BARATHY,
HERE IS SOME USEFUL MATERIAL.
I HAVE SPLIT THE ANSWER INTO 2 PARTS
PART 1 AND PART 2
REGARDS
LEO LINGHAM
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PART 1
HRD--HUMAN RESOURCE DEVELOPMENT IS THE VEHICLE
FOR RE-ENERGIZATION OF ANY ORGANIZATION.
HRD as "
a series of organised activities conducted within a specified time and designed to produce
behavioural change. HRD is about human beings functioning in productive systems".
particularly important because in HRD there is no preconceived recipe for success.
Every HRD process has to be designed, implemented, monitored and evaluated
according to its specific environment.
"Learning organisations are possible because, deep down we are all learners. No one has to teach an
infant to learn … Learning organisations are possible because not only it is our nature to learn but we
love to learn"
All categories of staff IN AN ORGANIZATION (managers, researchers, technicians or
support service staff; university or non-university educated staff are in principle eligible for benefiting from this HRD strategy.
Although the emphasis of this strategy is put on the permanent employees of the organization
there are also possibilities of training & development under this strategic framework
for the non-permanent staff .
HRD Strategies
Strategies are policies for action to achieve major goals; they are recipes for succeeding which are both planned in advance and emergent as experience is gained
HRD strategies are policies for action to achieve learning and development for performance improvement;
Not just formal written ‘training plans’, updated annually and used, for allocating budgets- though these can exist
They reflect core beliefs and the cultures of different kinds of organisations, leading to different levers for action
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HRD STRATEGIES : THE OPTIONS
The Systematic Training strategy; job analysis, training professionals and formal courses
Business Orientation; business objectives, managerial involvement and performance review
Continuous Development and learning environments, self development (of self and by self )
1.Systematic Training Strategy
The planning and organisation of formal on-job training and off-job courses
Off-job course are run either inside the organisation or by outside providers
These course are designed and delivered by training specialists and professionals
Such training is often recognised or accredited and leads to the award of some qualification
Contextual Features
Bureaucratic culture
Formal systems
Accountable HRD professionals in action
2.Business Orientation
The promotion and advocacy of performance improving interventions by managers
E.g. National Training Awards Framework
Contextual Features
Performance culture
Project-management based
Manager led
3.Continuous Development
Aim to achieve a ‘learning organisation’, founded on experiential learning analysis
Contextual Features
Coaching and mentoring systems and culture
Self–directed and learner led
Personal Development Plans (PDPs)
Axioms
Any learning is a good thing as it leads to the embracing of the new and the extension of skills and capability
Learning which has the most potency is that chosen and specified by the learners themselves
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Improvements in L&D process and practices
Formalise training procedures
Systematic instruction required
Develop tools to assist trainers
Set and use standards for competence
Clarify trainers roles and responsibilities
Get senior management commitment
Provide clearer guidelines to trainees
Improve record keeping; about the organisation, about training
Train the trainers
Test the STAFF
Benefits to the organization
Handle change more effectively
Encourage a learning culture
Contribute to productivity
Enhance confidence and morale
Help communications in the workplace
The outcomes may be qualification but are often not linked to qualifications and are seen to benefit the employer and employee by keeping the latter interested and able to learn.
adaptability in their daily work
commitment to the organisation
better information retention skills
higher morale
increased personal performance
more commitment and better understanding of job specific training
self confidence more willingness to learn
an increased ability to thrive on change
more ability to work effectively in teams
more commitment to building their careers or improving job prospects
BROAD AIMS OF CORPORATE HRD
Alignment to organizational business strategy
Blended learning adaptation
Promoting a culture of learning throughout the company
Integration of educational partners into the corporate university
HUMAN RESOURCE DEVELOPMENT IS A MAJOR INTERVENTIONIST
TOOL IN THE CORPORATE / ORGANIZATION DEVELOPMENT.
HR DEVELOPMENT includes subsystems like
HRD SYSTEMS/ SUBSYSTEMS INCLUDE
-org. learning
-training
-education
-development
-Training evaluation
-e learning
-management development
-career planning
-career development.
-induction
-orientation
-performance management
-personal development
-KNOWLEDGE MANAGEMENT
-WORKLIFE PROGRAMS
etc etc
1.ORGANIZATION learning
Organizational learning theory is concerned with how learning takes place in organizations. It focuses on collective learning but takes into account the proposition that organizations do not perform the actions, that produce the learning; it is individual members of the organization who behave in ways that lead to it, although organizations can create conditions which facilitate such learning.
