I I M M P P A A C C T T o o f f H H U U M M A A N N R R E E S S O O U U R R C C E E D D E E V V E E L L O O P P M M E E N N T T S S T T R R A A T T E E G G Y Y o o n n O O R R G G A A N N I I S S A A T T I I O O N N A A L L P P R R O O D D U U C C T T I I V V I I T T Y Y O O F F R R D D C C 2004 Surya Bahadur Magar
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in partial fulfillment of the requirements for the degree
Master's of Business Administration (M.B.A.)
Bhimkali Patan, Pokhara
March, 2004
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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RECOMENDATION
This is to certify that the thesis:
Submitted by
Mr. Surya Bahadur Magar
entitled IMPACT OF HUMAN RESOURCE DEVELOPMENT STRATEGY ON ORGANISATIONAL PRODUCTIVITY OF RDC
has been prepared as approved by this Department in the prescribe format of Faculty of
Management . This is forwarded for examination.
Supervisor
Name: Surendra B. harijoo
Signature:
Date:
Head of Department
Signature:
Date:
Campus Chief
Signature:
Date:
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
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VIVA-VOCE SHEET We have conducted the viva-voce examination of the thesis presented by
Mr. Surya Bahadur Magar
entitled IMPACT OF HUMAN RESOURCE DEVELOPMENT STRATEGY ON ORGANISATIONAL PRODUCTIVITY OF RDC
and found the thesis to be the original work of the student and written according to the
prescribed format. We recommend the thesis to be accepted as fulfillment of the
requirement for
Master's Degree in Business Administration (M.B.A.)
Viva-voce Committee
Chairperson (Research Committee) : Assoc. Prof. Dr. Keshar Jung Bara
Member (Thesis supervisor) : Mr. Surendra B. Bharijoo, Reaader
Member (Eternal Expert) : Prof. Sushil Pantha
Date: 08 /07 /2004
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ACKNOWLEDGEMENTS Throughout this research, many individuals and institutions were associated. Without their assistance and kind cooperation from these personnel, this study would not have been possible. I wish to express my sincere gratitude and deep aspiration to those who directly or indirectly contributed a valuable support to this study. Indeed, I am greatly indebted to my research Advisor Mr. Surendra Bahadur Bharijoo, Reader, Faculty of management, Prthwi Narayan Campus, Tribhuvan University for his comments, suggestions, advice, criticism, guidance and encouragement for the duration of the whole study period. His untiring help, guidance and practical suggestions re-energized and inspired me to accomplish this thesis. I am equally indebted to Associate Pro. Dr. Keshar Jung Baral, Chairperson of research for his valuable comments, suggestions, guidance and framing this thesis according to the prescribed format of Tribhuvan University. I would like to express my special gratitude to Mr. Arogya Bajimaya, RDC director; Mr. Bharat Devkota, RDC former Director; Ms. Roswita Schmidt, RDC former Director, Mr. Artur Dillman, RDC former IGA Advisor for their kind cooperation, suggestion, advice and provide me permission to study in RDC. My thanks are due to the RDC/UMN for providing me an opportunity and assistance to complete this research work. I would also like to express my gratitude to Ms. Manamaya Gurung, Administrative Officer; Mrs. Meera Gurung, Business Manager; Mrs. Uma Gurung, Sr. Business Assistant; Mr. James Taylor, Training Advisor for their kind support to providing me valuable information and report of RDC as per required. Similarly, Mr. Rabin Shrestha, Mr. Prem Shrestha, Mrs. Janakee Kiran Shrestha, Mr. Chhiring Sherpa, Mr. Ganesh Man Pun, Mr. Top Bahadur Adhikari are also thankful for their support on the designing of questionnaire and pretest of it. My acknowledgement goes to RDC librarian Mr. Krishna Giri, librarians of PN Campus, Bagar; Kanya Campus, Nadipur and IOF, Hariyokharka for their kind support to providing literature and references for this study. My thanks are also to Mrs. Pabitra Pariyar for her service on photocopy and telephone management. I would also like to thank to all those respondents, informants and the members of RDC for their valuable information and co-operation despite of their busy working schedule in the field. My special thanks goes to my wife Mrs. Mamta and son Mr. Samarpan for their moral and practical support throughout the study. Most importantly, I express my great respect to my parents and mother-in- law for being the source of inspiration and encouragement for the initiation and continuation of study. S. B. Magar PN Campus, Pokhara July 11, 2004 [email protected]
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Abstract The success or failure of any organisation largely depends on the management of human
resource. An organisational activity will be stopped and productivity will be zero without
it. However, human resources must be appropriate, effective and efficient. In fact human
resources are the total knowledge skills, creative abilities, talents and aptitudes amongst
the population. Management of human resource is concerned with the management of
people dimension i.e. acquiring their service, developing their skills, motivating them to
high level of performance and ensuring that they continue to maintain their commitment to
the organisation. The human resource development (HRD) approach is essential in order
to have the optimum utilisation of manpower for the benefit of both the employees and
organisation. Increased job satisfaction, improved individual productivity and overall
organisational performance are the objectives of human resource development. HRD is
purported to bring forth necessary changes in skills, capabilities and attitudes of people
who are required to cope with the emerging changes. It is a continuous process to ensure
the development of employee dynamism, effectiveness, competencies, and motivation in a
systematic and planned manner. It can be done by training, management development,
career planning and development employee development, performance appraisal,
organisational development, etc. Due to a suitable HRD strategy in RDC, performance
orientation, staff motivation, decentralized decision, quality and quantity of training,
decreasing staff turnover ratio, qualification, cooperation, self worth of staff are some of
the positive influences. The HRD credit system is heartily accepted and appreciated within
RDC on all level. The impact of HRD strategy is found in the organisational development,
personnel improvement and ultimately in the productivity of organisation that enhances
the organisational effectiveness and efficiency. This research recommends continuing the
present HRD strategy with recommended changes in the policy.
Key Words: Rural Development Center, Human resources, Human resource development, Human resource development strategy, Organisational productivity, Work performance, Skills, Knowledge and attitude
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TABLE OF CONTENT
Page
TITLE PAGE................................................................................................................ i
RECOMENDAION...................................................................................................... ii
VIVA-VOCE SHEET ……………………………………........................................... iii
ACKNOWLEDGEMENT…………………………………………………................. iv
ABSTRACT ……………………………. ……………………………….................... v
TABLE OF CONTENT ………………………………………………….................... vi
LIST OF TABLES………………………………………………………..................... xii
LIST OF FIGURES………………………………………………………................... xiv
ACRONYMS……………………………………………………………..................... xv
new opportunities, new challenges, and new knowledge base. Such a change in the nature
of jobs requires continuous development of employees' competencies to perform well.
Thus competency development is needed on a continuing basis for effective job
performance. HRD aims at constantly assessing the competency requirements of different
individual to effectively perform the assigned jobs, and provide opportunities for
development of these competencies.
HRD also aims at preparing people for performing roles, tasks or function, which may be,
required to perform in the future as they go up on the organisational hierarchy or as the
organisation takes up new tasks through diversification, expansion, and modernization.
