Maris Stella College

(Autonomous)
Vijayawada
Bachelor of Management Studies
Semester: IV Paper III
Paper Title: Human Resource Management Paper Code: BMSC050

UNIT 3: Training, Management Development and HRD

Training: Concept, Needs, Systematic approach to training, Methods of Training.
Management Development: Concept and Methods. HRD: definition, goals and challenges

Training: Meaning, Definition and Types of Training!

Training constitutes a basic concept in human resource development. It is concerned with
developing a particular skill to a desired standard by instruction and practice. Training is a highly
useful tool that can bring an employee into a position where they can do their job correctly,
effectively, and conscientiously. Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.
Definition of Training:
Dale S. Beach defines training as ‘the organized procedure by which people learn knowledge
and/or skill for a definite purpose’. Training refers to the teaching and learning activities carried
on for the primary purpose of helping members of an organization acquire and apply the
knowledge, skills, abilities, and attitudes needed by a particular job and organization.
According to Edwin Flippo, ‘training is the act of increasing the skills of an employee for doing a
particular job’.
Need for Training:
Every organization should provide training to all the employees irrespective of their qualifications
and skills.
Specifically the need for training arises because of following reasons:
1. Environmental changes:
Mechanization, computerization, and automation have resulted in many changes that require
trained staff possessing enough skills. The organization should train the employees to enrich them
with the latest technology and knowledge.
2. Organizational complexity:
With modern inventions, technological upgradation, and diversification most of the organizations
have become very complex. This has aggravated the problems of coordination. So, in order to
cope up with the complexities, training has become mandatory.
3. Human relations:
Every management has to maintain very good human relations, and this has made training as one
of the basic conditions to deal with human problems.
4. To match employee specifications with the job requirements and organizational needs:
An employee’s specification may not exactly suit to the requirements of the job and the
organization, irrespective of past experience and skills. There is always a gap between an
employee’s present specifications and the organization’s requirements. For filling this gap training
is required.
5. Change in the job assignment:
Training is also necessary when the existing employee is promoted to the higher level or
transferred to another department. Training is also required to equip the old employees with new
techniques and technologies.
Importance of Training:
Training of employees and mangers are absolutely essential in this changing environment. It is an
important activity of HRD which helps in improving the competency of employees. Training gives
a lot of benefits to the employees such as improvement in efficiency and effectiveness,
development of self confidence and assists every one in self management.
The stability and progress of the organization always depends on the training imparted to the
employees. Training becomes mandatory under each and every step of expansion and
diversification. Only training can improve the quality and reduce the wastages to the minimum.
Training and development is also very essential to adapt according to changing environment.
Types of Training:
Various types of training can be given to the employees such as induction training, refresher
training, on the job training, vestibule training, and training for promotions.
Systematic Approach to Training
A comprehensive training programme involves the systematic development of various
competencies and facilitating the development of the knowledge, skills and attitude required by
the employees at work. It includes specific interrelated and interdependent steps which progress
systematically for getting the desired outcomes from the training & development efforts.
Understanding Organization’s Aims and Objectives
The systematic framework starts with the stage of understanding the organization’s aims and
objectives and the determination of the crucial strategies which will lead to the achievement of the
predefined goals/objectives. In other words, the first stage of a systematic approach to training
begins with the determination of a blueprint or a training & development roadmap.
Assessing/Analysing Training Needs
Training Needs Assessment essentially involves assessment of the gap between the desired level
of competencies and existing competencies required for handling a job. Training Needs Analysis
aims at assessing the discrepancy between what an employee should be doing at work and what
he or she is capable of doing.
Determining the Aims and Objectives the Learning & Development Programme
Determination of the training objectives while formulating a training plan is as important as
analyzing the budgetary permutations for conducting a comprehensive training programme. It
details what the trainees will be able to learn at the end of the training programme and how they
will be able to apply the learning at work. If training objectives are specified well in advance
during the planning stage itself, it will improve the effectiveness of the training programmes and
maximize the ROI.
Training Strategy Design
The Training Strategy Design stage is again a very crucial stage of the Systematic Framework of
Training & Development process. During this stage, the various possible alternatives are assessed
and compared for reaping the optimum benefits from a training & development exercise. It
includes analysis of the multiple parameters such as designing course modules/content framework,
deciding upon the training pedagogy or methodologies (Experiential or Classroom exercises),
Preparation of the Preview Learning Materials/Handouts for the trainees and identifying the
critical learning pointers for the trainees at the end of the training programme.
Implementation of the Training Strategy
During the training implementation stage, the trainer gives maximum importance to the selection
of the right training methodology for maximizing the learning experience and imparting value
with the help of the training programme. The methods may vary from outdoor training to in-house
sessions, experience sharing, counseling & feedback sessions, experiential or practical training,
on the job training, job rotation, case studies, deliberations and a lot more. It is mainly about
putting the training into actual practice.
Evaluating the quality and effectiveness of the Training
One of the most crucial stages of the Systematic Approach to Training is the evaluation of the
effectiveness of the training programme and implementing corrective actions for overcoming the
lacuna and ensuring the achievement of the Training & Development Goals.

