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UNIT I
Introduction to HRD
What is Human Resource Development?
Human resource development (HRD) refers to a set of systematic and
planned activities designed by an organization to provide its members with
the opportunities to learn necessary skills to meet current and future job
demands.
HRD seeks to develop peoples knowledge, expertise, productivity, and
satisfaction, whether for personal or group/team gain, or for the benefit of
an organization, community, nation, or, ultimately, the whole of humanity.
Human resource development (HRD) encompasses a range of organizational
practices that focus on learning: training, learning, and development;
workplace learning; career development and lifelong learning; organization
development; organizational knowledge and learning

Definition of Human Resource Development
A. Werner and DeSimone A set of systematic and planned activities designed
by an organization to provide its members with the opportunities to learn
necessary skills to meet current and future job demands.
B. Richard Swanson - a process for developing and unleashing human
expertise through training and development and organization development
for the purpose of improving performance.
C. Jacobs and Park - the process used by individuals when engaged in
training programs, education and development courses, or some type of
experiential learning activity for the purpose of acquiring the competence
necessary to meet current and future work requirements.
D. McLagan - HRD is the integrated use of training and development, career
development and organizational development to improve individual and
organizational effectiveness
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E. Gilley - HRD is organized learning activities arranged within an
organization to improve performance and personal growth for the purpose of
improving the job, the individual, and the organization
F. Smith - HRD is the process of determining the optimum methods of
developing and improving the human resources of an organization and the
systematic improvement of the performance of employees through training,
education and development and leadership for the mutual attainment of
organizational and personal goals

Evolution of Human Resource Development
A. Early Apprenticeship Training Programs
The origins of HRD can be traced to apprenticeship training programs in
the eighteenth century.
During this time, small shops operated by skilled artisans produced
virtually all household goods, such as furniture, clothing, and shoes.
To meet a growing demand for their products, craft-shop owners had to
employ additional workers.
Without vocational or technical schools, the shopkeepers had to educate
and train their own workers. For little or no wages, these trainees, or
apprentices, learned the craft of their master, usually working in the
shop for several years until they became proficient in their trade.
Apprentices who mastered all the necessary skills were considered
yeomen, and could leave their master and establish their own craft
shops; however, most remained with their masters because they could
not afford to buy the tools and equipment needed to start their own craft
shops.
To address a growing number of yeomen, master craftsmen formed a
network of private franchises so they could regulate such things as
product quality, wages, hours, and apprentice-testing procedures.
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These craft guilds grew to become powerful political and social forces
within their communities, making it even more difficult for yeomen to
establish independent craft shops. By forming separate guilds called
yeomanries, the yeomen counterbalanced the powerful craft guilds and
created a collective voice in negotiating higher wages and better working
conditions.
Yeomanries were the forerunners of modern labor unions.

B. Early Vocational Education Programs
In 1809, a man named DeWitt Clinton founded the first recognized,
privately funded vocational school, also referred to as a manual school,
in New York City.11 The purpose of the manual school was to provide
occupational training to unskilled young people who were unemployed or
had criminal records. Manual schools grew in popularity, particularly in
the Midwestern states, because they were a public solution to a social
problem: what to do with misdirected youths. Regardless of their intent,
these early forms of occupational training established a prototype for
vocational education.

C. Early Factory Schools
With the advent of the Industrial Revolution during the late 1800s,
machines began to replace the hand tools of the artisans. Scientific
management principles recognized the significant role of machines in
better and more efficient production systems. Specifically, semiskilled
workers using machines could produce more than the skilled workers in
small craft shops. This marked the beginning of factories as we know
them today.
Factories made it possible to increase production by using machines and
unskilled workers, but they also created a significant demand for the
engineers, machinists, and skilled mechanics needed to design, build,
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and repair the machines. Fueled by the rapid increase in the number of
factories, the demand for skilled workers soon outstripped the supply of
vocational school graduates. To meet this demand, factories created
mechanical and machinist training programs, which were referred to as
factory schools.
Factory school programs differed from early apprenticeship programs in
that they tended to be shorter in duration and had a narrower focus on
the skills needed to do a particular job.