HRD tries to develop the potentials of employees for likely future jobs/roles in the
organisations. Motivation development is also an aim of HRD. Motivation means the
desire to work or to put effort. It is an involvement to the job and commitment to the
organisation. It is the desire to make things happen. Without motivation employees are not
likely to give their best. Having technical, human relations, and conceptual competencies
is not enough for effective performance on the job. A passion for working the organisation
is required to be developed; a fire in belly is to be kindled. HRD also promotes team
building and collaborative climate. This requires building and enabling organisational
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culture – one in which employees use their initiatives, take risks, experiment, innovate,
and make things happen.
In context of RDC many HRD activities have been launched with the definite HRD
strategy having the purposes as described earlier. Now, it is felt necessary to examine the
overall impact of adopted HRD strategy on the productivity of RDC. Basically, this study
is focused on the functioning of present practiced HRD strategy, learnt skills and
knowledge, change in attitude and job behavior of employee after HRD and the
improvement in the quality as well as quantity of products or services of RDC.
1.3 Problem Statement
As mentioned previously, human resource development programme in RDC has been
practiced from the very beginning. The quality of services as well as the recognition of a
training institute is highly governed by staff’s professional performance that is affected by
qualified and aggravated workforce. The quality of work and creative working
environment largely depends on well-designed human resource development strategy of
any organisation. The aim of human resource development strategy of RDC is to improve
staff's efficiency and prerequisite in order to complete assigned job in better standard and
increase the quantity and quality of training. Therefore, this study focuses on the impact of
human resource development strategy on the organisational productivity of RDC.
RDC has been investing a large amount of staff time (about 25% of staff working time in
1995/95) and money (about 20% of the total budget in 1996/97) in HRD activities. The
investment especially goes to the area of improving the managerial skills of managers and
supervisors, and improving the working environment of RDC (Silwal, 1998). Despite the
fact that RDC has been providing different types of HRD to its staff, the impact
assessment has never been done. By investing a large amount of resources for HRD, does
it really positively change skills, knowledge and attitude of the staff or not? How do staffs
perceive the HRD strategy? Do both the management and staff have any problems and
concerns regarding HRD programme? How is this system functioning and affecting the
productivity of the organisation? What are the factors effecting the system? etc should be
carefully investigated and analyzed. This study is intended to evaluate the impact of the
RDC's HRD strategy on the production of training, materials and other consultancies
services which are offered by RDC to the clients.
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1.4 Research Objectives
This research was focused on the overall impact of HRD strategy that has been carried out
by RDC. The specific objectives of this study are as follows:
i To explore the HRD practices and activities conducted in RDC.
ii To review the products or service offered by RDC to its clients
iii To examine the relation of HRD activities with job nature of individual employee
and integration of HRD strategy with organisational strategy.
iv To measure the effect of HRD activities on the products of RDC and day to day
job performance of employee.
v To assess the overall impact of HRD on change in attitude of RDC Human
Resources, production of new training, increasing the quantity and quality of
training and other activities offered by RDC
vi To assess the problems faced by RDC employ regarding the application of learnt
skills and knowledge in the job situation.
vii To obtain the comparative view of RDC human resources between HRD credit
system and old HRD system.
1.5 Rational of the Study
Human resources, unlike other resources, think for themselves, assess by themselves and
design or choose suitable activities for own development (Ramashia, 2002). The specific
contribution of the HRDS is to ensure that we have the people with the requisite
knowledge and skills to do the particular work. It is vital that we sustain and grow the
employment we already have by ensuring that workers and employers, wherever they are
engaged in learning new ways of doing things in order to build their capacity to protect the
gains already made and advance them continuously. This is captured under another of the
HRDS objective namely; increasing employee and employer participation in lifelong
learning.
The HRDS includes a strategic objective on “improving the supply of high-quality skills
which can be more responsive to societal and economic need”. In other words, as
workplaces become better at articulating their skill needs there should be provider
institutions that are able to provide courses in these areas. This is not meant to imply that
there should be a linear ‘flat footed’ relationship between the two – indeed in our ever-
changing world this is extremely unlikely anyway.
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However, before any of these partnerships are struck, it is vital that all are provided with a
foundation that makes it all possible – a foundation of general education and a value
system that underpins this whole approach. Therefore, the HRDS includes a strategic
objective that relates to “Improving the foundations for human resource development”.
This addresses the need for all to be provided with good quality, where this was denied,
basic education and training. The final strategic objective provides that we must “ensure
that all strategic objectives of the HRD strategy work together”. We are aiming to align
education and training to employment growth strategies in ways that we have never done
before. How do we get education and training institutions to work more coherently
together? Human resources development strategy should be integrated because it is not a
stand alone strategy – it is integrated with broader growth and development strategies in
general and to initiatives aimed at employment creation in particular – and if it is to
succeed it must remain so.
This study is concerned with the impact of existing HRD strategy of UMN/RDC on the
productivity of the organisation. It will evaluate the effectiveness of the HRD process on
the product or service of RDC. The study includes the analysis of past and existing
practices of HRD systems for future prospects. The study will be helpful to RDC, related
institutions, other organisation as well as individuals who are working in the broader field
of human resource development. It is also expected to be helpful to the various interested
donor and investment agencies. The significant importance of the study is to know the
effectiveness of a particular human resource development strategy on the quality and the
quantity of output of any organisation. 1. 6 Limitations
The limitations of this study are as follows:
* Related documents of received training and other HRD activities are not found
sufficiently.
* Difficult to meet RDC's human resources due to their busy schedule in the field
training for a long duration.
* Limited resources to conduct the research.
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Chapter Two
LITERATURE REVIEW
2.1 Human Resource (HR)
The success or failure of any organisation largely depends on the management system in
place. "Management is the process of efficiently getting activities completed with and
through other people" (Senge, 1992). The management process includes the planning,
organizing, leading and controlling activities that take place to accomplish objectives.
Management must include three common factors: goals, limited resources and people.
Goals are necessary because all activities must be directed forwards some end. There is
considerable truth in the observation that "if you don't know where you are going, any
road will take you". The established goals may not be explicit, but where there are no
goals, there may be need for new managers or no need of managers at all. Economic
resources are scares; therefore management is responsible for their allocation. This
requires not only that management be effective in achieving the goals that are established
but that they are efficient in relating output to input. Management must seek for a given
input to achieve for a greater output. The management body then is concerned with the
best allocation of scares resources, with a high level of efficient.
The needs of people are the last but most important requisite for management to
accomplish organisational goals. Without people, activities for an organisation will be
stopped. Productivity will be zero. It is with and through people that management
performs works to fulfill goals by mobilizing limited resources. What is the worth of any
organisation without its employee? Suppose an organisation has a lot of factories,
expensive equipments and an impressive bank balance. But if employees are removed
from such an organisations what would be left? Not so much." (DeCenzo, 1998). Human
resource is the most important factor for every organisation because an organisation is
dynamic due to its presence.
Resources are the means which can be drawn on. They are collective means for
production, support and defense as well as sources of strength and aid. Similarly, human
resources are human wealth or means that can be drawn on. The human capital, assets or
manpower resources of an organisation can be treated as its most important and vital
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resource. It can otherwise be understood as the resourcefulness of human beings available
to an organisation (Michael 1998). The human resource approach takes into consideration
the potentiality and vitality of the people available for the organisation. Even in on age or
automation as of today, manpower is the most essential and indispensable resources of any
organisation. Resourcefulness of various categories of people such as, scientific and
research people, executives, supervisors, workers (skilled, semiskilled or unskilled) and all
such people available for the organisation can be treated as human resources. In fact,
without appropriate human resources, no organisation or organisation can exist and grow.