Some of the commonly used training programs are listed below:

1. Induction training:
Also known as orientation training given for the new recruits in order to make them familiarize
with the internal environment of an organization. It helps the employees to understand the
procedures, code of conduct, policies existing in that organization.
2. Job instruction training:
This training provides an overview about the job and experienced trainers demonstrates the entire
job. Addition training is offered to employees after evaluating their performance if necessary.
3. Vestibule training:
It is the training on actual work to be done by an employee but conducted away from the work
place.
4. Refresher training:
This type of training is offered in order to incorporate the latest development in a particular field.
This training is imparted to upgrade the skills of employees. This training can also be used for
promoting an employee.
5. Apprenticeship training:
Apprentice is a worker who spends a prescribed period of time under a supervisor.
1. On-the-job Training (OJT) Methods:
This is the most common method of training in which a trainee is placed on a specific job and
taught the skills and knowledge necessary to perform it.
The advantages of OJT are as follows:
1. On the job method is a flexible method.
2. It is a less expensive method.
3. The trainee is highly motivated and encouraged to learn.
4. Much arrangement for the training is not required.
On-the-job training methods are as follows:
1. Job rotation:
This training method involves movement of trainee from one job to another gain knowledge and
experience from different job assignments. This method helps the trainee understand the problems
of other employees.
2. Coaching:
Under this method, the trainee is placed under a particular supervisor who functions as a coach in
training and provides feedback to the trainee. Sometimes the trainee may not get an opportunity
to express his ideas.
3. Job instructions:
Also known as step-by-step training in which the trainer explains the way of doing the jobs to the
trainee and in case of mistakes, corrects the trainee.
4. Committee assignments:
A group of trainees are asked to solve a given organizational problem by discussing the problem.
This helps to improve team work.
5. Internship training:
Under this method, instructions through theoretical and practical aspects are provided to the
trainees. Usually, students from the engineering and commerce colleges receive this type of
training for a small stipend.
2. Off-the-job Methods:
On the job training methods have their own limitations, and in order to have the overall
development of employee’s off-the-job training can also be imparted. The methods of training
which are adopted for the development of employees away from the field of the job are known as
off-the-job methods.
The following are some of the off-the-job techniques:
1. Case study method:
Usually case study deals with any problem confronted by a business which can be solved by an
employee. The trainee is given an opportunity to analyse the case and come out with all possible
solutions. This method can enhance analytic and critical thinking of an employee.
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.
3. Role play:
In this case also a problem situation is simulated asking the employee to assume the role of a
particular person in the situation. The participant interacts with other participants assuming
different roles. The whole play will be recorded and trainee gets an opportunity to examine their
own performance.
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:
According to this method the trainees are divided into groups and each group has to discuss about
various activities and functions of an imaginary organization. They will discuss and decide about
various subjects like production, promotion, pricing etc. This gives result in co-operative decision
making process.
6. Grid training:
It is a continuous and phased programme lasting for six years. It includes phases of planning
development, implementation and evaluation. The grid takes into consideration parameters like
concern for people and concern for people.
7. 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.
8. 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.
9. Management education:
At present universities and management institutes gives great emphasis on management education.
For e.g., Mumbai University has started bachelors and postgraduate degree in Management. Many
management Institutes provide not only degrees but also hands on experience having collaboration
with business concerns.
10. 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.
Management Development
Concept:
“Executive or management development is a planned process of learning and growth designed to
bring behavioural change among the executives.”
It is continuous process of learning. It implies that there will be a change in knowledge and
behavior of the individuals undergoing development programme. The employee will be able to
perform his present job better and will increase his potential for future work.
Managers develop themselves by participating in formal training courses organised by the
organisation. They also make use of actual job experience in learning new behavior and the
organisation must provide opportunities for development of its managers. But an equal, but more
important, counterpart to the efforts of the organisation is those of the individuals. Self-
development is an important concept in the whole programme of executive development.
Management development is a process in which managers working at different levels learn and
improve their ability, capability, knowledge and skills for improving the performance of individual
as well as organisation. The effectiveness of managers at work contributes a lot to the success of
every organisation.
The new approach of human resource management is that money used in development of
employees and managers is considered as an investment and not as a cost. Along with their jobs
the managerial staff is provided opportunities to learn and improve their competencies. This whole
process is known as management development.
The managerial staff is prepared to improve their performance on present jobs and preparing them
for further assignments also. Management development is a systematic process of training and
growth by which managerial personnel gain and supply skills, knowledge, attitudes and insights
to manage the work in their organisations effectively and efficiently.
Management development programme includes the activities — short courses, leadership courses,
management education and training programmes, coaching, guiding and mentoring. These
programmes can be conducted in-house or outside by consultants or experts.
Management development is defined by the leading management experts as follows:
“A conscious and systematic process to control the development of managerial resources in the
organisation for the achievement of goals and strategies.”
An attempt to improve managerial effectiveness through a planned and deliberate learning process.
“It is a programme of training and planned personal development purporting to prepare and aid
managers in their present and future jobs.” (Yoder)
“Management development is a business led process. The business determines what kind of
managers it requires to accomplish its strategic goals as well as how to obtain and develop such
managers. Although there is stress of self-development, the business must indicate the directions
towards which self-development should occur?” (Armstrong)

