1. TOPICS COVERED HRD Need Assessment Creating A HRD program
HRD Program Implementation Evaluation of HRD Program HRD
FRAMEWORK
2. A Framework for the HRD Process HRD efforts should use the
following four phases (or stages): Needs ssessment esign
plementation valuation (A DImE)
3. The HRD Process: A DImE
4. Definition Of Need: Before delving deep into need
assessment, it is of paramount importance to know, what is the
meaning of need. Need- The concept of need refers to a discrepancy
or gap between what an organization expects to happen and what
actually occurs.
5. Various Types of Needs Performance Diagnostic Factors that
can prevent problems from occurring Analytic Identify new or better
ways to do things Compliance Mandated by law or regulation
6. Need Assessment A process by which an organizations HRD
needs are identified and articulated. It identifies: a) an
organizations goals and its effectiveness in reaching these goals.
b) Gaps between current skills and the skills needed to perform the
job successfully. c) Gaps between employees skills and the skills
required for effective current job performance. d) The conditions
under which the HRD activity will occur.
7. There is nothing so useless as doing efficiently that which
should not be done at all. - Peter F. Drucker
8. Benefits Through needs assessment, we try to answer
questions like: 1. Need for the needs assessment, 2. Accomplishment
of type of learning, 3. Expected changes in the behavior and
performance, 4. Probability of achieving the results, 5. Cost
benefit analysis of HRD solutions. 6. Root causes of performance
gaps
9. Levels of Need Assessment 1. Organizational analysis Where
is training needed and under what conditions? 2. Task analysis What
must be done to perform the job effectively? 3. Individual
analysis. Who should be trained and how?
10. Organizational Analysis It looks at the effectiveness of
the organization and determines where training is needed and under
what conditions it will be conducted. Why Ties HRD programs to
corporate or organizational goals Strengthens the link between
profit and HRD actions Strengthens corporate support for HRD Makes
HRD more of a revenue generator Not a profit waster
11. Source of Organizational Analysis Mission statement HRM
inventory Skills inventory Quality of Working Life indicators
Efficiency indexes System changes Exit interviews
12. Task Analysis It provides data about a job or a group of
jobs and the knowledge, skills, attitudes and abilities needed to
achieve optimum performance.
13. How to Collect Information For a Task Analysis KSA analysis
Performance standards Observe the job/sample the work. Perform the
job. Job inventory questionnaire. Review literature about the job.
Ask questions about the job. Analysis of operating problems.
14. INDIVIDUAL ANALYSIS It analyzes how well the individual
employee is doing the job and determines which employees need
training and of what kind. Based on many sources of data Summary
Analysis Determine overall success of the individual Diagnostic
Analysis Discover reasons for performance
15. SOURCES FOR INDIVIDUAL ANALYSIS Performance evaluation.
Performance problems. Observation. Work samples. Interviews.
Questionnaires. Attitude surveys. Checklists or training progress
charts.
16. FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT: STEP 1.
PERFORM A "GAP" ANALYSIS. The first step is to check the actual
performance of our organizations and our people against existing
standards, or to set new standards. There are two parts to this:
Current situation Desired or necessary situation The difference the
"gap" between the current and the necessary will identify our
needs, purposes, and objectives.
17. FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT STEP 2.
IDENTIFY PRIORITIES AND IMPORTANCE It must be seen whether the
identified needs are real, if they are worth addressing, and
specify their importance and urgency in view of organizational
needs and requirements (1). For example (2): Cost-effectiveness
Legal mandates If some of our needs are of relatively low
importance, we would do better to devote our energies to addressing
other human performance problems with greater impact and greater
value.
18. FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT Step 3.
IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES. We
must know what our performance requirements are, if appropriate
solutions are to be applied. We should ask two questions for every
identified need: (3) Are our people doing their jobs effectively?
Do they know how to do their jobs? This will require detailed
investigation and analysis of our people, their jobs, and our
organizations -- both for the current situation and in preparation
for the future.
19. FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT Step 4.
IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES. "If it ain't
broke, don't fix it." But if our people ARE NOT doing their jobs
effectively: TRAINING may be the solution, if there is a knowledge
problem. Organizational Development activities may provide
solutions when the problem is not based on a lack of knowledge and
is primarily associated with systematic change. These interventions
might include strategic planning, organization restructuring,
performance management and/or effective team building.