This is perhaps, the reason why human resources have become the form for attention of
progressive organisations today.
Human resources can be defined as the total knowledge skills, creative abilities, talents
and aptitudes amongst the population. From the view point of the individual organisation,
they represent the total of the inherent abilities, acquired knowledge and skills as
exemplified in the talent and aptitudes of its employee (Meggison, 1967). Human
resources have also been defined as human factors. The human factors refer to a whole
consisting of interrelated, interdependent, and interacting physiological, psychological,
sociological and ethical components"(Jucius, 1975). As regards physiological components,
it requires several inputs like food, rest, and environmental condition to satisfy
physiological needs. It also requires the protection against harmful and destructive
conditions and attempts to avoid loss of income as a measure to have physiological
security. Psychologically, it is characterized by emotion and impulses. It likes and dislikes
certain things and some things make one happy while others unhappy. It is impaired as
well as depressed by certain situations. It has numerous psychological needs such as
autonomy, achievement, power, acquisitiveness etc. It tends to satisfy its needs for certain
affiliation, status, approval, prestige etc. through interaction with others. Again as an
ethical creature, it has concepts of right and wrong. It tends to do what it thinks is right.
"Obviously the human factor is dynamic in nature as it's revealed in motivation and
defense mechanism" (Dwivedi, 1985). It is an ongoing process involving the above four
sub-process.
Human resources are assuming increasing significance in modern organisation. The
majority of problems in organisational settings are human and social rather than physical,
technical or economics (Duvedi, 1985). The failure to recognize this fact causes immense
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loss to the nation, organisation and the individual. "It is a truism that productivity is
associated markedly with the nature of human resources and their total environment
consisting of interrelated, inter-dependent and inter-acting economic and non-economic
i.e. political, religious, cultural, sociological and psychological factors (Megginson, 1967).
Thus, the significance of human resources can be examined from at least two standpoints –
economic and non-economic.
Firstly, the human resources assume importance from economic standpoint at national,
organisation and individual levels of analysis. They have been viewed as a form capital
and as the product of investment where by production is acquired. Human resources are
the key to economic development, (Ginzberg, 1962). However, they are being wanted
through unemployment, disguised unemployment, obsolescence of skills, and lack of work
opportunity, poor personnel practices and hurdles of adjusting to change. These resources
account for a large part of national output and there exists wide scope for enhancing
productivity through their proper development. The development of physical resources
will not give results unless the human resources are applied appropriately. In addition to
providing value to physical resources these factors provide a dynamic characteristic to the
economy. "However, the human resources have also negative aspects. Indeed, an over
abundant population or a poorly trained workforce, as is obtained in developing region,
may prove disastrous to the national economy (Duvedi, 1973). If the national output does
not increase faster than its population, the standard of living will decrease. More over at
the organisation level, there is also an urgent need for effective utilisation of human
resources to attain organisational goals. This can be accomplished by an understanding of
the nature, potentialities and limitations of the resources, developing them to actualize
their full potentials, utilizing them to the optimal ability of the organisation, maintaining
their quality and amalgamating them with other resources. This necessitates that each
individual is viewed as processing creative potential and attempts are made to provide
him/her with a climate conductive to his/her creative ability in organisational settings.
Indeed, there is a need to provide them with opportunities to participate in organisational
activities. Furthermore human resources are also importance at the individual level of
analysis. Obviously, their development as a source of economic advantages improves their
economic status and such people tend to have higher standards of living.
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Secondly, the importance of human resources arises from non-economic factors. In this
era of democracy, agriculture, industry and even government are the only service
organisations which provide goods and service to the people so long as they are willing to
produce for themselves. Again, the concept of freedom of organisation and equality of
persons indicate that individuals should have maximum freedom of opportunity to avail
their full development and utilize their potential. Thus, from the political stand point,
human resources have a very prominent place in organisations. Moreover, human
resources are also of significance from the religious view point. We find abundance of
spiritual literature on the dignity of human beings which has influenced management
thought considerably. Humans are considered "spiritual" creatures, quite different from
other resources. The popular slogan, "Service of man kind is the service of God",
exemplifies the significance of human resources in this context.
Again, they also became important from cultural and social view points. Cultural values
and social systems immensely influence human behavior in work settings and provide a
destined value to them as compared to physical resources. Last but not the least, human
resources are of significance from the psychological stand point. Humans require a
particular psychological environment to work. The essence of psychological environment
is motivation which provides dynamism to those unique resources. It is in this regard that
two plus two equals to five when adequately motivated, but two plus two equals to three
when carelessly handled. The individuals may device motivation from the job itself though
a sense of achievement and allied measure. They can also be motivated through external
incentive schemes. There is an urgent need to assess the nature and magnitude of needs
prevailing among human resources at a point in time and then to provide incentives
accordingly. It has almost become imperative that management provides a psychological
environmental for work where the participants find opportunity for fuller self-
actualization, richer creativity and a more meaningful life.
The above discussion points out the significance of human resources and an urgent need to
develop them. The potential for the development of human resources is unlimited as it has
been indicated that most individuals use only 10 percent of his capacity (Mead, 1963) and
"that the average employee's application of his mental powers on his job is only about 15
to 20 percent of capabilities available to him" (Athan, 1964).
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The organisation can not make any progress unless it has a well trained, an efficient and an
adequately motivated work - team. Similarly, individuals can not drive job satisfaction and
lead a higher standard of living unless they are well trained and highly developed. It may
be noted that the management of human resource can assist in the attainment of these
national, organisation and individual goals through effective utilization and proper
development of human resources.
At last, HR is a most valuable asset of an organisation, and not the money or physical
equipment. It is in fact an important economic resources, covering all human resources
organized or unorganized, employed or capable of employment, working at all levels
supervisor, executives, government employees, blue and white color worker, managerial,
scientific, technical, skilled or unskilled person, who are employed in creating, designing,
developing managing and operating productive and service organisation, and other
economic activities (Mamoria, 1998). Human resources are utilized to the maximum
possible extent in order to achieve individual and organisational goals, an organisations
performance and resulting productivity are directly proportional to the quantity and quality
of its human resources and enhance the importance of human resource.
2.2 Human Resource Management (HRM)
Human resource management is concerned with the people dimension in management.
Since every organisation is made up of people, acquiring their service, developing their
skills, motivating them to high levels of performance and ensuring that they continue to
maintain their commitment to the organisation are essential to achieving organisational
objectives. This is true regardless of the type of organisation, government, organisation,
education, health, recreating or social action. Getting and keeping good people is critical
to the success of every organisation where profit or non profit, public or private (DeCenzo
et al., 1998).
Koontz et al. (1988) stated those organisations that are able to acquire, develop, stimulated
ad keep outstanding workers will be both effective (able to achieve their goals) and
efficient (expending the least amount of resources necessary). Those organisations that are
ineffective or inefficient risk the hazards of stagnating or going out of organisation.
Survival of an organisation requires competent managers and workers coordinating their
efforts towards an ultimate goal.