In the opinion of Molander, “management development is a conscious and systematic process to

control the development of managerial resources in the organisation for the achievement of goals
and strategies.”

That function which forms deep understanding of business goals and organisational requirements,
undertakes are –
(i) To forecast need, skill mixes and profiles for many positions and level.
(ii) To design and recommend the professional, career and personal development to ensure
competence.
(iii) To move from the concept of management to the concept of ‘managing’.

The process of ensuring that an organisation has the appropriate management skills and
competencies to meet its developing needs. Existing skills and abilities are assessed, and actual or
potential shortfalls are identified with the aim of ameliorating them. Various programmes and
interventions may be used for this purpose; including training, mentoring, or role-play and team-
building exercises. – A Dictionary of Business and Management.
“The process of developing knowledge, skills, ability, and capability called competences of
managerial and potential managerial staff of the organisation. It is a planned process to manage
the changes by talented and motivated managers for improving overall effectiveness of the
organisation”.

From the study of various definitions of management development, it is said that it is an

intervention for development of the organisation. This is the approach of the management to deal
with the planned changes in the organisation. Keeping in view the changing needs of the
environment the managerial staff is educated, trained and equipped with the competencies so that
as and when the need arises can be managed effectively.
The objective of management development process is to improve the effectiveness of the
organisation through effectiveness of managers and potential managers in future. Through this the
organisation improves internal strength of manpower. The approach is focusing present as well as
future.
The following are some of the important on-the-job and off-the-job techniques of management
development.
1. On-the-Job Techniques:
These are the most widely used techniques. No other technique may interest the trainee so much
as these do since the location of the learner is not an artificial one as the classroom. The success
of these techniques depends on the immediate supervisor and how good a teacher he is. On-the-
job techniques are especially useful for certain groups like scientific and technical personnel.
Though the costs of training initially appear to be low they may turn out to be high when wastages
of all kinds are considered under this type of training.
This method of learning in isolation may prove to be inadequate but in combination with the other
techniques will be excellent.
The important on-the-job training techniques are:
I. Coaching,
II. Job Rotation,
III. Under Study,
IV. Multiple Management.
I. Coaching:
In coaching the trainee is placed under a particular supervisor who acts as an instructor and teaches
job knowledge and skills to the trainee. He tells him what he wants him to do, how it can be done
and follows up while it is being done and corrects errors.
“Coaching should be distinguished from counseling…. Counseling… involves a discussion
between the boss and his subordinates of areas concerned with the man’s hopes, fears, emotions,
and aspirations. It reaches into very personal and delicate matters. To be done correctly, counseling
demands considerable background and ability on the part of the counselor. If carried out poorly,
it may do considerable damage.”
The act of coaching can be done in several ways. The executive apart from asking them to do the
routine work may ask them to tackle some complex problem by giving them chance to participate
in decision-making.
One of the important limitations of this technique is that the individual cannot develop much
beyond the limits of his own boss’s abilities.
II. Job Rotation:
The transferring of executives from job to job and from department to department in a systematic
manner is called Job Rotation. When a manager is posted to a new job as part of such a programme,
it is not merely an orientation assignment. He has to assume the full responsibility and perform all
kinds of duties.
The idea behind this is to give him the required diversified skills and a broader outlook, which are
very important at the senior management levels. It is upto the management to provide a variety of
job experiences for those who have the potential for higher ranks before they are promoted.
Job rotation increases the interdepartmental cooperation and reduces the monotony of work. It
makes the executives in general management and does not allow them to confine themselves to
their specialised field only.
III. Understudy:
“An understudy is a person who is in training to assume at a future time, the full responsibility of
the position currently held by his superior.” This method supplies the organisation a person with
as much competence as the superior to fill his post which may fall vacant because of promotion,
retirement or transfer.