20. CAVEAT Figuring out what is really needed Not always an
easy task Needs lots of input Takes a lot of work Do it now or do
lots more later First step in both the ISD and HRD process
models
21. Phase Two: Designing the Training or HRD Intervention Key
activities include: Setting objectives Selecting the trainer or
vendor Developing lesson plans Selecting methods and techniques
Preparing materials Scheduling training
22. Phase Two: Design
23. Werner & DeSimone (2006) 25 Objectives Performance
Conditions Criterias PERFORMANCE: Increase upper body strength
Assemble a chair Catch a football pass Graduate from college
24. Werner & DeSimone (2006) 26 Conditions Conditions under
which performance is done e.g., using standard conditioning
equipment using a screwdriver and hammer at a full run under
man-to-man coverage without cheating or outside help
25. Werner & DeSimone (2006) 27 Criteria The level of
acceptable performance e.g., by 25 percent within one year within
one hour without mistakes at least 80% of the time without
penalties within 5 years and with a B average
26. Werner & DeSimone (2006) 28 Make or Buy Decisions You
cannot be an expert on everything You cant afford to maintain a
full-time staff for once-a- year training You cant afford the time
or money to build all of your own training programs Implication:
Much training is purchased, rather than self-produced
27. Werner & DeSimone (2006) 29 Factors to Consider Before
Purchasing an HRD Program Level of expertise available/required
Timeliness Number of trainees Subject matter Cost Size of HRD
organization X Factor (other conditions)
28. Werner & DeSimone (2006) 30 Other Factors to Consider
Vendor credentials Vendor background Vendor experience
Philosophical match (between vendor and organization) Delivery
method
29. EIGHT POINT STRATEGY FOR HRD PROGRAMS Jerry Gillet and
Seteven Eggland (2002) identified for managers of HRD an
eight-point strategy for designing cost-effective, reputable HRD
programs that can survive economic crises and internal/external
changes affecting the organization. Establish a written HRD
philosophy. Establish HRD policy. Obtain support of top management.
Integrate HRD into the long-range organizational plan.
30. Conduct extensive needs assessments. Encourage
collaboration. Establish criteria for participation in HRD
programs. Be introspective but focus on results.
31. The Learning Pyramid By Permission: Yin (2004)
32. Training Delivery Methods Three basic categories:
On-the-Job Training Off- the- Job Training Classroom Training
Self-Paced Training Note: Computer-based training can be in a
classroom, or individual/self-paced.
33. On-the-Job Training (OJT) Job instruction training (JIT)
Prepare the worker , Present the task, Practice the task, Follow
up. Job rotation Train on different task/ positions, often used to
train entry level managers, To provide back up in production
position. Coaching Between worker and supervisor. Can provide
specific performance improvement and correction. Mentoring senior
employee paired with a junior employee (protg), Helps to learn the
ropes, Prepares protg for future advancement
34. OFF-the-Job Training This occurs when employees are taken
away from their place of work to be trained. Common methods of
off-the-job training include: Day release Distance learning /
evening classes Block release courses Sandwich courses Sponsored
courses in higher education
35. Classroom Training Approaches Five basic types: Lecture -
Oral presentation of material ,Some visual aids can be added,
Remains a very popular training method, Interesting lectures can
work well, Good to supplement with other materials. Discussion -
Two-way communication,Use questions to control lesson, Direct:
produce narrow responses, Reflective: mirror what was said,
Open-Ended: challenge learners to increase understanding
36. Classroom Training Approaches Experimental Methods - Case
studies, Business game simulations, Role Playing, Behavior
Modeling, Outdoor training Self-Paced or Computer-Based
Training
37. Audiovisual Media Brings visual senses (seeing) into play,
along with audio senses (hearing) Types: STATIC MEDIA- Printed
materials, Lecture notes, Work aids, Handouts DYNAMIC MEDIA- Audio
cassettes, CDs, Film, Videotape, Video disc TELECOMMUNICATIONS-
Instructional TV, Teleconferencing, Videoconferencing
38. Computer-Based Training (CBT) Interactive with user
Training when and where user wants it Trainee has greater control
over progress CBT can provide progress reports and be tailored to
specific instructional objectives Trainee works on own with minimal
facilitation by instructor who is elsewhere
39. E-learning Intranet Internal to site/organization Internet
General communications Online reference Needs assessment,
administration, testing Distribution of CBT Delivery of
multimedia
40. EVALUATION OF Training Evaluation of HRD Program helps in
gauging the degree to which a training (or other HRD program)
achieves its intended purpose. In other words it measures the
effectiveness of the HRD program.
41. EVALUATION OF Training Textbook definition: The systematic
collection of descriptive and judgmental information necessary to
make effective training decisions related to the selection,
adoption, value, and modification of various instructional
activities. Any attempt to obtain information (feedback) on the
effect of training program and to assess the value of training in
the light of that information for improving further training.
42. Effectiveness of HRD Program: a) The degree to which a
training (or other HRD program) achieves its intended purpose b)
Measures are relative to some starting point c) Measures how well
the desired goal is achieved In other words: Are we training: a)
the right people b) the right stuff c) the right way d) with the
right materials e) at the right time
43. Before Training: The learner's skills and knowledge are
assessed before the training program. During the start of training,
candidates generally perceive it as a waste of resources because at
most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to
give their opinions on the methods used and whether those methods
confirm to the candidates preferences and learning style. During
Training: It is the phase at which instruction is started. This
phase usually consist of short tests at regular intervals After
Training: It is the phase when learners skills and knowledge are
assessed again to measure the effectiveness of the training. This
phase is designed to determine whether training has had the desired
effect at individual department and organizational levels. There
are various evaluation techniques for this phase.