D. Early Training Programs for Semiskilled and Unskilled Workers
Although both apprenticeship programs and factory schools provided
training for skilled workers, very few companies during this time offered
training programs for unskilled or semiskilled workers. This changed
after two significant historical events.
The first was the introduction of the Model T by Henry Ford in 1913. The
Model T was the first car to be mass-produced using an assembly line, in
which production required only the training of semiskilled workers to
perform several tasks.
Another significant historical event was the outbreak of World War I. To
meet the huge demand for military equipment, many factories that
produced nonmilitary goods had to retool their machinery and retrain
their workers, including the semiskilled.
E. The Human Relations Movement
One of the undesirable by-products of the factory system was the
frequent abuse of unskilled workers, including children, who were often
subjected to unhealthy working conditions, long hours, and low pay. The
appalling conditions spurred a national anti-factory campaign. Led by
Mary Parker Follett and Lillian Gilbreth, the campaign gave rise to the
human relations movement advocating more humane working
conditions. Among other things, the human relations movement provided
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a more complex and realistic understanding of workers as people instead
of merely cogs in a factory machine.
The human relations movement highlighted the importance of human
behavior on the job. The movement continued into the 1940s, with World
War II as a backdrop. Abraham Maslow published his theory on human
needs, stating that people can be motivated by both economic and
noneconomic incentives. He proposed that human needs are arranged in
terms of lesser to greater potency (strength), and distinguished between
lower order (basic survival) and higher order (psychological) needs
F. The Establishment of the Training Profession
With the outbreak of World War II, the industrial sector was once again
asked to retool its factories to support the war effort.
As with World War I, this initiative led to the establishment of new
training programs within larger organizations and unions.
The federal government established the Training With in Industry (TWI)
Service to coordinate training programs across defense-related
industries.
The TWI also trained company instructors to teach their programs at
each plant.
By the end of the war, the TWI had trained over 23,000 instructors,
awarding over 2 million certificates to supervisors from 16,000 plants,
unions, and services
G. Emergence of Human Resource Development
During the 1960s and 1970s, professional trainers realized that their role
extended beyond the training classroom.
The move toward employee involvement in many organizations required
trainers to also coach and counsel employees.
Training and development (T&D) competencies therefore expanded to
include interpersonal skills such as coaching, group process facilitation,
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and problem solving. This additional emphasis on employee development
inspired the ASTD to rename itself as the

American Society for Training and Development (ASTD).

ASTD is the world's largest association dedicated to training and
development professionals
Role of ASTD
Provides resources for training and development professionals,
educators, and studentsresearch, analysis, benchmarking, online
information, books, and other publications.
Brings professionals together in conferences, workshops, and online.
Offers professional development opportunities for training practitioners,
from a Job Bank and Career Center, to certificate programs, and the only
credential offered in the field: the Certified Professional in Learning and
Performance (CPLP).
Serves as the voice of the profession to the media and to public policy
makers in the U.S., and collaborates with other associations,
organizations, and educational institutions to advance the profession.
Recognizes excellence and sets the standard for best practices in learning
and performance







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The Relationship between Human Resource Management and
HRD/Training
Human resource management (HRM) can be defined as the effective selection
and utilization of employees to best achieve the goals and strategies of an
organization, as well as the goals and needs of employees.

HRM can be divided into primary and secondary functions.
Primary Functions
Those are directly involved with obtaining, maintaining, and developing
employees.
Secondary Functions
They either provide support for general management activities or are
involved in determining or changing the structure of the organization.

Primary Functions of HRM
A. Human Resource Planning activities are used to predict how changes in
management strategy will affect future human resource needs. These
activities are critically important with the rapid changes in external market
demands. HR planners must continually chart the course of an organization
and its plans, programs, and actions.
B. Equal Employment Opportunity activities are intended to satisfy both the
legal and moral responsibilities of an organization through the prevention of
discriminatory policies, procedures, and practices. This includes decisions
affecting hiring, training, appraising, and compensating employees.
C. Staffing (Recruitment and Selection) activities are designed for the timely
identification of potential applicants for current and future openings and for
assessing and evaluating applicants in order to make selection and
placement decisions.


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D. Compensation and Benefits Administration is responsible for establishing
and maintaining an equitable internal wage structure, a competitive benefits
package, as well as incentives tied to individual, team, or organizational
performance.
E. Employee (Labor) Relations activities include developing a
communications system through which employees can address their
problems and grievances. In a unionized organization, labor relations will
include the development of working relations with each labor union, as well
as contract negotiations and administration.
F. Health, Safety, and Security activities seek to promote a safe and healthy
work environment. This can include actions such as safety training,
employee assistance programs, and health and wellness programs.
G. Human Resource Development activities are intended to ensure that
organizational members have the skills or competencies to meet current and
future job demands. This last point, quite obviously, is the focus of this
book.
Secondary HRM Functions
Organization/job design activities are concerned with interdepartmental
relations and the organization and definition of jobs.
Performance management and performance appraisal systems are used
for establishing and maintaining accountability throughout an
organization.
Research and information systems (including Human Resource
Information Systems) are necessary to make enlightened human
resource decisions.





