)
emerge, employees need periodic upskilling or reskilling to stay relevant.
○​ Competitive Advantage: Organizations that continuously invest in T&D often
outperform peers—higher productivity, faster innovation, and better customer
service.
○​ Talent Retention: Employees view learning opportunities as signals of
organizational investment in their growth, leading to higher engagement and
reduced turnover.
○​ Succession Planning: T&D prepares internal candidates for future
leadership roles, reducing reliance on external hires.

2. Assessing Training Needs

1.​ Levels of Needs Analysis

○​ Organizational Analysis
■​ Examines high-level strategic goals: Which functions or departments
require new skills to achieve upcoming targets?
 ■​ Methods: Strategic planning documents review, SWOT analyses,
interviews with C-suite executives.
○​ Task Analysis
■​ Breaks down specific jobs into discrete tasks, identifies the
competencies required for each task.
■​ Steps:
1.​ Task Listing: Catalog all tasks associated with a role (e.g., a
marketing manager’s tasks: “conduct market research,”
“develop campaign plans,” “analyze campaign ROI”).
2.​ Task Prioritization: Determine which tasks are critical to
organizational success.
3.​ Competency Identification: Map each task to underlying
knowledge and skill requirements (e.g., data analysis skills for
ROI evaluation).
○​ Person Analysis
■​ Focuses on individuals or groups: Which employees lack specific
competencies?
■​ Data Sources: Performance appraisals, 360° feedback, skill
assessments, manager interviews, employee self-assessments.
2.​ Data Collection Methods
○​ Surveys & Questionnaires: Scaled questions (e.g., “Rate your proficiency in
digital marketing on a scale of 1–5”).
○​ Interviews: One-on-one or group interviews with managers and employees to
probe deeper into performance challenges.
○​ Focus Groups: Facilitated discussions among employees to identify shared
gaps or pain points.
○​ Observations: Shadowing employees or reviewing workflow data to pinpoint
inefficiencies or skill lapses.
○​ Performance Appraisal Data: Identifying trends—e.g., recurring low scores
in certain competency areas across a business unit.

3. Designing Training Programs

1.​ Setting Learning Objectives (SMART)

○​ Specific: Clearly state what the learner will do (e.g., “Participants will
differentiate among three types of financial ratios: liquidity, profitability, and
solvency”).
○​ Measurable: Ensure objectives can be assessed (e.g., “80% of participants
will correctly calculate at least two profitability ratios”).
○​ Achievable: Objectives must be realistic given time and resource constraints.
○​ Relevant: Objectives align with job requirements and organizational goals.
○​ Time-bound: Specify when the objective should be met (e.g., by the end of
the two-day workshop).
2.​ Content & Method Selection
○​ Content:
■​ Foundational Theory: Conceptual frameworks, models, principles
(e.g., Porter’s Five Forces if teaching strategic management).
■​ Practical Application: Case studies, real data sets, simulations.
 ■​ Job-Specific Skills: Software tutorials, equipment operation,
compliance procedures.
○​ Methods:
■​ Lectures/Presentations: Efficient for large audiences but low
engagement.
■​ Interactive Workshops: Encourage participation through group
discussions, polls, and breakout activities.
■​ Simulations & Role Plays: Create realistic scenarios (e.g., handling
a customer complaint) to practice soft skills.
■​ E-Learning Modules: Self-paced, multimedia content (videos,
interactive exercises).
■​ Blended Learning: Combines any of the above—e.g., an initial
eLearning module followed by a half-day in-person workshop.
3.​ Delivery Modes
○​ In-House vs External Vendors:
■​ In-house: Use internal subject-matter experts—cost-effective, but may
lack specialized instructional design expertise.
■​ External Vendors: Bring deep expertise, proven curricula, but can be
expensive and less tailored to company culture.
○​ Synchronous (Real-Time):
■​ Classroom Training: Face-to-face interaction fosters immediate
feedback and networking.
■​ Virtual Instructor-Led Training (VILT): Webinars, live virtual
classrooms—good for geographically dispersed teams.
○​ Asynchronous (Self-Paced):
■​ E-Learning Modules: Accessible anytime, anywhere; ideal for
just-in-time learning.
■​ Recorded Webinars & Podcasts: Employees can revisit content as
needed.
■​ Discussion Forums & Knowledge Repositories: Foster social learning
and peer support.