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Management of human resource is a new field of study embodying behavioral science
knowledge relating to the working of line and staff officials and union leaders to motivate
and develop employees to attain organisation goals. The human resources approach to the
management of employees represents significant measures of utilizing human resource to
accomplish organisation goals through the application of behavioral sciences (Strauss et
al., 1985). The interaction of social, psychological and cultural factors in organisations
has assumed significance from this standpoint. It is a highly comprehensive field
involving the use of numerous concepts such as personnel management, personnel
administration, labour relation, industrial relations and manpower management and
employee retraining.
HRM is quite different than the other concept mentioned above. As Flippo (1976) said,
"personnel management is the planning, organizing, directing and controlling of the
procurement, development, compensation, integration and maintenance of people for the
purpose of contributing to organisational, individual and social goals". This high lights
that various managerial functions relating to procurement and maintenance of people in an
organisation come under personnel management. It includes developing people in a way
the organisation wants for attaining competitive advantages for the organisation. So the
sole purpose of personnel management is to attain competitive advantage and best results
for the organisation according to the interest of organisation and individual interests,
desires and aspirations, when submerged into organisational objectives and goals,
(Michael 1995). The development of individuals in accordance with their individual needs
and aspirations, so that the individuals would be motivated to make their best contribution
towards the accomplishment of common goals, is therefore important. HRM involves all
management decisions and practice that directly effect or influence the people or human
resources who work for the organisation (Fisher et al., 1997). In recent years increased
attention has been devoted to how organisations manage human resources. This increased
attention comes from the realization that organisations employees enable an organisation
to achieve its goals, and the management of these human resources is critical to an
organisation's success (Shuler, 1998).
Randall S. Schuler (1992) mentioned the following specific earmarks of world class HRM
in "World class HR departments: Six critical issues".
• Having an HR vision oriented to the strategic needs of the organisation.
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• Having a philosophy and values consistent with those of the organisation. • Being seen as an organisation unit within the firm and operating in the same way
as other units: having customers and quality management and so forth. • Being organized in a way that brings maximum service to the customer and
maximum motivation to the HR staff. • Having the best HR products available for the customers. • Championing HR programs to fulfill agendas of the HR group and the customer. • Having an HR vision that is actively shared by the entire group. • Being a proactive, not reactive, group. • Being involved in the key organisation issue discussion. • Being seen as successfully creating a great plan to work.
Figure 2.1 Human Resource Management Model
Human Resource Management Model
Source: Human Resource Strategy; J.W. Walker; 1992; McGraw-Hill International Edition.
EXTERNAL ENVIRONMENT
HUMAN RESOURCE FUNCTIONS
Planning for Organisational, Jobs and People
• Strategic Planning • Human Resource Planning • Job Analysis
Acquiring Human Resource
• Equal Employment Opportunity
• Recruiting • Selection
Building Performance
• Human Resource Development
• Human Resource Approaches to improving competitiveness
Rewarding Employees
• Performance appraisal • Compensation and benefits
Maintaining Human Resources
• Safety • Health • Labour relation • Selection out
Making the change to strategic HRM
ORGANISATIONAL ENVIRONMENT Goal and value Culture Strategy Technology Structure Size
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2.3 Human Resource Development (HRD)
Peter Druker (1978) addressed the need for developing human beings in an organisation.
He forced management to make substantial capital investment in human resources to
develop the human beings in the organisation through training, organizing and developing
the people at work, so that they will be able to make the organisation productive with the
help of the best contribution of their people at work. Presently, not only Peter Druker, but
also every management practitioner seriously thinks in terms of developing human
resource though various HRD programmes and HRD policies have been adopted by many
organisations.
The Human Resource Development approach is essential in order to have the optimum
utilisation of manpower for the benefit of both the employees and organisation (Rao,
1988). Increased job satisfaction, improved individual productivity and overall
organisational performance are the objectives of human resource development (Kerzers,
1997). HRD is supported to bring forth necessary changes in skills, capabilities and
attitudes of people who are required to cope with emerging changes. Thus, HRD has
become an integral part of human resource management.
HRD approach that stress the need for developing the organisation's own people to suit the
updated technology modernization of machinery and equipments and changing trends in
attitudes and approaches necessitates to develop individual employees in accordance with
his/her aspirations and potentialities on the one hand, and the organisation's requirements
on the other (Michael, 1998). HRD Interventionists primarily seek to know what the
individuals seek to have, and then try to match it with the organisational needs. HRD deals
with a more comprehensive scope of organisational awareness, its activities are designed
to increase an individual's overall ability to do a specific job as it integrates with the
greater organisation and aims to increase employees' general organisational knowledge,
understanding of human relations, or management ability.
Noel M. Tichey (1980) expressed that in an organisation, human beings should be
developed in following three aspects. Firstly, leadership development to make capable of
working in multicultural environments both within and out of the organisation. Secondly,
development of new organisational culture because global organisations and the resultant
demand for strong operational management necessitates a greater reinforcement in the HR
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system. It is important to make the implicit explicit to continually examine the culture
through a variety of feedback mechanism, mapping out of the culture, assessing where the
organisation is, where it wants to go, and carefully identifying strategies for change which
contently deal with the cultural gaps. Thirdly, development of new organisational forms to
take the shape of viable global organisations. New concepts regarding the definition of
work, redistributing tasks, redefining rules, authority, relationships and aspects of power,
must be based on new models emerging globally.
Human resource development must be able to develop the overall capability of the
individual employees of an organisation, and discover and exploit their own potentials for
the common goals and for the betterment of themselves. For this, appropriate job design
and succession plans must be integrated with any human resource development
programme (Parrek, 1995). In fact HRD approaches may take into account the principle
of, "form-storm norm-perform".
HRD enables executives to gain a job that provides variety and challenge to ones ability
and competence, opportunity to learn and develop skills and competence, social support
and recognition of work plan, opportunity to relate one's performance and produce to one's
social life, and a feeling that work will lead to a desirable future (Pandey, 2000). Finally,
there are several benefits of human resource development for both the organisation as well
as the individual. The HRD activities help the organisation develop leadership skills,
motivation, loyalty, and better attitude towards the organisation and relations between
management and the staff members themselves. HRD activities also help improve job
knowledge and skills at all levels of the organsiation and these activities also improve the
morale of the work force, develop open communication and trust among the management
and staff members. Similarly, HRD activities also help the individual in making better
decisions and in effective problem solving. These activities encourage the individual to be
self-confident and improve his or her leadership knowledge, communication skill and
attitudes. It will also help people in handling stress, tension, frustration and conflict
smoothly (Silwal, 1998). Such benefits to the individual will be to the benefit of the
organisation, in terms of effectiveness and efficiently and ultimately helps in increasing
the organisation's productivity, both quantitatively and qualitatively, by fulfilling the goals
through optimum use of scarce resource.
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2.3.1 Components of HRD
HRD is a continuous process, which matches organisational needs for human resources
and the individuals need for a career development. It enables the individual to gain their
best human potential by attaining a total all-round development. It promotes dignity of
employment in an organisation and provides opportunities for teamwork and personal
development. Hence a well-planned HRD system must be a central part of human
resource management in every organisation. A Human Resource Development system has
the following components.
2.3.1.1 Development of Leadership
Every organisation needs effective leaders. Leadership styles and traits coupled with
leadership roles go a long way in team building, which is an essential aspect of today's
managerial effectiveness. This is the reason why leadership development is considered to
be an integral part of human resource development.
