HRD System Design, Assessing HRD Needs, Designing and Implementing HRD Programs, Evaluating HRD Program. Staffing and HRD Function

1. Human Resource
Development
Unit 2

3. Needs assessment (or needs analysis) is a process by which an
organization’s HRD needs are identified and articulated. It is the starting
point of the HRD and training process.
A needs assessment can identify:
• An organization’s goals and its effectiveness in reaching these goals
• Discrepancies or gaps between employees’ skills and the skills required for
effective current job performance
• Discrepancies (gaps) between current skills and the skills needed to perform
the job successfully in the future
• The conditions under which the HRD activity will occur

4. Needs assessments are not conducted for a number of reasons
• A needs assessment can be a difficult, time-consuming process
• Action is valued over research
• Incorrect assumptions are made that a needs assessment is unnecessary
because available information already specifies what an organization’s
needs are.
• There is a lack of support for needs assessment

5. STRATEGIC/ORGANIZATIONAL ANALYSIS
1. Organizational goals
2. Organizational resources
3. Organizational climate
4. Environmental constraints
Advantages of Conducting a Strategic/ Organizational Analysis
1. Strengths and weaknesses of the present workforce
2. Potential changes to HR policies needed to match new organizational
strategies
3. Training and HRD implications connected to changes in organizational
strategy
4. Appropriate training and HRD delivery mechanisms to match organizational
strategy
5. HRD evaluation efforts to demonstrate the contribution of HRD to the
• strategic management of the organization.

6. TASK ANALYSIS PROCESS
1. Develop an overall job description
2. Identify the task
a. Describe what should be done in the task
b. Describe what is actually done in the task
3. Identify what it takes to do the job
4. Identify areas that can benefit from training
5. Prioritize areas that can benefit from training
Step 1: Overall Job Description
job description
job analysis
job specification

7. Step 2: Task Identification
Five methods for task identification include:
1. Stimulus-response-feedback
2. Time sampling
3. Critical incident technique
4. Job inventories
5. Job-duty-task method
Step 3: Identify What It Takes to Do the Job
Knowledge
Skill
Ability
Step 4: Identify the Areas That Can Most Benefit from Training or HRD.
Step 5: Prioritize Training Needs

8. PERSON ANALYSIS
• Person analysis is directed at determining the training needs of the
individual employee.
• Depending on the nature of an individual’s work, that employee’s peers,
customers, and subordinates may also be in a position to provide
information that can be used to identify person-level needs.
• In fact, an evaluation approach called 360-degree performance appraisal
uses as many of these sources as possible to get a complete picture of an
employee’s performance.
• The sources for person analysis data include performance evaluation,
direct observation, tests, questionnaires, and critical incidents as sources
of information available for person assessment

9. Performance Appraisal in the Person Analysis Process
1. Perform or have access to a complete, accurate performance appraisal
2. Identify discrepancies between the employee’s behavior and/or traits and
those required for effective performance
3. Identify the source of the discrepancies
4. Select the intervention appropriate to resolve the discrepancies

10. DESIGNING EFFECTIVE HRD PROGRAMS
The key activities involved in designing an HRD program are:
1. Setting objectives
2. Selecting the trainer or vendor
3. Developing a lesson plan
4. Selecting program methods and techniques (including the appropriate use
of technology)
5. Preparing materials
6. Scheduling the program

11. THE “MAKE-VERSUS-BUY” DECISION: CREATING OR PURCHASING HRD
PROGRAMS
1. Cost: price relative to program content and quality
2. Credentials: including certificates, degrees, and other documentation of the
vendor’s expertise
3. Background: number of years in business and experience in the particular
content area
4. Experience: vendor’s prior clients, success with those clients, references
5. Philosophy: comparison of the vendor’s philosophy to that of the organization
6. Delivery method: training methods and techniques used
7. Content: topics included in program or materials
8. Actual product: including appearance, samples, or whether a pilot program is
available
9. Results: expected outcomes
10. Support: especially in terms of implementation and follow-up
11. Request for proposal (RFP): the match between a vendor’s offer and the
requirement spelled out in the organization’s request for a proposal.

12. SELECTING THE TRAINER
Selecting a trainer can be fairly easy when an organization has a large,
multifaceted training staff with the competencies and subject matter
expertise to train in high demand areas.
Effective trainers must be able to communicate their knowledge clearly, use
various instructional techniques, have good interpersonal skills, and the
ability to motivate others to learn.
Ideally, then, a subject matter expert (SME) should have the ability to train
others.