4. Evaluating T&D Programs

1.​ Kirkpatrick’s Four Levels (Revisited from Unit 3)

○​ Level 1 (Reaction):
■​ Tools: Immediate feedback surveys with both Likert-scale and
open-ended questions (e.g., “What did you like most about today’s
session?”).
■​ Insights: High satisfaction doesn’t always translate to learning; use as
a first check on delivery quality.
○​ Level 2 (Learning):
■​ Assessments: Pre- and post-tests, skill demonstration exercises,
quizzes embedded in eLearning.
■​ Criteria: 85% of participants score at least 80% on the post-test
indicates successful knowledge transfer.
○​ Level 3 (Behavior):
 ■​ Methods: Manager checklists (e.g., “Has the employee adopted the
new reporting process?”), peer observations, self-assessment surveys
2–3 months post-training.
■​ Benchmark: 70% of participants consistently use new skills on the
job.
○​ Level 4 (Results):
■​ Key Metrics: Business performance indicators (e.g., increase in
sales, reduction in errors or customer complaints, cost savings).
■​ ROI: Calculate direct financial impact of behavior change attributable
to training (e.g., improved sales performance leading to ₹X lakhs in
additional revenue).
2.​ ROI Calculation (Cost-Benefit Analysis)
○​ Formula:​
ROI=(Monetary Benefits – Total Training Costs)Total Training Costs×100%
○​ Components:
■​ Monetary Benefits: Tangible improvements—e.g., reduction in defect
rates (cost savings), increased throughput (revenue gain), reduced
absenteeism (labor cost savings).
■​ Total Training Costs: Sum of direct costs (trainer fees, venue,
materials, technology licenses) plus indirect costs (participant time
away from job, facilitator preparation time).
3.​ Challenges in Evaluating T&D
○​ Isolating Training Impact: Business outcomes are influenced by multiple
factors (market trends, leadership changes). Use control groups or statistical
methods (e.g., regression analysis) to isolate training effects.
○​ Measuring Soft Skills: Difficult to quantify; use qualitative data (e.g.,
improvement in team communication) alongside proxies (reduced conflict
incidents, improved customer satisfaction).
○​ Sustaining Behavior Change: Reinforcement mechanisms (e.g., refresher
courses, on-the-job coaching) are needed to prevent skill decay.

5. Role, Responsibilities, and Challenges for Training Managers

1.​ Roles of a Training Manager

○​ Strategic Partner: Collaborate with department heads and business leaders
to align training initiatives with strategic goals.
○​ Instructional Designer: Oversee creation of curriculum, select instructional
methodologies, and ensure content relevancy.
○​ Project Manager: Plan training calendars, coordinate logistics, manage
budgets, and ensure timely delivery.
○​ Facilitator & Coach: Occasionally deliver training sessions, coach
participants, and provide guidance to internal trainers.
○​ Evaluator: Design and implement evaluation frameworks; report on training
effectiveness through dashboards and reports.
2.​ Key Responsibilities
○​ Continuous Needs Assessment: Regularly revisit TNA as business
conditions change—e.g., new product launches or regulatory updates require
fresh skills.
 ○​ Vendor Management: Source, vet, and contract with external training
providers; negotiate fees; monitor vendor performance.
○​ Budgeting & Resource Allocation: Allocate training budgets across
departments based on priority, monitor expenditures, and justify ROI to senior
leadership.
○​ Quality Assurance: Ensure that training content remains current—update
modules to reflect new laws, technologies, or best practices.
○​ Technology Management: Administer LMS platforms, maintain eLearning
libraries, and troubleshoot technical issues.
3.​ Challenges Faced by Training Managers
○​ Rapidly Changing Business Needs: In dynamic industries, skill
requirements can shift quickly; training managers must remain agile and
responsive.
○​ Securing Leadership Buy-In: Convincing stakeholders to invest time and
budget in training—particularly when ROI is not immediately visible.
○​ Measuring Intangible Outcomes: Soft skills (e.g., leadership presence,
emotional intelligence) are difficult to quantify; require creative evaluation
methods.
○​ Geographically Dispersed Workforce: Ensuring consistent training quality
across multiple locations; scheduling across time zones; managing varied
infrastructure capabilities.
○​ Maintaining Engagement: Overcoming “training fatigue” in employees who
may view mandatory sessions as mere compliance rather than growth
opportunities.