A good manager and leader provide not only leadership to his subordinates, but he makes
leaders from his/her subordinates. He/she is not the one who rushes with an answer to
every question or a right answer for a wrong question, but he is the one who discovers the
right question or the right problem and its right solution. Rather he/she is the one who
identifies correct alternative solutions and then chooses the best option from among the
alternatives. It is he/she who gets the best solution implemented through his/her followers
or subordinates. HRD must be able to create such leaders in the organisation.
2.3.1.2 Organisational Commitment
Organisational commitment is an important variable influencing employee behavior
toward his/her organisation. It is the employees' identification with the organisation and its
goals, objectives, methods, values and philosophy. When an individual executive or
worker fosters organisational commitment, he/she identifies themselves with the value
systems of the organisation. It may also mean that the individual's value systems are
either identical to the organisation's value systems or the individual makes adjustments in
his/her value system in such a way that he/she commits himself to the organisational goals
and objectives, compromising his ideas and values with the organisational values, ideas,
standards, objectives, patterns, methods and views. Organisational commitment goes a
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long way in motivation, morale, job satisfaction and productivity since the employee
maintains a oneness with the organisation.
Factors like job satisfaction, growth prospects, facilities for development, compensation
package and other perks, possibility for satisfaction of various needs, organisation's
attitudes and approaches to its people, corporate image, grievance handling methods,
security and safety of employment, group cohesiveness, welfare facilities, and so on may
substantially influence the organisational commitment of people. Organisational culture
and work culture may also influence the organisational commitment. In addition to all
such factors, employee values have tremendous impact on organisational commitment and
hence HRD programmes must aim at establishing and developing conducive employee
values as well.
2.3.1.3 Employee Values
In the rapidly changing organisational environment, substantial changes in employee
values are brought about by factors like desire for equity and justice, diversity and
pluralism, changes in attitudes and approaches, quality of life, personal convictions, and
human values. Increasing materialistic values, moonlighting, professional values which
replace societal values, dualism in career, flexi time and flexi work, proxy, and so on
influence employee values, which affect the employee's behavior in the organisation.
Hence, on many occasions behavior modification becomes necessary in order to gain
organisational commitment of employees. Various organisational development and
training programmes in the past did not succeed in inculcating organisational commitment
in the minds of people. Some of these employee values are examined here below:
2.3.1.3.1 Materialistic Values
People are more influenced by materialistic values than spiritual values. Materialism has
become the guiding principle of the present generation, as material riches and
accumulation of wealth and means for luxury have become the motives for many people.
Behavior of people in the organisation is substantially influenced by such materialistic
values. HRD programmes must, therefore, educate the people about a proper perspective
of life and the futility of excessive importance given to materialistic values.
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2.3.1.3.2 Moonlighting
As a result of such materialistic values, and of many other reasons, people happen to go in
search of additional income though their main job provides wages, other allowances, and
perks. In search of additional income, they go in for moonlighting, i.e., part time
employment, additional jobs or earning devices. Moonlighting is double employment
which very often affects efficiency of the main assignment. It may stand in the way of
organisational commitment. There is a possibility that the employee's devotion and
dependence on the main job deteriorates due to moonlighting. Hence, HRD programmes
must enlighten people to avoid moonlighting. However, it largely depends on how the
main employer is able to satisfy the needs of his employees.
2.3.1.3.3 Professional Values
Professionalisation of management and an increasing desire to foster and uphold
professional prejudices, prides and a professional career among managers and employees
have established a new work culture. People have become more self-centered and selfish.
Employees are more concerned about their own profession, of the development of which
they strive hard day and night. In the process, they use many methods like strikes, direct
agitations, gheraos, intimidations, work stoppages, and so on for the sake of their own
interests in countries like India. They reveal no concern for the interests of the customers,
prospects or the society. They even neglect social values, interests of the society, and their
own social integration.
Traditionally strong social bondages give way for social disintegration resulting in a sort
of social reorganisation. People increasingly turn to liqueur, drugs and other intoxicants.
Even a liqueur based corporate culture begins to be widely accepted. For the sake of
professional growth some people sacrifice even human values or family relations, norms
and values. Executive stresses increase, and many broken families emerge. In the process,
the organisational commitment of people disappears. HRD responsibility backed by
counseling is a Herculean task here.
2.3.1.3.4 Dualism in Career
The present generation is made up of families of wives and husbands, both career
conscious. Particularly there is an increasing trend of women being more career conscious.
Increased encouragement and motivation for women to undertake even odd jobs,
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especially due to a feeling of economic freedom, better social status, superiority feelings,
and so on, has resulted in women getting more attached to their jobs, work place, work
environment and work philosophy. In the course of time fatigue, misunderstanding with
their spouse, some special relationship in the workplace, etc., may divert their attention to
the family on the one hand, and reduce the organisational commitment on the other. In the
meantime, the small family norm has resulted in families with one or two children who are
deprived of parental care and attention resulting in problem such as drug addiction. This
may further aggravate the situation, and the economic cushion gained through dual
employment may not only be neutralized but reversed. Many such employees turn
themselves to be disgruntled and problem employees. Counseling, career guidance and
behavior modification efforts may play a very vital role in such situations.
2.3.1.3.5 Flexitime and Flexiwork
Flexitime represents flexible working hours for employees, while flexiwork is a
programme that allows flexibility in tasks and the nature of work. The former provides a
freedom for workers to choose their working time in his/her organisation, and the latter to
choose their work. Though some people advocate for flexitime and flexiwork, the effect
of both would be detrimental to maximisation of performance and orderly management of
people. Hence, HRD programmes must educate the people and make career counseling in
accordance with the situations and organisational needs.
2.3.1.3.6 Employees' Proxy
There are occasions when employees attend their job in proxy. Some people attend their
work place, make their attendance, keep their coats hanging on their chairs, and disappear
when there is ineffective supervision. In many bureaucratic organisations this occurs often.
However, proxy represents the process by which a person belonging to one position gets
his work done by somebody else in his place; for example; if a person having higher social
status happens to take up a job of lower position, he may have some dislike of doing a
disagreeable job himself. In such cases he may engage someone else to complete the task
on his behalf. Though such a situation may be very rare in the organisational world, there
are other situations of proxy. Some incapable, lethargic or lazy superiors get their work
done by some of their subordinates, while they take credit for it themselves. Obviously,
such people may have no organisational commitment or reduced organisational
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commitment. HRD programmes have a considerable role to play in ensuring behavior
modification in such situations.
2.3.1.4 Behaviour Modification
The Assumption is that behaviour is a function of its consequences. The proposition,
therefore, is that a behaviour modification is possible by modifying the consequences. It
means that behaviour can be improved, changed, suppressed or modified by what may
happen as a result of behaviour.
Organisational commitment is a specific employee's behaviour toward his organisation, its
values, objectives and methods. On account of various reasons or differences in values,
certain individuals may reveal behaviour inappropriate for organisational commitment. In
such situations human resource development programmes must go a long way to attain
behaviour modification of employees.