13. Train-the-Trainer Programs
The purpose of train-the-trainer programs is to provide subject matter
experts (SMEs) with the necessary instructional knowledge and skills to
design and implement a training program.
1. Developing trainee objectives and lesson plans
2. Selecting and preparing training materials
3. Selecting and using training aids (e.g., Microsoft® PowerPoint® slides,
videos, document cameras)
4. Selecting and using different training methods and techniques

14. Preparing a Lesson Plan
• Content to be covered
• Sequencing of activities
• Selection or design of training media
• Selection or development of experiential exercises (or both)
• Timing and planning of each activity
• Selection of the method of instruction to be used
• Number and type of evaluation items to be used

15. SELECTING TRAINING METHODS AND MEDIA
1. The objectives of the program
2. Time and money available
3. Availability of other resources
4. Trainee characteristics and preferences
PREPARING TRAINING MATERIALS
Program Announcements
Program Outlines
Training Manuals or Textbooks
SCHEDULING AN HRD PROGRAM
Scheduling during Work Hours
Scheduling after Work Hours
Registration and Enrollment Issues

16. IMPLEMENTING HRD PROGRAMS
TRAINING DELIVERY METHODS
ON-THE-JOB TRAINING (OJT) METHODS
Job Instruction Training (JIT)

17. Job Rotation
CLASSROOM TRAINING APPROACHES
1. Lecture
2. Discussion
3. Audiovisual media
4. Experiential methods
The Case Study Method
Business Games and Simulations
Role Playing
Behavior Modeling
Outdoor Education
5. Computer-based training (classroom-based)

18. COMPUTER-BASED TRAINING (CLASSROOM-BASED)
Computer-Aided Instruction.
Internet- and Intranet-Based Training.
Intelligent Computer-Assisted Instruction
SOME FINAL ISSUES CONCERNING TRAINING PROGRAM IMPLEMENTATION
ARRANGING THE PHYSICAL ENVIRONMENT
GETTING STARTED

19. EVALUATING HRD PROGRAMS
THE PURPOSE OF HRD EVALUATION
• Determine whether a program is accomplishing its objectives
• Identify the strengths and weaknesses of HRD programs, which can lead to
changes, as needed
• Determine the cost-benefit ratio of an HRD program
• Decide who should participate in future HRD programs
• Identify which participants benefited the most or least from the program
• Gather data to assist in marketing future programs
• Establish a database to assist management in making decision

20. KIRKPATRICK’S EVALUATION FRAMEWORK
1. Reaction (Level 1)
2. Learning (Level 2)
3. Behavior (Level 3)
4. Results (Level 4)
Brinkerhoff extends the training evaluation model to six stages
1. Goal Setting: What is the need?
2. Program Design: What will work to meet the need?
3. Program Implementation: Is the design working (with focus on
implementation of the program)?
4. Immediate Outcomes: Did participants learn?
5. Intermediate or Usage Outcomes: Are participants using what they
learned?
6. Impacts and Worth: Did the program make a worthwhile difference to the
organization?

21. A STAKEHOLDER APPROACH TO TRAINING EVALUATION

22. DATA COLLECTION FOR HRD EVALUATION
1 DATA COLLECTION METHODS

23. 2 CHOOSING DATA COLLECTION METHODS
3 TYPES OF DATA
4 THE USE OF SELF-REPORT DATA
Mono-method bias
Socially desirable responses
5 RESEARCH DESIGN
Pretest and post-test
Control group
ETHICAL ISSUES CONCERNING EVALUATION RESEARCH
Confidentiality
Informed Consent
Withholding Training
Use of Deception
Pressure to Produce Positive Results

24. ASSESSING THE IMPACT OF HRD PROGRAMS IN MONETARY TERMS
Evaluation of Training Costs
Issues in Computing and Using ROI Estimates
Utility Analysis
CLOSING COMMENTS ON HRD EVALUATION
Grove and Ostroff
1. Perform a needs analysis
2. Develop an explicit evaluation strategy
3. Insist on specific training objectives
4. Obtain participant reactions
5. Develop criterion instruments (to measure valued outcomes)
6. Plan and execute the evaluation study

25. STAFFING HR FUNCTION
OBJECTIVES
• Explain the key functions expected from HR strategist
• Understand HR competencies
• Discuss strategic role of HR director
STAFFING HR FUNCTION
• Quality improvement depends on high-quality personnel at all levels;
• Staff retention is important to support growth;
• The balance of motivation and cost reduction requires a clearly thought out
reward strategy that has maximum impact without sending costs out of
control;
• New HR technology can be used to capture process efficiencies and control
costs;
• HR specialists will become subject experts in a team of internal consultants
rather than members of the old-style hierarchy

26. HR SPECIALISTS AS STRATEGIC PARTNERS
1. Shared mind-set: To what extent does our company have the right culture
to achieve our goals?
2. Competence: To what extent does our company have the required
knowledge, skills, and abilities?
3. Consequence: To what extent does our company have the appropriate
measures, rewards and incentives?
4. Governance: To what extent does our company have the right organization
structure, communication systems and policies?
5. Capacity for change: To what extent does our company have the ability to
improve work processes, to change and to learn?
6. Leadership: To what extent does our company have the leadership to
achieve its goals?

27. HR AS A BUSINESS PARTNER
1. Strategic partner- the management of strategic human resources,
aligning HR and business strategy.
2. Change agent- the management of transformation and change, creating a
renewed organization.
3. Administrative expert- management of firm infrastructure, re-engineering
organizational processes.
4. Employee champion- management of employee contribution, increasing
employee commitment and capability.

28. KEY FUNCTIONS
• The strategist role
• The business partner role
• The innovator role
• The change manager role
HR COMPETENCIES