44. Purposes of Evaluation: Determine whether the program is
meeting the intended objectives Identify strengths and weaknesses
Determine cost-benefit ratio Identify who benefited most or least
Determine future participants Provide information for improving HRD
programs Reinforce major points to be made Gather marketing
information Determine if training program is appropriate Establish
management database
45. The Training Evaluation should involve: a) senior
management b) the trainer c) line management d) the training
manager e) the trainee
46. Models and Frameworks of Evaluation There are six
frameworks for evaluation 1. Kirkpatrick 2. CIPP 3. Brinkerhoff 4.
Kraiger, Ford & Salas 5. Holton 6. Philips The most popular is
that of D. Kirkpatrick: Reaction Learning Job Behavior Results
47. KIRKPATRIKS Four Levels
48. A Suggested Framework Reaction Did trainees like the
training? Did the training seem useful? Learning How much did they
learn? Behavior What behavior change occurred? Results What were
the tangible outcomes? What was the return on investment (ROI)?
What was the contribution to the organization?
49. Advantages and Disadvantages of Techniques Methods
Advantages Disadvantages 1. Interview Flexible Opportunity for
clarification Depth Possible Personal Contact High Reactive effects
High cost Face-to-Face Threat Potential Trained Observers Needed 2.
Questionnaire Low cost Anonymity Possible Respondent Sets Pace
Variety Of Options Possibly Inaccurate Data Return Rate Beyond
Control 3. Observation Non- Threatening Excellent way to Measure
Behavior Change Possibly Disruptive Reactive Effect Probable
Trained Observers Needed 4. Written Test Low Purchase Cost Readily
Scored and Quickly Processed Easily Administered Wide Sampling
Possible Possible low Relation to Job Performance Reliance on Norms
May Distort Individual Performance Cultural Bias 5. Simulation/
Performance Test Reliable Objective Close Relation to Job
Performance Time consuming Simulation often Difficult and
Costly
50. Ethical Issues Concerning Evaluation Research a)
Confidentiality b) Informed consent c) Withholding training from
control groups d) Use of deception e) Pressure to produce positive
results
51. Evaluation of Training Costs Cost-benefit analysis Compares
cost of training to benefits gained such as attitudes, reduction in
accidents, reduction in employee sick- days, etc.
Cost-effectiveness analysis Focuses on increases in quality,
reduction in scrap/rework, productivity, etc.
52. Types of Training Costs a) Direct costs b) Indirect costs
c) Development costs d) Overhead costs e) Compensation for
participants
53. Problems with the Traditional View Misuse of the terms
evaluation and evaluating effectiveness Failure to explicitly
address the different purposes for evaluating HRD activities Narrow
view of stakeholders and their agendas Outdated range of subjects
for HRD evaluation Insufficient research methods (definition of
units of analysis and tools for understanding them)
54. HRD Evaluation Steps Analyze needs. Determine explicit
evaluation strategy. Insist on specific and measurable training
objectives. Obtain participant reactions. Develop criterion
measures/instruments to measure results. Plan and execute
evaluation strategy.
55. Benefits of Evaluation Improved quality of training
activities Improved ability of the trainers to relate inputs to
outputs Better discrimination of training activities between those
that are worthy of support and those that should be dropped Better
integration of training offered and on-the job development Better
co-operation between trainers and line-managers in the development
of staff Evidence of the contribution that training and development
are making to the organization Reduction in preventable accidents
measured Reduction in scrap/rework measured in cost of labor and
materials
56. Bibliography Gent, Michael J. and Gregory G. Dell'Omo. "The
Needs Assessment Solution." Personnel Administrator, July 1989:
82-84. McGehee, W. and P-W. Thayer. Training in Business and
Industry. New York: Wiley, 1961. Werner and DeSimone ,Human
Resource Development: Foundation. Framework and Application , 2006
edition[Reprint 2008]
57. Brinkerhoff, R.O., Achieving Results from Training,
Jossey-Bass Inc., San Francisco, 1987, p. 39. Zemke, R., &
Gunkler, J., "Using Small Group Techniques for Needs Assessment,
Data Gathering, and other Heinous Acts", seminar notes, American
Society for Training and Development Southern Minnesota Chapter,
Minneapolis, July 9, 1985. Margolis, F.H., and Bell, C.R.,
Understanding Training: Perspectives & Practices, University
Associates, San Diego, 1989, pp 13-15.
58. http://en.wikipedia.org/Human_resource_developme nt.html
[Accessed on 10th July,2011]
http://www.helium.com/items/1800411-needs- analysis-training
[Accessed on 10th July, 2011]
http://www.eolss.net/EolssSampleChapters/C11/E1-10-
02/E1-10-02-TXT-02.aspx [Accessed on 11th July, 2011]