Every behaviour produces consequences. Hence, the nature of these consequences
determines or modifies the behaviour. The behaviour that yields positive outcomes is
strengthened, and that which results in negative outcomes tends to be avoided. Then
actions which produce positive results are repeated and those that result in negative results
are abandoned. If the consequences produced by a particular behaviour can be controlled
in some manner, the behaviour can be shaped or altered. It is assumed that the tendency of
people to perform certain actions increase when they are provided with positive feedback
for engaging in such actions. On the other hand, negative feedback prevents people from
doing certain things.
When these feedbacks, or principles based on these assumptions take shape, mould,
change or modify behaviour, it is known as behaviour modification. Thus, the basic
premise of the behaviour modification theory is that behaviour is controlled or modified
by its immediate consequences. Important determinants of behaviour modification are
positive reinforcement, punishment, negative reinforcement, extinction and schedule of
reinforcement, which substantially helps in modifying overt actions or behaviours.
Grasha (1988) highlighted the possibility of using the concept to help individuals cope
with many of their personal problems like excessive smoking, obesity, shyness, etc.
Thinkers like Walter Nord (1969) have indicated the success of behaviour modification in
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an organisational setting. He suggested that behaviour modification techniques and other
such operant conditioning are of immense use in organisational situations like effective
job design, better programmes for employee compensation, and improvements in
organisational climate. According to him "a strategy for attaining such organisational
goals would involve the establishment of appropriate reinforcement contingencies. It
means that the establishment of conditions for desired behaviours of employees would
yield positive results. In a nutshell, it can be observed that operant behaviour conditioning
or behaviour modification techniques are effective tools for shaping individual behaviour
in organisations.
2.3.1.4.1 Basic Steps in Behaviour Modification
Luthans et al. (1975) outlined a systematic approach to organisational behaviour
modification. They have outlined following five basic steps in organisational behaviour
modification.
1. Identification of Critical Behaviours, which strongly influence the key aspects of
job performance.
2. Measurement of the rate at which these behaviours take place. This helps to
determine whether behaviour modification has actually influenced the changes in
job related behaviours.
3. Functional analysis of behaviour to understand the conditions which result in
given actions being demonstrated by employees, and the consequences of each
such action.
4. Development of specific intervention strategy to specify steps to modify the
behaviour in question. The intervention strategy includes determination of stimuli
or events which reinforce.
5. System evaluation of outcomes to determine change by comparing the pre-
behaviour with the post-behaviour.
2.3.1.5 Career Planning and Development
No human resource development can be acceptable to the people of any organisation, if it
fails to provide opportunities for individual employees to have bright career prospects. It
is for the purpose of human resource development integrating career planning and
development with it. Proper career planning also leads to career development. It develops
the career of every individual executive, which results in adequate growth of the career of
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every employee. Hence, successful planning is closely linked with career planning and
development.
2.3.1.6 Performance Appraisal
Performance appraisal is an indispensable aspect of human resource development, which
enables management to understand where their people stand, what is expected from them,
what they actually do, where they lack capacity, how they can be updated, and so on.
Appraisal systems must, on the contrary, be in-built as a sub-system of the whole HRD
system. Appraisal must be a normal aspect of human resources management, and appraisal
interviews must be held at regular intervals, not to find faults of the employees, but to
understand the strengths, weaknesses, need for further development, potential,
performance, contribution to the organisational goals, capabilities, organisational
commitment, knowledge levels, expectations, aspirations, drawbacks, needs as a human
being, abilities, and so on. Both positive and negative aspects concerning each individual
must be communicated to the respective person confidentially, and the individual's
weaknesses and drawbacks must never be given publicity. Programmes must be planned
for developing every individual in terms of his/her capabilities, updating technical, human
and behavioral capabilities, overcoming weaknesses, improving productivity of his/her
strengths, and so on. It is the appraisal that determines the worth of every employee. One
who is capable of taking up challenges and responsibilities can be given greater
responsibility. One who has the potential to accept challenges and responsibilities can be
trained to be effective. Thus, effective delegation must be based on proper appraisal.
2.3.1.7 Compensation and Reward System
Every individual offers their services to an organisation primarily for a compensation to
satisfy their needs. Hence, any compensation plan must take into account the individuals
needs.
2.3.1.7.1 Rewards
By the term rewards, we mean recompense in return for a specific service rendered by a
person to the organisation. It is a reward or a return in addition to wages, allowances,
remuneration, bonus, etc., which are considered to be a part of compensation. It can be a
prize, which represents a merit or talent revealed, expressed or achieved. Reward follows
achievement.
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Any valuable contribution, suggestion, behaviour, skills, achievement, service, innovation,
invention, capability, etc., deserve recognition, appreciation and rewards. Certificates of
appreciation, advance increments, medals, prizes in kinds, monetary awards, public
recognition, appreciation by the top boss, admission to top management clubs, recognition
at the overall organisation level, merit certificate, special privileges or even promotion be
used as rewards to motivate employees to make extra ordinary contributions to the
organisation.
Awards and rewards not only recognize and motivate people, but communicate
organisational values to its people. They also convince the members of the organisation
about their worth and value in their organisation, and hence they will make greater efforts
to achieve. Acquisition of superior knowledge and capability, application of positive
attitudes and skills, etc., must be specially rewarded and recognized. Sufficient publicity
and media coverage may also be given for such awards. Reward system in the armed
forces is a pertinent example, which can be emulated in civil organisations and business
establishments also.
Business organisations may take the cue from the armed forces, and incorporate a well
defined reward system with their HRD system. It can work as a good motivator. A reward
system may consist of giving merit certificates, increments, cash awards, recognition,
promotion, outside tour programmes, foreign travel, etc, in accordance with the
importance of the contribution. Due recognition and publicity must also be given for such
awards. Their names and photographs could be published in the organisation's house
journal and in extra ordinary cases even in the national newspapers. Once or twice a year
public meetings may be arranged in which the awards could be given. National
organisations, industry organisations, productivity councils, etc., may start awards for all
categories of employees at the national level. They may select people from a panel
prepared on the basis of recommendations from various business establishments in the
country.
2.3.1.8 Potential Appraisal
Appraisal is one of the most important aspects of human resource development and
management. Every such appraisal must have a component of potential appraisal. It
evaluates the potentialities of the members of the organisation, particularly potentials of
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executives and people to take up critical jobs, and potentialities of key executives to accept
greater challenges. In view of the dynamic nature of business, development of new
technology, expansion and modernization, diversification, market penetration, line
expansion, new market development, and such other situations, potential people must be
located in advance, trained and prepared to take up greater responsibilities and challenges
in future. Potential appraisal is needed in such situations.
In the dynamic business environment of today, changes of great magnitude occur very
often, and key positions fall vacant frequently. Business philosophy, policy and strategy
no more remain static, resulting in new challenges. In fact the potential for career
advancement of every executive, skilled employee and technocrat must be periodically
assessed. Their aptitude for a particular kind of work, their vision, motivation,
organisational commitment, loyalty, technical capability, and their willingness and mental
preparation to accept specific type of task, must be ascertained periodically so that the
capabilities and preparedness of people to perform new roles and handle different sets of
responsibilities can be determined. People with aptitude, willingness and commitment can
be trained and developed for new roles on the basis of potential appraisal. Hence, potential
appraisal must be incorporated with every HRD programme.