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Human Resource Development Functions by Pat McLagan The
Human Resource Wheel.

In 1989, the American Society for Training and Development (ASTD)
sponsored a study by Pat McLagan that sought to identify the HRD roles
and competencies needed for human resource departments to function
effectively.
The study revealed that the focus of human resource had expanded from
traditional training and development activities to include career
development and organizational development issues.
In the ASTD study, McLagan developed a model of HRD practice that he
referred to as the human resource wheel.
The wheel shows the array of HRD and HRM functions revealed by the
study.
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In McLagans model, primary HRM functions include HR research and
information systems, union/labor relations, employee assistance, and
compensation/benefits. HRD functions focus on improving and developing
individual employees and the organization as a whole through training and
development, organization development, and career development. Functions
that support both HRM and HRD are selection and staffing, performance
management systems, and human resource planning.


1. Training and Development (T&D)
Training and development (T&D) focus on changing or improving the
knowledge, skills, and attitudes of individuals.
Training typically involves providing employees the knowledge and skills
needed to do a particular task or job, though attitude change may also be
attempted.
Developmental activities have a longer-term focus on preparing for future
work responsibilities while also increasing the capacities of employees to
perform their current jobs.
HRD
Functions
Training and
Development
Organization
Development
Career
Development
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Methods of Training and Development (T&D)
A. Employee Orientation is the process by which new employees learn
important organizational values and norms, establish working relationships,
and learn how to function within their jobs.
B. Skills and Technical Training Programs then narrow in scope to teach the
new employee a particular skill or area of knowledge.
C. Coaching Process individuals are encouraged to accept responsibility for
their actions, to address any work-related problems, and to achieve and
sustain superior levels of performance.
D. Counseling Techniques are used to help employees deal with personal
problems that may interfere with the achievement of these goals.
E. Management Training and Development Programs to ensure that
managers and supervisors have the knowledge and skills necessary to be
effective in their positions.

2. Organization Development
Organization development (OD) through planned interventions that apply
behavioral science concepts.
OD emphasizes both macro and micro organizational changes:
Macro Changes are intended to ultimately improve the effectiveness of
the organization as a whole,
Micro Changes are directed at individuals, small groups, and teams. For
example, many organizations have sought to improve organizational
effectiveness by introducing employee involvement programs that require
fundamental changes in work expectations, reward systems, and
reporting procedures.



The role of the HRD professional involved in an OD intervention is generally to
function as a change agent. Facilitating change often requires consulting with
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and advising line managers on strategies that can be used to effect the desired
change.
The HRD professional may also become directly involved in carrying out the
intervention strategy by such means as facilitating a meeting of the employees
responsible for planning and implementing the actual change process.

3. Career Development
Career development is an ongoing process by which individuals
progress through a series of stages, each of which is characterized
by a relatively unique set of issues, themes, and tasks.
Processes of Career development:
A. Career Planning involves activities performed by an individual, often
with the assistance of counselors and others, to assess his or her skills
and abilities in order to establish a realistic career plan.
B. Career Management involves taking the necessary steps to achieve that
plan, and generally focuses more on what an organization can do to
foster employee career development. There is a strong relationship
between career development and T&D activities. Career plans can be
implemented, at least in part, through an organizations training
programs.

HRD Climate & Culture
Organizational climate is a set of characteristics of an organization which are
referred in the descriptions employees make of the policies, practices and
conditions which exist in the working environment. - Abraham



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What is needed to Develop Organizational Climate in
Organization?
A. Top to Bottom Effort: Organisation is considered to be complete
organisation after including top authority to bottom line of workers. And
whenever we talk about development at organizational level effort is needed
from top level to bottom level. Top authority should not have thinking in
their mind that their task is to only take decisions but they should also
emphasized on proper implementation of decision by adopting various
controlling technique. Bottom level workers should have loyal mind-set
towards their organisation. Bottom level workers have to work with
dedication. They should have realisation that organisation is their
organisation.
B. Motivator Role of Manager and Supervisor: - To prepare Human Resource
Development Climate, Manager and Supervisors responsibilities are more or
we can say that they are the key players. Manager and Supervisors have to
help the employees to develop the competencies in the employees. To help
the employees at lower level they need to updated properly and they need to
share their expertise and experience with employees.
C. Faith upon Employees: In the process of developing HRD Climate employer
should have faith on its employees capabilities. Means whatever amount is
invested that should be based on development of employees. Top
management should trust the employees that after making huge effort to
develop employees, employees will work for the well being of organisation
and for human being also.
D. Free Expression of Feelings: Whatever Top management feels about
employees they have to express to employees and whatever employees think
about top management it must be express in other words we can say that
there should not be anything hidden while communication process. Clear
communication process will help to establish the HRD Climate.