An understudy may be chosen by the department or its head. He will then teach what all his job
involves and gives him a feel of what his job is. This under study also learns decision-making as
his superior involves him in the discussion of daily operating problems as well as long-term
problems. The leadership skills can also be taught by assigning him the task of supervising two or
three people of the department.
IV. Multiple Management:
Multiple Management is a system in which permanent advisory committees of managers study
problems of the company and make recommendations to higher management. It is also called
Junior-board of executives system. These committees discuss the actual problems and different
alternative solutions after which the decisions are taken.
The technique of multiple management has certain advantages over the other techniques.
They are:
(i) Members have the opportunity to acquire the knowledge of various aspects of business.
(ii) It helps to identify the members who have the skills and capabilities of an effective manager.
(iii) Members have the opportunity to participate in the group interaction and thereby gain the
practical experience of group decision-making.
(iv) It is relatively an inexpensive method; and
(v) Considerable number of executives can be developed in a short span of time.
On-the-Job Experience:
Managers learn and acquire various skills and knowledge by doing the job assigned. This
technique can be used along with other techniques of management development.
2. Off-The-Job Techniques:
Because of the fact that on-the-job techniques have their own limitations, these off-the-job
techniques are considered important to fill those gaps.
The following are some of the important off-the-job techniques:
(I) The case study
(II) Incident method
(III) Role playing
(IV) In basket method
(V) Business game
(VI) Sensitivity training
(VII) Simulation
(VIII) Grid training
(IX) Conferences
(X) Lectures
(XI) Behaviour modelling
(XII) Transactional Analysis
(XIII) Structured Insight
(XIV) Special Courses
(XV) Special Meetings
(XVI) Special Readings, and
(XVII) Specific Projects.
(I) The Case Study:
Case is a description of management problem/situation as viewed or presented to a decision-
maker. Cases are prepared on the basis of actual business situations that happened in various
organisations. The trainees are given cases for discussing and deciding upon the case. Then they
are asked to identify the apparent and hidden problems for which they have to suggest solutions.
The situation is generally described in a comprehensive manner and the trainee has to distinguish
the significant facts from the insignificant, analyse the facts, identify the different alternative
solutions, select and suggest the best. This whole exercise improves the participant’s decision-
making skills by sharpening their analytical and judging abilities.
Why Case Study?
i. Enhances analytic, problem solving and critical thinking skills.
ii. Participants can master complex knowledge, skills and attitude areas.
iii. Active participation.
iv. Encourage learning process- Questioning, interpreting.
v. Enhances team problem skills and interaction skills.
(II) Incident Method:
This method was developed by Paul Pigours. It aims to develop the trainee in the areas of
intellectual ability, practical judgment and social awareness.
Incidents are prepared on the basis of actual situations which happened in different organisations.
Each employee in the training group is asked to study the incident and to make short-term
decisions in the role of a person who has to cope with the incident in the actual situation.
Later, the group studies and discusses the incident and takes decisions relating to incident, based
on the group interaction and decisions taken by each member. Thus, this method is similar to a
combination of case method and in-basket method.
(III) Role Playing:
A problem situation is simulated by asking the participants to assume the role of particular person
in the situation. The participant interacts with other participants assuming different roles. Mental
set of the role is described but no dialogue is provided.
The whole play may be tape-recorded and the trainee may thus be given the opportunity to examine
his or her own performance.
Role playing gives the participants vicarious experiences which are of much use to understand
people better. This method teaches human relations skills through actual practice. The exemplary
role playing situations are: a grievance discussion, employment interview, a sales presentation,
etc.
(IV) In-Basket Method:
The trainees are first given background information about a simulated company, its products, key
personnel, various memoranda, requests and all data pertaining to the firm. The trainee has to
understand all this, make notes, delegate tasks and prepare memos within a specified amount of
time.
Abilities that this kind of exercise develops are:
i. Situational judgment in being able to recall details, establishes priorities, interrelate items and
determine need for more information.
ii. Social sensitivity in exhibiting courtesy in written notes, scheduling meetings with personnel