Unit 5: Training Methods (9 hours)

1. On-the-Job Training (OJT) vs. Off-the-Job Training (Off-JT)

1.​ On-the-Job Training (OJT)

○​ Definition: Learning that occurs while employees perform actual job tasks,
under the guidance of a supervisor or experienced coworker.
○​ Common Techniques:
■​ Job Instruction Training (JIT): Supervisor breaks down a task into
steps, demonstrates the task, observes the trainee, and provides
feedback.
■​ Job Rotation: Employees cycle through different roles or departments
to gain broad experience and cross-functional insights.
■​ Coaching & Mentoring: One-on-one guidance focusing on specific
skill development—e.g., a senior engineer mentors a junior in
troubleshooting.
○​ Advantages:
■​ Immediate application of learning in real work context.
■​ Cost-effective—no need for training center facilities.
■​ Real-time feedback helps correct errors quickly.
 ○​ Disadvantages:
■​ Inconsistent quality—depends on the coach’s skill and availability.
■​ Production may slow down as trainee learns.
■​ Potential for unsafe practices if the coach shortcuts safety protocols.
2.​ Off-the-Job Training (Off-JT)
○​ Definition: Learning in a setting separate from the actual work environment,
allowing focused skill acquisition without job-related distractions.
○​ Common Methods:
■​ Classroom Lectures: Instructor-led sessions for theoretical
concepts—large groups possible, but lower interactivity.
■​ Workshops/Seminars: Smaller groups with interactive discussions,
exercises, and group work.
■​ Simulations: Computerized or physical simulations replicating
real-world scenarios (e.g., flight simulators, business strategy games).
■​ Vestibule Training: Using actual or mock equipment in a training area
separate from production—common in manufacturing (e.g., trainees
practice on a mock assembly line).
■​ E-Learning: Self-paced modules, videos, interactive labs accessible
anytime.
○​ Advantages:
■​ Controlled environment—standardized content, fewer interruptions.
■​ Easier to measure learning outcomes (pre- and post-tests).
■​ Opportunity for specialized equipment (e.g., high-end software labs).
○​ Disadvantages:
■​ May lack immediate real-world context—transfer to job may be slower.
■​ Costs associated with facilities, travel, and instructor fees.
■​ Scheduling challenges—pulling employees away from their work.