ORGANIZATIONAL LEARNING
Organizational learning is concerned with the development of new knowledge or insights that have the potential to influence behaviour . It takes place within the wide institutional context of inter-organizational relationships and 'refers broadly to an organization's acquisition of understanding, know-how, techniques and practices of any kind and by any means. Organizational learning examines how in this context individual and team learning can be translated into an organizational resource and is therefore linked to processes of knowledge management .
Organizational learning could be defined as a process of 'coordinated systems change, with mechanisms built in for individuals and groups to access, build and use organizational memory, structure and culture to develop long term organizational capacity'.
Organizational learning is not simply the sum of the learning of individuals and groups across the organization. It can be said that without effective processes and systems linking individual and organizational learning, it can never be made effective.
Outcomes of organizational learning
Organizational learning outcomes contribute to the development of a firm's resourcebased capability. This is in accordance with one of the basic principles of human resource management, namely that it is necessary to invest in people in order to develop the intellectual capital required by the organization and thus increase its stock of knowledge and skills. Human capital theory indicates that: 'The knowledge and skills an employee has - which comes from education and training, including the training that experience brings - generate productive capital'.
It is equally important that the organizational learning focus should be on developing 'organizational capability'. This means paying attention to the intricate and often unnoticed or hidden learning that takes place and influences what occurs within the organization. 'Hidden learning' is acquired and developed in the normal course of work by people acting as individuals and,importantly as groups.
The process of organizational learning
Organizational learning can be characterized as an intricate three-stage process consisting of knowledge acquisition, dissemination and shared implementation . Knowledge may be acquired from direct experience, the experience of others or organizational memory.
Organizational learning takes place in a learning cycle as shown below.
[1]
Questioning
Exploring with
others the
outcomes and
behaviour
Reviewing and required Agreeing
consultation Working with
[6] By considering others to [2]
broader organizational explore
implications and learning needs
changing practices
Impienientation Modelling
By all parties Identifying with
[5] fulfilling other types of [3]
their part of the learning
agreement opportunities to
Negotiation help respond to
To agree rights and
opportunities to support
personal and team change
[4 ]
Principles of organizational learning
Five principles of organizational learning:
1.The need for a powerful and cohering vision of the organization to be communicated and maintained across the workforce in order to promote awareness of the need for strategic thinking at all levels.
2.The need to develop strategy in the context of a vision that is not only powerful but also open-ended and unambiguous. This will encourage a search for a wide rather than a narrow range of strategic options, will promote lateral thinking and will orient the knowledge creating activities of employees.
3.Within the framework of vision and goals, frequent dialogue, communication
and conversations are major facilitators of organizational learning.
4.It is essential continuously to challenge people to re-examine what they take for granted.
5.It is essential to develop a conducive learning and innovation climate.
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2.TRAINING
Training is concerned with the teaching of specific, factual,
narrow - scoped subject matter and skills. It is a formal
classroom learning activities.
EXAMPLES
*TIME MANAGEMENT COURSE.
*NEGOTIATION SKILL COURSE
etc.
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3.MANAGEMENT Development
is concerned with a broader subject matter
of a conceptual or theoretical nature and the development
of personal attitudes. It comprises all learning experiences,
both on and off the job, including formal, classroom training.
EXAMPLES
*JOB ROTATION.
*PROJECT HANDLING
*OVERSEAS COURSE LIKE [ HARVARD ]
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4.Education
is the act, process or art of imparting knowledge and skill
thru
-instruction
-pedagogics
-schooling
-teaching
-training
-tuition
-coaching
etc etc
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5.-e learning
learning facilitated and supported through the use of information and communications technology, e-learning can cover a spectrum of activities from supported learning, to blended learning (the combination of traditional and e-learning practices), to learning that is entirely online.
Whatever the technology, however,
learning is the vital element. ...
E-learning is delivered using electronic delivery methods such as
-CD-ROMs,
-video conferencing,
-websites and
-e-mail.
Often used in distance-learning programmes.
Covers a wide set of applications and processes such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet, audio and videotape, satellite, and CD-ROM. However, many organizations only consider it as a network-enabled transfer of skills and knowledge.
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" What are its advantages?
Advantages
Key advantages of E-learning are
- flexibility,
-convenience and
-the ability to work at any place where an internet connection is available and
-at one’s own pace.