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E. Feedback: Feedback should be taken regularly to know the drawbacks in
system. This will help to gain confidence in employees mind. Employee will
trust on management and he can express his opinion freely which is very
good for HRD Climate. Feedback will help to remove the weakness.
F. Helpful Nature of Employees: Whenever we talk about 100% effort then we
have to talk about employees effort too. Nature of employees should be
helping for management and for its colleagues. They should be always read
to help to customers too.
G. Supportive Personnel Management: Personnel policies of organisation
should motivate employees to contribute more from their part. Top
managements philosophy should be clear towards Human Resource and its
well being to encourage the employees.
H. Encouraging and Risk Taking Experimentation: - Employees should be
motivated by giving them authority to take decision. This concept is risky
but gradually it will bring expertise in employees to handle similar situation
in future. It will help to develop confidence in employees mind. Organisation
can utilize and develop employees more by assigning risky task.
I. Discouraging Stereotypes And Favoritism: - Management need to avoid
those practices which lead to favoritism. Management and Managers need to
give equal importance. Those people who are performing good they need to
appreciate and those who are not performing good they need to be guided.
Any kind of partial behaviour should be avoided.
J. Team Spirit: - There must be feeling of belongingness among the
employees, and also willingness to work as a team.





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Components of HRD Climate
1. Organisational Structure - An organizations structure is actually a
snapshot of a work process, frozen in time so that it can be viewed. The
structure enables the peoples energy to be focused towards process
achievement and goal achievement. Employee must have a clear definition
of not only the work structure but also the role used to organize the work. If
the structure and the role is not clear, people will not know what the work
process is, who is responsible for what, whom to go for help and decision,
and who can Assist in solving problems that may arise.
2. Organisational Culture - Organisational culture is the pattern of beliefs,
knowledge, attitudes, and customs that exists within an organisation.
Organizational culture may result in part from senior management beliefs or
from the beliefs of employees. Organizational culture can be supportive or
unsupportive, positive or negative. It can affect the ability or willingness of
employees to adapt or perform well within the organisation.
3. HR Processes - The HR system of an organisation should be comprehensive
enough to take care of employees from the time they join till the time they
leave HR. Their demands must not be ignored, but a feeling of
belongingness be created. Process should be very clear and impartial, so
that employees faith in organization. From recruitment to retirement whole
process should be according to employees expectation and ability of
employer.









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Measuring HRD Climate
1. Economic condition An organisations economic condition influences its culture
in several ways. The more prosperous an organisation is the more it can afford to
spend on research and the more it can afford to risk and be adventurous.
2. Leadership Style: - An organisation leadership style plays a profound role in
determining several aspects of its culture. An authoritarian style may make the
organisations culture characterized by high position structure, low individual
autonomy, low reward orientation, low warmth and support and so on, or it may be
opposite, like goal directed leadership.
3. Managerial assumption about human nature: - Every act on the part of the
management that involves human beings is predicated upon assumptions,
generalizations and hypotheses relating to human behaviour. There are two
theories of behaviour (Theory X and Theory Y).
4. Managerial values and ethos: - The feeling of managers about norms and values
what is good and what is poor as management practice. There are few dimensions
on which it can be checked. They are self-awareness, risk-taking, participation,
bureaucracy, equity, employees security and growth.
5. Organization size: - An small organizations there are few levels of management,
these are generally more amenable to democratic and participative functioning
than big organizations. More open communication system in small organizations.
Hence these organizations have a different type of climate than what are in big
organizations.











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Roles and Competencies of an HRD Professional
An HRD professional must perform a wide variety of functional roles.
To carry out these various roles, HRD professionals need to possess many
different skills or competencies.
In their Mapping the Future study, Bernthal and colleagues describe three
areas of foundational competencies needed by all HRD professionals

Foundational competencies are depicted as falling into three areas:
1. Personal
2. Interpersonal
3. Business/Management.
HRD professionals then make use of these foundational competencies as
they develop particular areas of expertise.