Very often individual executives who have potentialities to take up new sets of
responsibilities can be placed under the existing incumbent and be trained and prepared for
new challenges. This helps in three ways: firstly, the individuals' capabilities can be
assessed on the job, secondly, he/she can be trained under an experienced superior; and
thirdly he/she receives exposure to real work situations and gets advised whether he/she is
capable for the job. In case practical job exposure is impossible, simulation programmes
can be planned for the respective individual to develop themselves for new challenges.
During the course of their exposure, they can take a decision as to whether they fit the
position. Career counseling also helps the individual at this stage to choose what is
appropriate for them.
2.3.1.9 Effective Counseling
Counseling is an indispensable function of human resource development and management.
Career planning, which is closely associated with human resource planning and
development, is preceded by career selection. Very often individual executives and
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employees are in a dilemma to choose between various options and alternatives. This is
particularly so when more than one career option is available to an individual. In such
situations, career counseling has a great role to play. Once a proper career is chosen,
development is easier. Many individuals, who failed to make proper choice, became
unsuccessful in their lives. It is here that counseling helps in HRD.
There are occasions where the individual reaches a crossroads where he needs proper
guidance to opt for a proper path. All HRD programmes are bound to fail in such
situations, if the individual looses sight of the correct path. Proper counseling alone will be
able to help there. There are other situations which involve emotions and provocations in
every individual's work life. On all such occasions, counseling has a very great role to
play. Hence, counseling must be closely linked with HRD.
2.3.1.10 Human Resource Information System (HRIS)
A well formulated information system must form part of any human resource development
system. All the necessary information about all employees and executive of the
organisation (backed up by a data bank) must be included in such a system. Basic
information about each and every employee, including training needs, training
programmes attended, potential appraisal records, performance records, records of
accomplishments and rewards, should be updated and stored. Such information can be
retrieved whenever required for training and development purposes, career development
needs, promotions, rewards or punishments, special projects, and so on. With the help of
HRIS, decisions can be made upon who to for a particular job. Hence, human resource
development must be backed by human resources information system.
In the context of the recent developments in business, particularly dynamic technological
development, human resource information systems have a special significance. In large
organisations Computerized Human Resources System (CHRIS) can play a very vital role.
It not only stores and retrieves information regarding training and development needs, but
training details and information about those who have undergone the various types of
training which will be helpful both in potential appraisal and performance appraisal.
Effective communication is an essential aspect of human resources management. Human
resource information system helps the communication process in an organisation. CHRIS
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is thus an effective tool in the tool kit of human resource managers for HRD in particular,
and HRM in general.
2.3.1.11 Grievance Handling
Individuals may have grievances against the organisation for which they work. Certain
needs or demands of organisation's own members, which they feel legitimate to be
satisfied by the organisation, but have not been provided for by the organisation, become
their grievances. It may lead to discontentment and a grudge on the part of the respective
individual. In order to gain cooperation of the organisation's own people their grievances
need to be settled. Moreover, without settlement of their grievances, HRD programmes
may not be effective. Hence, a proper grievance handling machinery should be established
in conjunction with the HRD intervention. While genuine grievances must be settled and
redressed judiciously, unrealistic and false grievances can be tackled with the help of
effective counseling. Covert grievances breed disappointment, discontentment, a feeling of
grudge and problem emotions, resulting in low moral, low organisational commitment,
and even weak temperament. A person who is subjected to such weak emotions may not
be able to positively react to the efforts made by his/her organisation for human resource
development. Hence, an organisation's HRD system must have a grievance handling
mechanism within it.
Such a mechanism acts as a safety valve since it helps to unearth and surface problems in
an organisation. It helps the management to convince its people about its sincere
intentions to address their grievances. Even if the grievances are not sometimes settled in
favor of the concerned employee, it will help to convince the employee of the concern of
the management about his/her grievances. They are more likely to be satisfied when
management gives a patient hearing to their grievances. Employees get a sense of solace
when they are convinced that the management recognizes their problems.
The term "Grievance" denotes a claim or a right, which is due; a ground for complaint,
which may generate disputes. According to the International Labour Conference (1967),
"the grounds for a grievance may measure of situation which concerns the relations
between employer and worker or which affects or may affect the conditions of
employment of one or several workers in the undertaking when that measure or situation
appears contrary to provisions or an applicable collective agreement of an individual
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contract of employment, to work rules, to laws or regulation or to the custom or usage of
the occupation, branch or economic activity or country, regarded being faith".
2.3.1.12 Management Development
Human resource development must have effective programmes for management
developments, technical development, supervisory development, worker development and
organisation development. It is an important responsibility of the human resources
manager to develop managerial talents in the organisation. Every organisation of today
must have a training centre attached to it, which may take up management development as
well as other types of training. In management development and executive development
programme, various aspects like leadership skills, team building and team work skills,
interpersonal skills, motivation skills, counseling skills, time management skills, must be
incorporated. Various types of training programmes may be helpful for the executive to
gain exposure. These are:
1. In-house training programmes according to the needs of the respective
organisation.
2. Organisation's executives may be deputed to special training programmes designed
and conducted by professional institutions.
3. Top level managers may be deputed for top-level management seminars and
international short term training abroad.
4. Executives, who have revealed substantial talents, organisational commitment
aptitude and capacities to hold managerial position, may be sponsored to reputed
management institutes for academic programme to acquire higher management
qualifications.
5. Lower and middle level executives may be supported for short-term training.
6. In organisation annual conferences may be arranged.
2.3.1.13 Technical Development
Development of technical skills forms a part of HRD. Particularly in the context of
dynamic technological development, the development of technically capable manpower
and the updating of technologic capabilities must be a priority for every organisation. No
organisation is able to go ahead with absolute technology and redundant manpower. In
place of skilled workers technicians are to be developed and the existing technicians are to
be replaced by technocrats. For meeting tomorrow's needs of technical and technological
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needs Human Resource must be developed, and every modernization programme must be
backed by technical upgradation, which is the job of HRD.
During the last decade there has been tremendous technological development. Electronic
industries have reached dizzy heights, and computerization and automation came in a big
way. Microprocessor, Computer Numerically Controlled (CNC) machine, high level of
sophistication in technical operations, satellite application and technological revolution in
communication technology, and such other emerging technological issues have brought
with it an extensive need for technically capable human resources. Revolutionary changes
are expected in the realm of technology in the next decade. Development of technically
capable manpower to face the emerging challenges is bound to be needed. It is here that
the HRD planning must incorporate a well formulated plan for the development of
technical manpower.
2.3.1.14 Supervisory Development
The supervisor plays a very pivotal role in the actuating process of any organisation.
Supervisory development must, therefore, be one of the important areas of human resource
development. A supervisor is the one who has to satisfy many conditions. Actually
speaking, he/she must be a multi-dimension and multi-faced personality. They must be
technically and behaviorally capable, while they must be an effective leader who has the
skill to work with people. While they must be highly achievement motivated, they must be
a motivator themselves. They must be a good counselor who fosters a high human value.
While they remain workers, they act as representatives of management. In fact, tomorrow's
supervisor will be technocrats with a lot of skills and knowledge.
2.3.1.15 Resistance to Change
An effective human resource development enables the organisation to overcome the
resistance to change. Obviously resistant to change generally takes place at in the worker's
level first. It is here that the supervisory has a great role to play in respect of changes,
which take place in an organisation. Every organisation is a sub-system of the whole social
system. Hence, every change that takes place in the society has an impact on the
organisation also. This is the reason why a social change or an environment change has a
corresponding change effect in the organisation.
