Performance Management Cycle Stage 1

Planning thePerformance

Stage 2 Supporting

the Performance

Stage 3

Ongoing Performance

Review

Needs Development

Rewards

Stage 4

Formal Cyclic Performance

Review

Supporting the Performance

Ability to do

Willingness to do & appropriate behaviour

x Opportunity to do

xDegree of control over technology and external factors

x

What is HRD?

• Human resource development is any process or activity that has the potential to develop adults’ work-based competencies, job-related satisfaction, and manage and develop their careers, for personal as well as organizational gains.

HRD

Providing Education

Providing Training

Providing Guided Experience

Managing & Developing the Careers

So what is difference between the HRD and Training?

Short and Long-term dimensions of HRD

HR Maintenance HR Advancement

herein HRD means getting the employees trained, whenever required, to equip them with certain abilities just to cope with current necessities.

Herein, employee development envisages career path for the employees and involves their preparation for greater responsibilities and challenges in the future through setting up certain manpower development objectives so that the desired changes in the required skills could be realistically established in relation to the organization’s future needs.

Whereas,HRD ={HR Maintenance + HR Advancement}HRD = {IPP + PFF}

Case 1 Case 2

Different approaches towards the use of HRD

HRD

Problem-based HRD

(Reactive Approach)

Career-based HRD (Proactive

Approach)

Summary Problem-based

HRDCareer-based HRD

(Human Resource Maintenance)

(Human Resource Advancement)

Reduced Competency

Closing the performance gap and maintaining competitiveness

Projected Competencies

Improving KSAs/activities/processes and

creating new competitive advantage

Target of HRD

Nature of competency

gap

Factors causing the competency gap

• Changes in Market Trends• Changes in Customers Demands• Change in technology• Promotion to next cadre

• Transfer to new job with dominating element of discrimination

• Instant change in procedures

• Company plans and projects

• PDP

Problem-based HRD

• It constitutes the traditional approaches to HRD, reactive in nature – as a means to assess and address skill deficiencies in the organization.

• In practice this means that each role in the organization has a competency profile and the company can pursue its strategy only if all its people possess the appropriate competencies.

And, when people fail to acquire the required competency level, they face a performance gap.

Need for such HRD arises from change in the environmental demands that the individuals cannot fulfill through their current capacity level.

Reactive HRD Roadmap

Roadmap of Problem-based HRD

Performance Gap

Identifying the causes of Performance

Gap

Non-Competency causes

Competency- based causes

Non-learning interventions

Identifying the appropriate

learning interventions

Implementing the learning

interventions

Evaluating the learning

Transfer of learning if

needed

Career-based HRD

• This approach, that is proactive in nature, focuses more on the possibilities for an organization to perform even better than in the past than just fixing the deficiencies in the current competencies.

• It refers to the developmental interventions and techniques that are employed as catalysts for mental growth in organizations and possibly as a source of adding value to their competitiveness.

• Modern reflections of these trends are in the form of total quality management, team building, empowerment, etc that are believed to be not only of direct benefit to the organizations for their businesses, but can also make them run the risk of losing competitiveness if ignored.

• According to this approach, HRD supports strategy – both in making and in implementing.

HRD Role-players

Individual itself

Line ManagerHRD Professional

(Self-development)

(Facilitating , Training)

(Coaching , Providing exposures through osmosis, motivation to learn)

Organization Support, Opportunities,

Environment

PDP

Role of the Line Manager in On-the-Job Learning

• There is widely held belief that there will be more development for a wide range of people if line managers are more involved in L&D at work.

• This belief emanates from line managers’ role of being resource people in that they can transform the everyday events into occasions for learning and promoting the tacit knowledge through engaging their subordinates and getting engaged with them in physical and social activities.

• Thus, they can be seen as holding a gatekeeper role in respect of the provision of learning opportunities.

• Either they can open the gate to allow individuals access to developmental opportunities; or they can keep the gate closed.

• Consequently, in recent years, there has been considerable emphasis in organizational theory and practice on delegating to line managers responsibilities that were previously undertaken by specialist support departments.

The advantages of greater line management involvement in helping others to learn can be related to four main areas;•the quantity of L&D at work, •the quality of L&D at work, •an economical mode of L&D •more competent management in the organisation

Improved Quantity of L&D• Since the employees not need go off-the- job for

learning, almost every employee may get engaged into the process of formal learning on the job under the L&D programmes initiated by the line managers.

• Against this, amid learning systems headed by the HRD practitioners traditionally only selected people could have access to L&D programmes.

Improved Quanlity of L&D• The second argument is that there will be a better

quality of L&D at work for organisations and individuals if line managers are more directly involved.

The individual performance gaps can be more effectively closed by the help of the line managers since they are better familiar with their learning needs, learning styles as compared to development through the HRD practitioners who remain distant from the employees while working.

• On-the-job learning under the aegis of line managers is result of the healthy action-reflection cycle which is characteristic of an effective learning.

• Learning thus attained is of far lasting nature as well because of simultaneity of its application on the job.

An economical mode of L&D• L&D through line managers does not require the

employee to take time off completely from the job unlike the traditional classroom training, hence saves myriad of direct and indirect expenses.

Competent Management in the Organizations• The third argument is that requiring line managers to be more

involved in the L&D of employees will lead to a transformation of managers themselves.

• The belief is that by taking developmental responsibilities on board, line managers will have to change more, ultimately becoming more competent in interpersonal interactions in work teams, which in turn helps to enhance management in the organisation as a whole.

Barriers in devolution of HRD role to the Line Managers

• However, role of Line Managers in connection with on-the-job learning is not as straightforward as it looks.

• There is a belief that there will be less development on-the job for many if line managers are made more responsible for staff development because following reasons:

• First, line managers’ need to deal with immediate tasks always takes precedence over employees’ learning so they will be less concerned for employees’ development. Without the option of taking time out for imparting learning to the subordinates, learning will suffer.

• Even if time is set aside for learning, in the absence of well structured learning plans, employees will not get a complete and coherent package of L&D at work, which are not possible through the line managers until they are engaged in PDPs of the employees.

• Second, there is no reason to believe that line managers can be better skilled developers, coaches and mentors, and are able to organise and evaluate high quality L&D processes and practices.

• Third, true to their traditional attitude of indifference towards development of their staff in the real world, the line managers mostly act negatively keeping the gate of learning shut to the employees killing the richest chances of learning from on-the-job opportunities.

Common manifestation of such attitude is in the form of: •I haven’t got enough time to spend on training the people. I am already overloaded. •My boss never helped me how to do things. I learned it from myself and from my mistakes. So why should I have to worry about developing my people? •Training and development is personnel or training department responsibility. It is nothing to do with me.

• Besides, manager fear that:– Empowering people will make them weak. It will let

the subordinates take advantage of them. – They will lose all control of their team and the

subordinates will go off and do what they want. – People will take liberties the minute they (the

managers) turn back.– It might do them (the managers) out of a job if people

find out that the team can get along fine without them. Who needs managers if the staff take all the responsibility?

Discussion Questions

1. Define HRD. How it differs from merely maintenance of the human resources?

2. Discuss the difference between need driven HRD and opportunity based HRD and with the help of a model show that both play a complementary role for each in strategy formulation and strategy implementation .

3. Why the Line Managers by virtue of their position in the organizations are being seen as the best placed for the purpose of human resource development and identify the possible hurdles in the way as well?