1. Bottom of the Pyramid -
Foundational Competencies

2. Middle of the Pyramid -
Areas of Expertise

3. Top of the Pyramid- four
key roles for HRD
professionals

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I. Personal Competencies
A. Demonstrating Adaptability
o The ability to change (or be changed) to fit changed circumstances.
B. Modeling Personal Development
o A process of individual self-development and the development of
others.
2. Interpersonal Competencies
A. Building Trust
B. Communicating Effectively
C. Influencing Stakeholders
D. Leveraging Diversity
E. Networking and Partnering

3. Business/Management Competencies
A. Analyzing Needs and Proposing Solutions
B. Applying Business Acumen
C. Driving Results
D. Planning and Implementing Assignments
E. Thinking Strategically

II. Areas of Expertise: Supported by Technology
A. Designing Learning
B. Improving Human Performance
C. Delivering Training
D. Measuring and Evaluating
E. Facilitating Organizational Change
F. Managing the Learning Function
G. Coaching
H. Managing Organizational Knowledge
I. Career Planning and Talent Management

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III. Workplace Learning and Performance Roles
1. Learning Strategist
o He involved in the high-level decision making concerning how HRD
initiatives will support the goals and strategies of an organization.
2. The Business Partner
o He works together with managers and others in determining how the
HRD initiative will be implemented and evaluated.
3. The Project Manager
o He involved with the day-to-day planning, funding, and monitoring of
HRD initiatives.
4. The Professional Specialist
o He adds his or her expertise to particular areas, for example,
designing, developing, delivering, and evaluating an HRD initiative.

Roles Played By of HRD Professionals
A. The HRD Executive/Manager
Primary responsibility for all HRD activities.
HRD executive must work closely with the HRM executive
Promote the value of HRD
Establishes a clear relationship between HRD expenditures and
organizational effectiveness
B. The HRD Practitioner

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Other HRD Roles and Outputs for HRD Professionals
1. The HR Strategic Advisor consults strategic decision-makers on HRD
issues that directly affect the articulation of organization strategies and
performance goals. Outputs include HR strategic plans and strategic
planning education and training programs.

2. The HR Systems Designer and Developer assists HR management in the
design and development of HR systems that affect organization
performance. Outputs include HR program designs, intervention strategies,
and implementation of HR programs.

3. The Organization Change Agent advises management in the design and
implementation of change strategies used in transforming organizations.
The outputs include more efficient work teams, quality management,
intervention strategies, implementation, and change reports.

4. The Organization Design Consultant advises management on work
systems design and the efficient use of human resources. Outputs include
intervention strategies, alternative work designs, and implementation.

5. The Learning Program Specialist (or instructional designer) identifies
needs of the learner, develops and designs appropriate learning programs,
and prepares materials and other learning aids. Outputs include program
objectives, lesson plans, and intervention strategies.

6. The Instructor/Facilitator presents materials and leads and facilitates
structured learning experiences. Outputs include the selection of
appropriate instructional methods and techniques and the actual HRD
program itself.



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7. The Individual Development and Career Counselor assists individual
employees in assessing their competencies and goals in order to develop a
realistic career plan. Outputs include individual assessment sessions,
workshop facilitation, and career guidance.

8. The Performance Consultant (or coach) advises line management on
appropriate interventions designed to improve individual and group
performance. Outputs include intervention strategies, coaching design, and
implementation.

9. The Researcher assesses HRD practices and programs using appropriate
statistical procedures to determine their overall effectiveness and
communicates the results to their organization. Outputs include research
designs, research findings and recommendations, and reports.

A Framework for the HRD Process
HRD programs and interventions can be used to address a wide range of
issues and problems in an organization.
They are used to orient and socialize new employees into the organization,
provide skills and knowledge, and help individuals and groups become more
effective.
To ensure that these goals are achieved, care must be taken when designing
and delivering HRD programs.
HRD interventions should be designed using a four-step process or
sequence: Needs Assessment, Design, Implementation, and Evaluation.
This can be referred to as the A DImE framework (assess, design,
implement, and evaluate).



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The HRD Process - ADImE


1. Needs Assessment
What is Need?
Difference or gap between what an organization expects to happen and
what actually occurs.
A discrepancy between expectations and performance
A need can be either a current deficiency, such as poor employee
performance, or a new challenge that demands a change in the way
the organization operates (e.g., new legislation or increased
competition).

What is Need Assessment?
A process by which an organizations HRD needs are identified and
articulated.

