The document discusses human resource development and career planning. It defines HRD and describes its characteristics like being a planned process that develops competencies at different levels. The document also outlines various on-the-job and off-the-job training methods and discusses how career planning and development is a shared responsibility between organizations and employees.

1. Unit – 3:Unit – 3:
Human ResourceHuman Resource
DevelopmentDevelopment
By
Radhika
Faculty of Commerce &
Management

2. Introduction
 According to T.V Rao,
“HRD is the process of enabling people to make thing happen. It
deals both with the process of competency development in people
and creation of conditions to help people apply these competency
development in people and the creation of conditions to help
people apply these competencies for their own benefit and for that
of others.”

3. Characteristics of HRD
 HRD is a system: We must consider HRD as being up several
mutually dependent part or subsystem, such as procurement
,development and performance appraisal. change in any one
subsystem leads to change in other part.
 HRD is a planned process: HRD is a planned system of
developing people, it is a lifelong process.
 HRD develops competencies at four levels: At individual level
are made aware of their roles and what is expected of them, so that
they are able to improve their skill and attitudes accordingly. At
the dyadic level, stronger employer-employee relationships are
developed more trust, mutuality and help.

4. Managerial Training
Methods
I. On-the-Job Methods:
This refers to the methods of training in which a person learns a job
by actually doing/performing it. A person works on a job and
learns and develops expertise at the same time.
1. Understudy
In this the employee is trained by his or her supervisor. The trainee is
attached with his or her senior and called understudy or assistant.
For example, a future manager might spend few months as
assistant to the present manager.
2. Job rotation
This refers to shifting/movement of an employee from one job to
another on regular intervals.

5. Cont.
3. Special projects
The trainees' may ask to work on special projects related with
departmental objectives. By this, the trainees will acquire the
knowledge of the assigned work and also learn how to work with
others.
4. Experience
It refers to learning by doing. This is one of the oldest methods of on-
the-job training. Although this is very effective method but it also
very time-consuming and wasteful. Thus it should be followed by
other training methods.

6. Cont.
5. Committee assignment
In this, the trainees become members of a committee. The committee
is assigned a problem to discuss and make recommendations.
6. Coaching
In this, the supervisor or the superior acts as a guide and instructor of
the trainee. This involves extensive demonstration and continuous
critical evaluation and correction.

7. Cont.
II. Off-the-Job Methods:
These methods require trainees to leave their workplace and
concentrate their entire time towards the training objectives. These
days off-the-job training methods have become popular due to
limitations of the on-the-job training methods such as facilities and
environment, lack of group discussion and full participation among
the trainees from different disciplines, etc.

8. Cont.
1. Case study method:
This technique was developed by Harvard Business School, U.S.A. It
is used as a supplement to lecture method. A case is a written record
of a real business situation/problem faced by a company. The case is
provided to the trainees for discussion and analysis. Identification and
diagnose of the problem is the aim in case study method.
2. Incident method:
Incidents are prepared on the basis of actual situations which
happened in different organizations and each employee in the training
group is asked to make decisions as if it is a real-life situation. Later
on, the entire group discusses the incident and takes decisions related
to the incident on the basis of individual and group decisions.

9. Cont.
3. Role-playing:
In this method, the trainees are assigned a role, which they have to
play in an artificially created situation. For example, a trainee is
asked to play the role of a trade union leader and another trainee is
required to perform the role of a HR manager. This technique
results in better understanding of each other's situation by putting
foot in other's shoes.

10. Cont.
4. In-basket Method:
The employees are given information about an imaginary
company, its activities and products, HR employed and all data
related to the firm. The trainee (employee under training) has to
make notes, delegate tasks and prepare schedules within a specified
time. This can develop situational judgments and quick decision
making skills of employees.
5. Business games:
Business games involve teams of trainees. The teams discuss and
analyse the problem and arrive at decisions. Generally, issues
related with inventories, sales, R&D, production process, etc. are
taken up for consideration.

11. Cont.
6. Sensitivity (T-group) training:
In this type of training, a small group of trainees consisting of 10
to 12 persons is formed which meets in an unstructured situation.
There is no set agenda or schedule or plan. The main objectives
are more openness with each other, increased listening skills,
trust, support, tolerance and concern for others. The trainers serve
a catalytic role. The group meets in isolation without any formal
agenda. There is great focus on inter-personal behaviour. And, the
trainer provides honest but supportive feedback to members on
how they interacted with one another.

12. Cont.
7. Simulation:
Under this method an imaginary situation is created and trainees are
asked to act on it. For e.g., assuming the role of a marketing manager
solving the marketing problems or creating a new strategy etc.
8. Conferences:
A meeting of several people to discuss any subject is called conference.
Each participant contributes by analyzing and discussing various issues
related to the topic. Everyone can express their own view point.
9. Lectures:
This will be a suitable method when the numbers of trainees are quite
large. Lectures can be very much helpful in explaining the concepts and
principles very clearly, and face to face interaction is very much
possible.

13. CAREER PLANNING
 Current job: Does the employee have the skills to meet the
responsibilities of their current job?
 Gaps: Assess the person’s current levels of competency and their
future requirements. This will reveal what gaps need to be
addressed to develop their skills so they can meet future job
requirements.
 Future aspirations: Where does the employee see themselves in the
future? What business results do they hope to achieve?

14. Cont.
 Career plan: Develop a roadmap that enables the employee to
acquire the skill set needed for their current job and for the future.
Use a career plan template as part of the performance review
process. The template should include:
 Areas of development
 Development goals:
 Action steps
 Expected completion date
 Obstacles and solutions
 Evaluation criteria

15. Career Development
 In recent decades, career development has seen a shift in the way it
is approached. Traditionally, it was up to an organization to ensure
that its employees had the skills to meet the company’s long-term
goals. Now, however, employees advocate that they are and should
be responsible for their own career development.
 This shift has changed the way that organizations handle career
development. Career development is viewed today as a kind of
partnership with employees. It is also a key component of a
company’s attraction and retention strategy. Many candidates will
not consider employment with an organization unless it offers
career development as a basic component of its culture.

16. Cont.
Career development from two perspectives;
1. Organization:
Organizations should consider two factors when putting together their
career development program:
• The business plan
• Employee career paths
Clearly, an organization must consider its overall direction and goals
in order to assess the competencies that they need from their
workforce to be successful. It is equally important that the
organization take into account an employee’s motivation to
succeed as an individual.

17. Cont.
2. Employee:
Developing career paths that enable employees to understand their
options to grow in the organization gathering the information to
determine what skills they would need to achieve this.
Remember, career paths can entail promotions or lateral transfers. A
solid career path program requires detailed job descriptions and
support through management coaching.