involved and explaining reasons for actions taken.
iii. Willingness to make decision and take action.
(V) Business Games:
Under this method, the trainees are divided into groups or different teams. Each team has to discuss
and arrive at decisions concerning such subjects as production, pricing, research expenditure,
advertising, etc., assuming it to be the management of a simulated firm.
The other teams assume themselves as competitors and react to the decision. This immediate
feedback helps to know the relative performance of each team. The team’s co-operative decision
promotes greater interaction among participants and gives them the experience in co-operative
group processes.
All this develops organisational ability, quickness of thinking, leadership qualities and the ability
to adopt under stress.
Advantages and Disadvantages of Business Games:
Advantages:
i. Provides efficient learning situation
ii. Highest level of involvement of participants
iii. Enhance Decision-Making ability
iv. Analyse situations logically
v. Can be used for cross-functional areas also.
Disadvantages:
i. Improper handling may cause confusion
ii. Some games lack validation
iii. May be far from reality
iv. Too costly
v. Time consuming.
(VI) Sensitivity Training:
The main objective of sensitivity training is the “Development of awareness of and sensitivity of
behavioural patterns of oneself and others.” This development results in the (i) increased openness
with others, (ii) greater concern for others, (iii) increased tolerance for individual differences, (iv)
less ethnic prejudice, (v) understanding of group processes, (vi) enhanced listening skills, (vii)
increased trust and support.
The role played by the trainee here is not a structured one as in role play. It is a laboratory situation
where one gets a chance to know more about himself and the impact of his behaviour on others. It
develops the managerial sensitivity, trust, and respect for others. One of the limitations of
sensitivity training is that it exacts a huge emotional cost from the manager
(VII) Simulation:
Under this technique the situation is duplicated in such a way that it carries a closer resemblance
to the actual job situation. The trainee experiences a feeling that he is actually encountering all
those conditions. Then he is asked to assume a particular role in the circumstances and solve the
problems by making a decision. He is immediately given a feedback of his performance.
One of the limitations of this method is that it is very difficult to duplicate the situation to the
extent of making the trainee feel the pressures and realities of actual decision-making on the job.
The very fact that the trainee knows that it is an artificial situation prevents him from experiencing
all that he experiences in real job situation.
(VIII) Managerial Grid:
It is a six phase programme lasting from three to five years. It starts with upgrading managerial
skills, continues to group improvement; improves inter group relations, goes into corporate
planning, develops implementation method and ends with an evaluation phase. The grid represents
several possible leadership styles. Each style represents a different combination of two basic
orientations – concern for people and concern for production.
(IX) Conferences:
A conference is a meeting of several people to discuss the subject of common interest. But
contribution from members can be expected as each one builds upon ideas of other participants.
This method is best suited when a problem has to be analysed and examined from different
viewpoints.
It helps the members develop their ability to modify their attitudes. Participants enjoy their method
of learning as they get an opportunity to express their views.
The success of the conference depends on the conference leader. In order to make the conference
a success, the conference leader must be able to see that the discussion is thorough and concentrate
on the central problem by encouraging all the participants to develop alternatives and present their
viewpoints and by preventing domination by a few participants.
(X) Lectures:
It is the simplest of all techniques. This is the best technique to present and explains series of facts,
concepts, and principles. The lecturer organises the material and gives it to a group of trainees in
the form of talk.
The main uses of lectures in executive development are:
(i) It is direct and can be used for a larger group of trainees.
(ii) It presents the overview and scope of the subject clearly.
(iii) It presents the principles, concepts, policies and experiences in the shortest time. Thus, it is a
time saving technique.
The lectures do not give scope for student participation and may sometimes be boring which in
turn hinders learning. Skills can be learnt only by doing and therefore lectures are of no use for
technical skills.
(XI) Behaviour Modelling:
Behaviour modelling is an approach that demonstrates desired behaviour and provides trainees the
chance to practice and role play/imitate those behaviours and receive feedback. This technique
combines several training methods. This technique involves four basic components viz.,