2. Management Development Methods

1.​ Lecture Method

○​ Description: Traditional instructor-led sessions, often supported by slides or
handouts.
○​ Use Case: Introducing conceptual frameworks (e.g., Porter’s Five Forces,
Maslow’s Hierarchy) to a large group.
○​ Pros:
■​ Efficient—can reach many learners at once.
■​ Structured—ensures consistent delivery of standardized content.
○​ Cons:
■​ Low engagement—passive learning; limited opportunity for practice.
■​ Difficult to gauge individual understanding in large groups.
2.​ Role Play
○​ Description: Participants assume roles in realistic scenarios (e.g.,
manager-employee performance discussion, customer complaint handling).
○​ Process:
■​ Scenario Briefing: Trainer outlines context, roles, and objectives.
■​ Role Assignment: Participants adopt assigned roles (e.g., “You are a
disgruntled client complaining about product quality”).
 ■​ Enactment: Participants act out the scenario in front of peers.
■​ Debrief: Facilitator and peers provide feedback on behaviors,
communication style, and solution effectiveness.
○​ Benefits:
■​ Safe environment to practice interpersonal skills.
■​ Immediate feedback loop enhances skill acquisition.
○​ Limitations:
■​ May feel artificial if scenarios aren’t well designed.
■​ Some participants may feel self-conscious performing in front of
peers.
3.​ In-Basket (In-Tray) Exercises
○​ Description: Simulates a manager’s inbox: a set of memos, emails, reports,
and requests requiring prioritization and decision making under time pressure.
○​ Execution:
■​ Handout: Participants receive packets of documents.
■​ Task: Analyze each item, prioritize actions, and draft brief responses
or action plans within a set time (e.g., 60 minutes).
■​ Assessment: Trainers evaluate based on predefined
criteria—decision quality, time management, communication clarity.
○​ Use Case: Assessing managerial judgment, time management, and written
communication skills.
○​ Advantages:
■​ High fidelity: Mirrors actual pressures faced by managers.
■​ Allows assessment of multiple competencies simultaneously.
○​ Drawbacks:
■​ Resource-intensive to develop realistic, role-specific materials.
■​ Requires trained assessors to evaluate complex responses.
4.​ Simulation
○​ Description: Creates a virtual environment where learners make decisions
and experience consequences in a risk-free setting.
○​ Examples:
■​ Business Simulations: Participants manage a virtual
company—making product, marketing, and financial decisions;
software tracks outcomes (market share, profitability).
■​ Technical Simulations: Medical simulations (e.g., surgical scenarios)
or flight simulators for pilot training.
○​ Advantages:
■​ Immersive learning environment; high engagement.
■​ Safe space to experiment and learn from mistakes without real-world
repercussions.
○​ Limitations:
■​ High development cost (especially for custom simulations).
■​ Learning curve for participants unfamiliar with simulation platforms.
5.​ Vestibule Training
○​ Definition: Training using actual or replica equipment in a setting separate
from production—common in manufacturing, heavy equipment operation, or
technical trades.
 ○​ Example: Automotive assembly line trainees practice on a mock chassis
before being assigned to a live production line.
○​ Pros:
■​ Realistic hands-on practice without disrupting production.
■​ Trainer control over learning environment (noise, safety hazards).
○​ Cons:
■​ Requires additional space and equipment.
■​ May not perfectly replicate production pressures (e.g., shift timing,
output targets).
6.​ Management Games
○​ Description: Competitive or collaborative game formats that simulate market
dynamics or strategic challenges—teams compete to capture market share,
allocate resources, or manage crises.
○​ Example: A “market share war” game where teams decide pricing, R&D
investment, and marketing spend; software models competitor reactions and
market outcomes.
○​ Benefits:
■​ Engaging, experiential learning fostering strategic thinking, teamwork,
and risk assessment.
■​ Visible, quantifiable outcomes (e.g., team profitability over simulated
quarters).
○​ Challenges:
■​ Requires well-designed game mechanics and facilitation to tie
simulation insights back to real organizational contexts.
7.​ Case Study Method
○​ Description: Participants analyze written or video-based narratives of real or
hypothetical organizational challenges, identify problems, propose solutions,
and discuss implications.
○​ Process:
■​ Case Distribution: Participants read or view the case material.
■​ Individual Analysis: Note key issues, underlying causes, and
potential interventions.
■​ Group Discussion: Teams debate alternative solutions, weighing
risks, costs, and ethical considerations.
■​ Facilitator Debrief: Instructor highlights best practices, alternative
perspectives, and real-world outcomes if available.
○​ Advantages:
■​ Develops analytical, decision-making, and critical thinking skills.
■​ Encourages peer learning through debate and diverse viewpoints.
○​ Limitations:
■​ Quality depends on relevance and richness of case material.
■​ Participants may struggle if lacking sufficient background knowledge
to contextualize the case.
8.​ Programmed Instruction
○​ Definition: Self-paced, step-by-step instructional materials (often in digital or
printed formats) that present content in small chunks, followed by immediate
feedback.
○​ Formats:
 ■​ Linear Programs: Learner progresses through a predetermined
sequence of screens or pages—each step builds on the previous.
■​ Branching Programs: Learner choices determine the next screen
(e.g., correct answer takes you forward; incorrect answer provides
remedial information).
○​ Use Cases:
■​ Technical procedures (e.g., step-by-step software tutorials, safety
protocol checklists).
■​ Compliance training where mastery of discrete facts or procedures is
essential (e.g., regulatory updates).
○​ Pros:
■​ Immediate feedback reinforces correct learning and corrects
misconceptions.
■​ High level of individual control—learners can spend more time on
challenging sections.
○​ Cons:
■​ Limited interactivity beyond multiple-choice or fill-in-the-blank; not
ideal for complex skill training.
■​ Development can be time-consuming; updates require republishing
the program.
9.​ Sensitivity (T-Group) Training
○​ Definition: Small group experiential sessions (typically 8–12 participants)
facilitated by a trained psychologist or behaviorist, focusing on increasing
self-awareness and empathy through open, unstructured discussion of
personal experiences and group dynamics.
○​ Objectives:
■​ Encourage participants to become aware of their own interpersonal
style, emotional triggers, and how their behavior affects others.
■​ Cultivate empathy by hearing and appreciating colleagues’ viewpoints
and feelings.
○​ Process:
■​ Ground Rules: Confidentiality, respect, no personal attacks.
■​ Open Sharing: Participants discuss reactions to group interactions,
highlight moments of tension or misunderstanding.
■​ Facilitator Role: Guides the group to reflect on behavior patterns
(e.g., dominance, withdrawal), without prescribing
solutions—emphasis on self-discovery.
○​ Benefits:
■​ Deep personal insights leading to improved interpersonal
effectiveness.
■​ Builds trust and group cohesion.
○​ Drawbacks:
■​ Resource-intensive—requires highly skilled facilitators.
■​ Some participants may resist open-ended, emotionally exposed
formats.