E-classes are asynchronous which allows learners to participate and complete coursework in accordance with their daily commitments. This makes an E-learning education a viable option for those that have other commitments such as family or work or cannot participate easily e.g. depending on a disablility. There are also transportation cost (and time) benefits with not having to commute to and from campus.
The cost benefits of E-learning to large corporate organizations are difficult to ignore.
LEARNING ENVIRONMENT
When using E-learning to train users of corporate computer systems, normally achieved by way of simulation-based learning content, the learner finds himself in a software environment that is exactly like the real one but which does not carry the same error risk. Unlike classroom training, users may repeat the E-learning course without duplicating the cost.
COST BENEFITS
It is commonly accepted that the initial cost of an E-learning implementation is expensive (once-off development cost), but that the cost of training (per user) goes down exponentially as more learners use the E-learning course material.
SPOT EVALUATION
When using E-learning simulations to assess learning progress, the instructor is assessing the actual competence of the user to perform a transaction and not merely knowledge of the system.
OTHER BENEFITS
-E-learning are the ability to communicate with fellow classmates independent of metrical distance, a greater adaptability to learner's needs,
-more variety in learning experience with the use of multimedia and the non-verbal presentation of teaching material. Streamed video recorded lectures and MP3 files provides visual and audio learning that can be reviewed as often as needed.
-For organizations with distributed and constantly changing learners (e.g. restaurant staff), E-learning has considerable benefits when compared with organizing classroom training.
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6.career planning /development.
Career Planning is a critical element / outcome of SUCCESSION PLANNING,
Performance appraisal and Potential assessment systems.
The process of career planning
Career planning is the key process in career management. It uses all the information provided by the organization's assessments of requirements, the assessments of performance and potential and the management succession plans, and translates it in the form of individual career development programs and general arrangements for management development, career counseling, mentoring and management training.
MERITS OF Career Planning & Development Programs.
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FOR INDIVIDUALS
-Knowledge of various career opportunities / individual priorities.
-Internal promotuions, Up gradation and transfers
-Improves employees performance
-career growth as professionals
-professional growth opportunities
-opportunities for learning
-rewards for achievements
-performance oriented working
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FOR ORGANIZATIONS
-attracting and retaining talent
-Availability of human resources
-It ensures that people get equal opportunities for growth and development.
-Enhances cultural diversity
-Promote organizational goodwill
-roles are clarified in career counseling .
-more realistic approach of what is expected of them.
-personal career planning ability is increased
-human resource systems are effectively utilized
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7. orientation
The orientation process is to effectively integrate the new employee into your organization
and assists with retention, motivation, job satisfaction, and quickly enabling each individual
to become contributing members of the work team
Purposes of Orientation
Orientation isn't just a nice gesture put on by the organization. It serves as an important element of the recruitment and retention process. Some key purposes are:
To Reduce Startup Costs: Proper orientation can help the employee get "up to speed" much more quickly, thereby reducing the costs associated with learning the job.
To Reduce Anxiety: Any employee, when put into a new, strange situation, will experience anxiety that can impede his or her ability to learn to do the job. Proper orientation helps to reduce anxiety that results from entering into an unknown situation, and helps provide guidelines for behavior and conduct, so the employee doesn't have to experience the stress of guessing.
To Reduce Employee Turnover: Employee turnover increases as employees feel they are not valued, or are put in positions where they can't possibly do their jobs. Orientation shows that the organization values the employee, and helps provide the tools necessary for succeeding in the job.
To Save Time for the Supervisor: Simply put, the better the initial orientation, the less likely supervisors and co-workers will have to spend time teaching the employee.
To Develop Realistic Job Expectations, Positive Attitudes and Job Satisfaction: It is important that employees learn as soon as possible what is expected of them, and what to expect from others, in addition to learning about the values and attitudes of the organization. While people can learn from experience, they will make many mistakes that are unnecessary and potentially damaging. The main reasons orientation programs fail: The program was not planned; the employee was unaware of the job requirements; the employee does not feel welcome.
All new employees should complete a new employment orientation program that is designed to assist them in adjusting to their jobs and work environment and to instill a positive work attitude and motivation at the onset.
A thoughtful new employee orientation program can reduce turnover and save an organization thousands of dollars. One reason people change jobs is because they never feel welcome or part of the organization they join. The most important principle to convey during an orientation is your commitment to continuous improvement and continual learning. That way, new employees become comfortable with asking questions to obtain the information they need to learn, problem solve and make decisions.