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Need Assessment 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.
Various Types of Needs
a) Performance
b) Diagnostic
Factors that can prevent problems from occurring
c) Analytic
Identify new or better ways to do things
d) Compliance
Mandated by law or regulation

Levels of Need Assessment
1. Organizational analysis
Where is training needed and under what conditions?
It looks at the effectiveness of the organization and determines where
training is needed and under what conditions it will be conducted.
Source of Organizational Analysis
Mission statement
HRM inventory
Skills inventory
Quality of Working Life indicators
Efficiency indexes
System changes
Exit interviews


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2. Task analysis
What must be done to perform the job effectively?
It provides data about a job or a group of jobs and the knowledge, skills,
attitudes and abilities needed to achieve optimum performance.
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.
3. Individual analysis.
Who should be trained and how?
It analyzes how well the individual employee is doing the job and
determines which employees need training and of what kind.


Sources for Individual Analysis
Performance evaluation.
Performance problems.
Observation.
Work samples.
Interviews.
Questionnaires.
Attitude surveys.
Checklists or training progress charts.


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2. Design Phase
The design phase also involves selecting and developing the content of
the program.
This means choosing the most appropriate setting for the program (e.g.,
on the job, in a classroom, online, or some combination), the techniques
used to facilitate learning (such as lecture, discussion, role play,
simulation), and the materials to be used in delivering the program (such
as workbooks, job aids, web-based or web-enhanced materials, films,
videos, Microsoft PowerPoint presentations, etc.)
Inherent in these decisions is the issue of whether to develop the
program in-house or purchase it (or parts of it) from an outside vendor.
selecting the specific objectives of the program
developing an appropriate lesson plan for the program
developing or acquiring the appropriate materials for the
trainees to use determining who will deliver the program
selecting the most appropriate method or methods to conduct
the program scheduling the program
Design Phase Activities Include
A. Setting objectives
B. Selecting the trainer or vendor
C. Developing lesson plans
D. Selecting methods and techniques
E. Preparing materials
F. Scheduling training







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Setting Objectives

Training Delivery Methods
A. On-the-Job Training
B. Off- the- Job Training
C. Classroom Training
D. Self-Paced Training

A. On-the-Job Training
1. Job Instruction Training (JIT)
Prepare the worker; present the task, Practice the task, Follow up.
2. Job Rotation
Train on different task/ positions, often used to train entry level
managers, To provide back up in production position.
3. Coaching
Between worker and supervisor. Can provide specific performance
improvement and correction.
4. Mentoring
Senior employee paired with a junior employee (protg), Helps to
learn the ropes, Prepares protg for future advancement
HRD objectives
Performance Assemble a chair
Conditions
using a
screwdriver and
hammer
Criteria
within one hour
without
mistakes
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B. Off- the- Job Training
Day release
Distance learning / evening classes
Block release courses
Sandwich courses
Sponsored courses in higher education
C. Classroom Training
Lecture
Discussion
Experimental Methods
Self-Paced or Computer-Based Training

D. Audiovisual Media Methods
STATIC MEDIA- Printed materials, Lecture notes, Work aids, Handouts
DYNAMIC MEDIA- Audio cassettes, CDs, Film, Videotape, Video disc
TELECOMMUNICATIONS- Instructional TV, Teleconferencing,
Videoconferencing

3. Implementation Phase
The goal of the assessment and design phases is to implement effective HRD
programs or interventions. This means that the program or intervention must
be delivered or implemented using the most appropriate means or methods (as
determined in the design phase). Delivering any HRD program generally
presents numerous challenges, such as executing the program as planned,
creating an environment that enhances learning, and resolving problems that
may arise (missing equipment, conflicts between participants, etc.).



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4. Evaluation Phase
Program evaluation is the final phase in the training and HRD process.
This is where the effectiveness of the HRD intervention is measured.
This is an important but often underemphasized activity.
Careful evaluation provides information on participants reaction to the
program, how much they learned, whether they use what they learned
back on the job, and whether the program improved the organizations
effectiveness.
HRD professionals are increasingly being asked to provide evidence of the
success of their efforts using a variety of hard and soft measures, that
is, both bottom line impact, as well as employee reaction.
This information allows managers to make better decisions about various
aspects of the HRD effort, such as:
Continuing to use a particular technique or vendor in future
programs
Offering a particular program in the future
Budgeting and resource allocation
Using some other HR or managerial approach (like employee
selection or changing work rules) to solve the problem



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