3. Choosing the Right Training Method

 1.​ Alignment with Training Objectives
○​ Knowledge Transfer: Lecture or eLearning may suffice for theory (e.g.,
compliance rules).
○​ Skill Development: Simulation, role play, or on-the-job coaching are more
suitable for hands-on or interpersonal skills.
○​ Behavioral Change: Blended approaches that combine modeling, practice,
feedback, and reinforcement (e.g., role play followed by on-the-job coaching).
2.​ Considerations for Selection
○​ Budget:
■​ Low-budget: In-house lectures, eLearning modules, peer coaching.
■​ High-budget: Custom simulations, external vendor programs,
residential leadership retreats.
○​ Group Size & Geography:
■​ Large, dispersed teams: Virtual instructor-led sessions or self-paced
eLearning.
■​ Small, co-located teams: Experiential workshops, action learning sets.
○​ Desired Level of Interactivity:
■​ Low interactivity needed: Lecture, programmed instruction.
■​ High interactivity required: Role play, simulation, T-groups.
3.​ Blended Learning as Best Practice
○​ Definition: Combining multiple methods—typically eLearning and classroom
or experiential activities—to leverage the strengths of each.
○​ Example Blend:
■​ Pre-Work (Asynchronous): Short eLearning module introduces key
concepts and terminology.
■​ Workshop (Synchronous): Facilitator-led session for deep
discussion, group exercises, and role play.
■​ On-the-Job Coaching: Learner applies new skills at work; supervisor
or mentor provides feedback over four weeks.
■​ Follow-Up Webinar: One-hour virtual check-in to address challenges,
share success stories, and reinforce learnings.
○​ Benefits:
■​ Flexibility for learners to absorb theory at their own pace.
■​ Hands-on practice and peer interaction reinforce learning.
■​ Ongoing coaching ensures transfer to the job.