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8.induction
The INDUCTION should be simple to understand but must
be complete to create satisfaction in the minds of the new
employee.
This INDUCTION should cover three specified areas
-Corporate culture
-Policies and procedures
-Safety , benefits, rights and responsibilities.
ORGANIZATION
-history
-Mission
-Vision
-Organizaional Philosophy
-Organizational objectives
-Organizational structures
-Industry
-Products and services
-Customers
-Employee's department
-Facilities
COMPENSATION
-pay schedule
-payroll deductions
-worker's compensation [ if any]
BENEFITS
-medical [ if any]
-life insurance
-pension
-credit union [ if any]
-employee purchase [ if any]
-service rewards
ATTENDANCE
-work hours
-rules on lateness, sickness, absence
LEAVE AND HOLIDAYS
-holidays
-leave policy
HEALTH AND SAFETY
-safety guidelines
-first aid
-emergency procedure
SECURITY
-security procedures
-restricted areas
-confidentiality
COMMUNICATION
-Co. newsletter
-bulletins board
-employee handbook
-emails
TRANSPORTATION
-co. bus [ if any]
-parking
-travel policies
-travel expenses
PERSONAL
-rest breaks
-meal breaks
-smoking policy
-canteen locations
PERFORMANCE/ RESPONSIBILITIES
-expectation from the employees
-ethical standards
-conflict of interest
-probationary period
-dress code
-performance reviews
-suggestion box
-equal opportunity
-sexual harassment
etc
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9. performance management
Definition of Performance Management
Performance management is the practice of actively using performance data to improve the organization's health. This practice involves strategic use of performance measures and standards to establish performance targets and goals, to prioritize and allocate resources, to inform managers about needed adjustments or changes in policy or program directions to meet goals, to frame reports on the success in meeting performance goals, and to improve the quality of management/organization practice.
Performance Management is an ongoing dialogue between manager and employee that links expectations, ongoing feedback and coaching, performance evaluations, development planning, and follow-up.
Set Expectations
As a best practice, we encourage supervisors to define expectations for every position. These expectations and performance measurement standards should be communicated to new employees, and reviewed at least once a year with all employees. Expectations for each position can include: purpose of the position, key responsibilities - both tasks and duties, conduct expectations, and performance standards, as well as, measures such as quality, quantity, timeliness, initiative, and teamwork for each key responsibility.
Gather Data
Performance evaluations should not be a one time event. Supervisors are encouraged to gather data regarding employee performance in a systematic manner throughout the year. The Performance Record and the Coaching Log are guides that can be used by supervisors, in addition to their own best practices, to gather data throughout the year and provide ongoing feedback to employees regarding performance. This information will then be available to supervisors when drafting the Annual Performance Evaluation.
Performance Evaluations
As a supervisor, your role is to set expectations, gather data, and provide on going feedback to your employees to assist them in utilizing their skills, expertise and ideas to produce results. To provide this direction, you should communicate to employees what is expected of them, define satisfactory performance for those expectations, and then monitor and evaluate the performance on an on going basis.
The Annual Performance Evaluation should provide a comparison of actual on-the-job performance to established performance measurement standards. The Annual Performance Evaluation encourages periodic and structured communication between supervisors and employees about the job, and should take place continuously. While day-to-day evaluation is usually informal,
Annual performance evaluations are the final phase of an effective performance management system. As a best practice, we recommend that the process start with performance planning between the supervisor and the employee in which they discuss expectations, performance standards, and objectives for the next year. The performance management process both ends and begins anew with the Annual Performance Evaluation.
Feedback
Feedback is a process by which effective performance is reinforced and less-than-desirable performance is corrected. Feedback should be information that highlights the relationship between what is expected and what has been accomplished after the work is performed or the action is taken.
Feedback can take many forms; it can be informal or formal. It can be given as praise in the form of reward and recognition, or it can be corrective in the form of disciplinary or corrective action.
Development Planning
Development planning is the process of creating experiences for your employees that promote skills and knowledge related to the position, as well as to professional growth.
Development plans draw from the Performance Evaluation:
Performance goals or needs (deficiencies) to be addressed
The employee, with supervisor assistance, identifies ways to achieve those goals and/or address performance deficiencies in systematic ways
Address opportunities for professional growth
Agreement and/or commitment between employee and supervisor
Planned follow-up
etc etc
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PART 2 FOLLOWS