a. Learning points – Learning points, which are normally a sequence of behaviours, are to be
identified and taught.
b. Model – Participants view films/videotapes in which a model manager’s action is portrayed.
(XII) Transactional Analysis:
This is developed and popularized by Eric Berne through his book on “Games People Play” and
Thomas Harris through his book on “I’m OK, You’re OK” respectively. Transactional analysis is
the analysis of transactions between two or more persons. The major areas of transactional analysis
can be explained through ego states, transactions and stroking.
Ego is a hypothetical construct and is used to help explain the complex dynamics of the human
personality. Transactional Analysis uses three ego states viz., Child (C) Ego; Adult (A) Ego and
Parent (P) ego. A number of transactions take place between two or more individuals. They are
classified as complementary, crossed and ulterior transactions. Crossed and ulterior transactions
result in conflict whereas complementary transactions are desirable to improve inter-personal
relations.
(XIII) Structured Insight:
Under structured insight, trainers collect data with regard to attitudes and values of trainees, and
compare the data with the chosen model of behaviours. Then the trainers provide deviations
between the chosen models and the trainee’s behaviour and enable the trainee to develop some
insight into makeup and implications of their chosen modes of behaviours. This process develops
the trainee to modify his/her behaviours in the lines of chosen model behaviours.
(XIV) Special Courses:
Various business schools, management institutes and consultancy organisations conduct special
courses in management development. These organisations conduct generic and company-based
customized special courses. Various companies depute their managers to these courses. Trainees
learn and acquire special skills and knowledge in these special courses.
(XV) Special Meetings:
Companies, business schools and consultancy organisations organise special meetings in order to
train managers and enable them to acquire specific skills and knowledge.
(XVI) Special Readings:
Managers are provided with special papers, books, reports and the like with a specific note.
Managers read these specific notes from the books and papers and enrich their specific managerial
knowledge.
(XVII) Specific Projects:
Companies depute managers on a specific assignment in various projects. Managers while
working in these projects learn multiple skills and knowledge under flexible and comprehensive
environments.
HRD
HRD Concept
• Human Resource Development is the part of human resource management that specifically deals
with training and development of the employees in the organization. • Development of human
resources is essential for any organization that would like to be dynamic and growth-oriented.
• HRD concept was first introduced by Leonard Nadler in 1969 in a conference in US. “He defined
HRD as those learning experience which are organized, for a specific time, and designed to bring
about the possibility of behavioral change”.
• The focus of all aspects of Human Resource Development is on developing the most superior
workforce so that the organization and individual employees can accomplish their work goals in
service to customers
HRD Definitions
• According to Leonard Nadler, "Human resource development is a series of organised activities,
conducted within a specialised time and designed to produce behavioural changes.“
• According to M.M. Khan, "Human resource development is the across of increasing knowledge,
capabilities and positive work attitudes of all people working at all levels in a business
undertaking."
The Concept of HRD
• Acquire or sharpen capabilities required to perform various functions associated with their
present or expected future roles;
• Develop their general capabilities as individuals and discover and exploit their own inner
potentials for their own and/or organisational development purposes; and
• Develop an organisational culture in which supervisor-subordinate relationships, teamwork and
collaboration among sub-units are strong and contribute to the professional well-being, motivation
and pride of employees.
Difference between HRD and HRM
• The human resource management is mainly maintenance oriented whereas human resource
development is development oriented.
• Organisation structure in case of human resources management is independent whereas human
resource development creates a structure, which is inter-dependent and inter-related.
• Human resource management mainly aims to improve the efficiency of the employees whereas
aims at the development of the employees as well as organisation as a whole.
• Responsibility of human resource development is given to the personnel/human resource
management department and specifically to personnel manager whereas responsibility of HRD is
given to all managers at various levels of the organisation.
• HRM motivates the employees by giving them monetary incentives or rewards whereas human
resource development stresses on motivating people by satisfying higher-order needs.