Exercise Elements (Brief Mention for Examination

Preparation)
1.​ Experiential Sessions
○​ Example Activity:
1.​ Scenario: A cross-functional team must decide how to allocate a fixed
budget among competing department needs—marketing, R&D,
operations.
 2.​ Process: Small teams analyze data (past budgets, ROI projections),
negotiate with “stakeholders,” and present a recommended allocation.
3.​ Learning Outcomes: Decision-making under resource constraints,
cross-functional communication, strategic prioritization.
○​ Debrief Questions:
1.​ What factors influenced your budget decisions?
2.​ How did you handle conflicting stakeholder demands?
3.​ What would you do differently if given more time or information?
2.​ Welfare & Welfare Schemes
○​ Common Initiatives:
1.​ Health Programs: On-site or reimbursed medical checkups, mental
health counseling, vaccination drives.
2.​ Insurance: Group health, life, and disability insurance plans; accident
coverage.
3.​ Recreational Facilities: Subsidized gym memberships, in-house
sports clubs, annual cultural events.
4.​ Employee Assistance Programs (EAPs): Confidential counseling for
personal or work-related problems.
○​ Link to Employee Satisfaction:
1.​ Welfare schemes reduce stress, foster a sense of security, and
enhance organizational loyalty—ultimately supporting higher
engagement in HRD activities.
3.​ Self-Directed Learning
○​ Mechanisms:
1.​ Learning Contracts: Agreements between employee and manager
stipulating learning goals, resources needed, and timelines.
2.​ LMS Features:
■​ Skill assessments that recommend relevant courses.
■​ Progress dashboards showing completed modules and
upcoming learning tasks.
■​ Discussion boards or social learning communities for peer
support.
○​ Example: An employee identifies a need to improve data visualization skills.
Using the LMS, they complete a short course on Tableau basics, practice by
creating a departmental dashboard, obtain feedback from their manager, and
earn a digital badge recognized by the organization.
4.​ Training Program Design Example (2-Day Module on “Effective Team Leadership”)
○​ Pre-Program Assignment
1.​ Self-Assessment: Complete a leadership style questionnaire and
reflect on past team successes and failures.
2.​ Reading: Selected chapters on team dynamics and leadership
models (e.g., Tuckman’s “Forming, Storming, Norming, Performing”).
○​ Day 1
1.​ Morning Session (9:00 AM – 12:30 PM):
■​ Icebreaker: Pair-share on “My best/worst team experience”
(15 minutes).
■​ Lecture: Overview of leadership theories (Trait, Behavioral,
Situational) and Tuckman’s model (45 minutes).
 ■​ Group Exercise: Analyze a case study of a team conflict
scenario—identify root causes and propose interventions (60
minutes).
■​ Formative Quiz: 10 multiple-choice questions on lecture
content (15 minutes).
2.​ Afternoon Session (1:30 PM – 5:00 PM):
■​ Role Play: Participants act out a difficult conversation between
a team leader and an underperforming member; peers
evaluate using a rubric (60 minutes).
■​ Debrief & Discussion: Facilitator highlights effective
communication techniques (active listening, assertive
feedback) (30 minutes).
■​ Action Learning Team Formation: Divide participants into
teams of four; each team selects a “real” team issue from their
workplace to address over the next month (30 minutes).
■​ Reflection Exercise: Individual journaling on personal
leadership strengths and development areas (30 minutes).
○​ Day 2
1.​ Morning Session (9:00 AM – 12:30 PM):
■​ Recap & Q&A: Review key concepts from Day 1 and clarify
doubts (30 minutes).
■​ Simulation Exercise: Virtual business simulation where teams
make leadership decisions that impact team morale and
project outcomes—tracked via simulation software (90
minutes).
■​ Debrief: Facilitator leads reflection on decisions made during
simulation, focusing on team motivation and conflict resolution
(30 minutes).
2.​ Afternoon Session (1:30 PM – 5:00 PM):
■​ Guest Speaker (External Leadership Coach): Shares best
practices in leading remote/hybrid teams (45 minutes).
■​ Panel Discussion: Participants who have implemented
leadership changes share experiences; panel facilitated by
course instructor (45 minutes).
■​ Summative Assessment: Teams present action learning
project proposals for their chosen real-world team
issue—outline interventions, metrics for success, and timelines
(60 minutes).
■​ Feedback & Next Steps: Facilitator provides feedback on
presentations; teams develop a follow-up plan to meet with
their managers for support (30 minutes).
■​ Program Evaluation: Participants complete a detailed
feedback survey covering content relevance, delivery quality,
and suggestions (15 minutes).
5.​ Case Analysis Example
○​ Scenario: A sales team’s performance has dropped by 25% in the last two
quarters. Customer feedback indicates poor product knowledge and
inconsistent service.
 ○​ Task: As the HRD specialist, determine the most appropriate training
method(s) to address these gaps.
○​ Analysis:
1.​ Identify Skill Gaps: Insufficient product knowledge (technical
content), weak customer-service communication (soft skill).
2.​ Possible Interventions:
■​ For Product Knowledge: Off-the-job training via eLearning
modules on new product features, followed by a knowledge
retest (summative assessment).
■​ For Soft Skills: Role plays simulating customer interactions;
behavior modeling with senior customer service reps
demonstrating best practices.
■​ On-the-Job Reinforcement: Pair each salesperson with a
coach who rides along on calls/visits for real-time feedback.
3.​ Recommended Blend:
■​ Phase 1 (Asynchronous Learning): Self-paced eLearning on
product specifications, features, and customer use
cases—includes short quizzes for reinforcement.
■​ Phase 2 (Workshop): Half-day in-person role play sessions
focusing on active listening, empathy, and problem-solving.
■​ Phase 3 (Coaching): Weekly on-the-job ride-along coaching
for one month, with structured feedback forms.
■​ Phase 4 (Evaluation): Pre- and post-training sales metrics
comparison; customer satisfaction surveys administered one
month after training.
○​ Rationale: The eLearning ensures standard, consistent technical knowledge;
role plays develop interpersonal skills; on-the-job coaching ensures transfer
to real-world sales calls; evaluation ties training impact to sales figures and
customer satisfaction.

