DEVELOPMENT OF HUMAN RESOURCES | CAIIB BFM NOTES

DEVELOPMENT OF HUMAN RESOURCES | CAIIB BFM NOTES

HRD AND ITS SUBSYSTEMS 

It provides an organised learning experience which increases the possibility of improving the growth in job performance in a definite period of time.

It is referred to the process through which the employees of an organization are helped in a planned and continuously for the below purposes:

• It helps in acquiring & sharpening their capabilities which are required to perform different functions which could be related to their present or expected jobs in future.
• HRD also helps in developing the general capability of individuals and helps in discovering and exploiting the inner potential for their personal as well as organizational development.
• It develops a strong culture of supervisor and subordinate relationships, teamwork, and collaboration among the subunits of the organization and as well provides for the professional well-being, motivation, and pride of employees. 

GOALS OF HRD

The main objectives of human resource development are to develop:

• Each employee’s capability as an individual 

• Each individual capability in relation to his or her present role 

• Each employee’s capability as any related to his or her expected role in the future 

• Reciprocity between employees and their supervisor 

• Team Spirit & functioning in every department and group 

• Collaboration among the organization units 
• Overall health & self-renewal capabilities, will increase the capabilities of dyad teams, individuals, and the whole organization. 

JOB/ROLE ANALYSIS

Job Description: For analyzing all the roles, a list of the requirements which are required for the job should be made in respect of: 

• • Skills 

• Qualifications  

Job Specifications: Specifications of jobs can be used to compare two jobs which are available within the organisation or between different organisations or even between different industries.

Job Evaluation: To determine the value or worth of a job when compared to other jobs in an organization is known as job evaluation. 

Task: The job entails a complex system of tasks which requires: 

• The employees to achieve overall productivity and 
• Relationships are irrelevant when it comes to individual tasks 

Job: The prospect of a job puts an individual in a system of hierarchy. 

Position: Put emphasis on the pattern of mutual expectations which are expected by the job profile and the person who has been put on the job. 

Role: When we talk about role, it is a step forward where socio-psychological relationships are built. 

TRAINING AND DEVELOPMENT 

ROLE AND IMPACT OF TRAINING: Activities that are involved in the training process are: 

• The need for training is identified 
• Conductance of training 
• The result of training is evaluated 
• Selection of the person who will be conducting the training

PURPOSE OF TRAINING & DEVELOPMENT

Training 

• It improves the performance of individuals in their present jobs 
• It provides information about their present jobs. 

Education 

• Training prepares and videos for a different job which has been identified for him or her 
• It provides them the opportunity to learn generally.

Development 

• When we talk about development, general growth might not relate to any specific job. 
• It provides futuristic learning 
• Development helps in learning so that individuals can grow which might not be related to the present and future. 

IMPORTANCE OF HAVING CLARITY OF ‘PURPOSE’

• Having a purpose defined in the development process helps in determining the choice. 
• It helps in getting expected outputs that are clear to the involved parties 
• It also helps in the identification of the person who is responsible for the specific activity

IMPERATIVES OF ADULT LEARNING 

Andragogy – It refers to the process of teaching adult learners. 

It is a kind of cooperative venture in which learning is done informally, whose main purpose is to discover experience, digs to the roots of preconceptions through which we can formulate our conduct, different techniques are thought to the adults so that they can make education a part of their life and thereby enhances the level of Living. 

LEARNING THEORIES 

Mechanistic (or Behaviorist) Theories 

• This theory holds that learners can be passive in the process of learning. 
• Every input will get a is Ponds which is already known 
• The learner learns when he or she is a condition to respond right for a given situation 

Cognitive Theories 

• These theories equate men with their brains i.e to see that humans can think critically and have the capacity to solve problems. 
• The main purpose of learning is for the human brain so that it can engage or do critical thinking and solve the problems 

COGNITIVE THEORIES 

• These are organismic or humanistic theories
• As per these theories learners land when they have the freedom to learn which depends on the personal life situation of the learner. 
• The purpose of learning is to enable the individuals to develop their full and unique potential 

VARIABLES ASSOCIATED WITH ACTUAL TEACHING

Learning situation 

• Motivation enhances the learning process of the learner 
• Feedback is required in the learning 
• Reinforcing what has been learned increases the likelihood that learned behaviour will be repeated 
• Performance of the learner is increased by practice 
• The process of learning must be something that can be transferred to the job 

Systematic Approach to Learning (SAT) The questions that should be answered while deciding about the learning process are:

• How will the training be provided? Internally or externally? 
• To what extent is the training done externally and how essential it will be? 
• Who will be the person responsible to administer the system of training? 

SAT – The process

• Analysis of the need for training and their identification 

• Preparing the plan of training 

• Conducting the training including creating the designs of programs 

• Evaluating the training program and the training plan to decide about their reaction level, learning level, behaviour level and functioning level. 
• Selecting and developing the trainers who will be conducting the training.

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SUPPORT SYSTEMS FOR TRAINING AND DEVELOPMENT 

• Performance Appraisal System 
• Human Resource Information System 
• Organisational Culture 

ATTITUDE DEVELOPMENT 

An attitude is developed to feel and behave in a particular way towards an object persistently. It has the following characteristics: 

• Attitude remains the same unless changes are brought to change it 
• Attitude can be favorable all very unfavorable ranging from positive to negative 
• It is directed toward an object which has the perception, beliefs, and feelings, which could be the result of emotions and prejudges.

COMPONENTS OF ATTITUDES

Emotional Component

The feelings of a person and their effect could be positive, neutral, or negative towards an object. And for the work behavior, the expression of emotions is very much important whether negative or positive.

Information Component 

It is the information which is available to the individual and the beliefs which the individual believes to be true about an object. 

Usually, it is based on insufficient observations are opinions that might not be correct. 

Behavioral Component

It’s how the person behaves towards an object in a particular way.