The goals of HRD are to develop:

 The capabilities of each employee as an individual

 The capabilities of each individual in relation to his or her present role
 The capabilities of each employee in relation to his or her expected future role(s)
  The dyadic relationship between each employee and his or her supervisor,
 The team spirit and functioning in every organisational unit
 Collaboration among different units of the organisation
 The organisation’s overall health and self-renewing capabilities which, in turn, increase
the enabling capabilities of individuals, dyads, teams, and the entire organisation.

The common challenges faced by HRD professionals are:-

(a)Culture or attitude:
Different countries have different culture and as the world has become a global village HRD
Professionals have to face the cultural challenges in different countries or with the employees
belonging to the different countries.
(b)Technology or skills:
The pace of technological development is very high and the new technologies are replacing the
older ones quickly. Same is the case with techniques and technologies use for training. An HR
professional has to upgrade his skills and knowledge to meet the requirements of the new
generation.
(c)Values of behaviour:
The HRD professionals have to adjust themselves to the emerging new values as principle centric
leadership is becoming trend in the corporate world. Values like trust credibility timeliness and
the simpler rules are becoming the corners stone of many businesses.
(d)Knowledge or information:
Enhancement of knowledge is also a big challenge for HRD professional as they have to
understand the different philosophies demonstrated at different places in the world. For example
the philosophy related to leadership changes dramatically in organizations from different parts of
the world
(e)Life style or habits:
The life style of an employee is also important for HRD professionals because they have to
understand the habits of the employees and then decide the training that needs to be imparted for
bringing a change in the habits of the employees.
(f)Knowledge of new practices:
An HRD professional has to be aware of the new practices adopted by the organization around
globe. An HRD professional should know about the practices like dignity of individual, retention
of employees, leadership by examples, clear conscience relationship with employees share holder,
vendors, suppliers, customers and society at large.
(g)Environment:
An open environment is required for the success of an organization. The organizational
environment should have meritocracy, fearless, justice, speed imagination and accountability. It
is the job of the HRD professional to inspire the employee to perform better ones this environment
is created in the organization.

http://www.yourarticlelibrary.com/human-resource-development/training-meaning-definition-
and-types-of-training/32374

https://www.slideshare.net/vbdevanpsy/training-human-resource-management-hrm
https://www.slideshare.net/tanujpoddar/hrm-training-development
https://www.businessmanagementideas.com/management/management-development-meaning-
importance-and-aims/4600
http://www.yourarticlelibrary.com/human-resource-development/human-resource-development-
features-scope-and-objectives/32371