Summary of Detailed Coverage

●​ Unit 1: Foundations of HRD—definitions, historical evolution, components (TNA,

interventions, evaluation), and contemporary challenges (digital learning, AI skill
gaps, DEI, cost constraints).
●​ Unit 2: Strategic HRD—aligning learning to business strategy, interventions
(performance appraisal, potential appraisal, coaching, career planning, systems
development, rewards, welfare), and linking to tangible business metrics.
●​ Unit 3: Instructional Technology—adult learning theories, behaviorism, cognitive
approaches, ADDIE model, Kirkpatrick evaluation, Bloom’s taxonomy, individual
versus group learning, and assessment techniques.
●​ Unit 4: T&D Process—needs assessment levels (organizational, task, person),
designing SMART objectives, delivery modes (in-house vs. external, synchronous vs.
asynchronous), evaluation frameworks (Kirkpatrick, ROI), and training manager
responsibilities/challenges.
 ●​ Unit 5: Training Methods—deep dive into OJT vs. Off-JT, management development
techniques (lecture, role play, simulations, in-basket, vestibule, games, case studies,
programmed instruction, T-groups), criteria for selecting methods, and blended
learning best practices.
●​ Practical Exercises: Experiential projects, welfare scheme analysis, self-directed
learning models, detailed 2-day program design, and step-by-step case analyses to
crystalize theoretical concepts into actionable steps.

These detailed notes should help you understand not only what each concept is, but also
why it matters, how it is applied, and when to choose one approach over
another—essential for writing well-structured, insightful answers in your examination.