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There are various types of changes like social change, economic change, political change,
technological change, and so on, which result in changes in the organisations also. The
changes which occur in organisations, particularly business organisation, may include,
technological changes, process changes, technical changes, policy changes, structural
changes, and so on. All such changes can invite resistance from the organisation's own
people.
2.3.1.16 Organisation Development
Not only individual employees or group, which must be responsive to the changes that
take place in the business environment and business, but the whole organisation, must be
responsive to changes. This is the reason why organisation development deserves to be
taken care of in response to the demands of the changes in the business environment.
Actually speaking an organisation responsive to the development alone will be able to face
the challenges from time to time. Such an organisation with ability to provide management
with methods and techniques for “systematically diagnosing, planning, implementing, and
sustaining change in order to increase the organisational effectiveness” as Mescon et al.
(1985) observed. Organisation development is a “long range effort to improve an
organisation’s problem solving and renewal process, particularly through a more effective
and collaborative management of organisational culture”.
2.3.1.17 Training and Educating
Management writers have stressed the need for training and developing organisation own
people so as to equip them to accept challenges. It is not sufficient only to train the people,
but to educate them, if the organisation’s human resources are to be properly developed.
Training is the act of increasing knowledge and the skill of an employee for doing a
particular job. It’s concerned with imparting specific skills for particular purpose. On the
other hand education is a boarder term concerned with increasing the general knowledge
and understanding of the employee’s total environment (Reddy, 1992). Thus, when a
person is taught how to assemble the two objects and tighten a nut means giving training
him and if an engineering course is given to him is an education.
2.3.1.18 Feedback
Every HRD system must have a built in sub-system for feedback. Feedback from the
employees, who are subject to the HRD intervention of the organisation, enables the
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organisation to determine whether the intervention is effective. It also provides
information about the performance of the people who work for the organisation. When
feedback is linked with goal setting, the result is bound to be positive as Nemeroff et al.
(1979) have observed. This is in consonance with the basic psychological principle that
knowledge of results is a necessary condition for effective learning. One may not improve
his performance if he does not hope for a positive result. It means that HRD intervention
facilitates the process of linking goal setting and feedback. As a good result is expected,
positive efforts are imminent; and then feedback is bound to be realistic.
Thus, the feedback system makes the HRM and HRD activities function effectively. While
the HRD manager gets a periodical awareness of what is going on in the organisation
through his feedback system, it not only keeps the management informed about the
functioning of the HRD system, if not the whole organisation. On the other hand, it
motivates the executives to strive hard to accomplish the goals effectively. Similarly, the
whole evaluation and appraisal process has its main input through feedback. Feedback
must, therefore, be an integral part of human resources development and management.
2.3.2 Factors Affecting HRD
The factors affecting on HRD have great influence on the productivity of an organisation.
Therefore, the affecting factors to HRD are as mentioned below:
2.3.2.1 Globalization
One major trend with implications for HRD is globalization. It is fostered not only by
technological change, the continually falling costs of communication and transport but
also by the decisions of developing countries to embrace market oriented development
strategies and to open their countries increasingly to the world economy. The world is thus
fast becoming one interdependent global market place.
Competitiveness of both nations and organisation will be on an international basis.
Worldwide competition has increased, the pace of economic change has accelerated and
the process of development has become less predictable. Competitiveness will be decided
on a country’s or an organisation’s capacity to add value to global economic products
services and process (Reich, 1991). A key contributor in this regard is the knowledge and
skills of the workforce. In fact the education and skills of the workforce will be the key
competitive weapon for the rest of the 1990s as well as for the 21st century (Reich 1991
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and Lester, 1994). Globalization impacts on HRD in various ways. Thus, compared to the
past, organisation will need to update much more regularly the skills mix of their
employees to respond to the opportunities or threats created by globalization and rapid
technological change. Indeed intense global competition is reconfiguring the market place.
Organisation increasingly has to compete by differentiating themselves from their
competitors by the quality of the human systems and processes behind their products and
services (Meister, 1994). The attitudes, knowledge and skills of the workforce of the
organisation have great influence on its products and services. Competition will be less
and less in terms of how the features and benefits of one’s product/services compare with
those of another as more products are perceived to be at parity by customers (product
convergences).
2.3.2.2 Changing Organisational Structures/Work
Patterns changing organisational structures and work patterns are another trend. The
organisation of the future, according to Charles Handy (1990), will be a shamrock
organisation. The shamrock organisations will have the following three elements:
1. A small and essential core group of professional, technicians and managers.
2. A group of sub-contractors who produce goods and services which the core group
does not have to: and
3. A growing group of temporary and part time workers who are hired to provide
specialized services or to help at peak workloads.
The small core or professionals, technicians and managers will need to be the focus for
human resource management. More investment in the management and training of part-
time and temporary workers will also be required. Technological changes, especially
information technology and telecommunications, and competition in the fast moving
competitive global marketplace have changed work organisations and working patterns.
The productions of goods and services have become flexible and customized instead of
being mass-produced in long production lines. Fixed automation involving repetitive tasks
is being replaced by flexible automation. On-line quality control has replaced end of line
checking. Instead of fragmentation of tasks, increasing use is made of terms and multi-
skilled workers. Decision-making is being decentralized to points of productions and sale.
The organisational hierarchy is flatter with middle layers of management eliminated. The
gap between those in control of institutional leadership and those responsible for
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production and delivery of products or services is narrowed. As a result of these changes
in working patterns, the role of workers has broadened with a consequent need for a wider
range of skills. Employees now need a much wider complement of skills than was case in
the previous traditional slower moving hierarchal organisation with clear of command and
“thinkers” at the top and “does” at the bottom.
Information technology and the advances in and the falling costs of telecommunications
mean that it is no longer critical to site office or organisations near the customers. The
workforce has become more mobile. One impact on work patterns that is emerging is
relationship organisations or virtual corporations. A virtual corporation, suppliers,
customers and even completers in a temporary organisation to share skills and costs and
access to one another’s markets. The virtual organisation has a very small core with many
resources supported from the outside but without a physical set up.
Virtual offices are emerging as organisations are leveraging cyberspace and electronic
technology to cut costs like rentals and to boost productivity. In such virtual offices
workers stay out of the office but retain contact through high technology gadgets, which
could be handheld devices that can receive, and send e-mail and faxes. Telecommuting is
one form of the virtual office where workers work from the home or just about anywhere
outside the office. Richard Nolan, a professor of business administration from Harvard
University predicts that the virtual office will be mainstream rather than an experiment
with in three years time (Asia Newsweek 1995).
The development of virtual organisations has HRD implications. Virtual corporations need
workers who are highly skirted, reliable and educated, able to understand the new forms of
information, adaptable and can work efficiently with others, employees need not just
technical skills but also the skill of learning how to learn to cope with continuous and
radical changes of virtual businesses. New forms of training, which are flexible, on
demand and interactive, will have to be devised for employees of virtual organisation.
Human resource development policies and programmes will have to change in response to
these changes.
2.3.2.3 Rapid Knowledge Obsolescence
The exponential growth of knowledge and the rapid change of science and technology is
another global trend. Knowledge is doubling every 7-10 years. The resultant relatively raid
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obsolescence of knowledge and skills have implications for HRD. The rapid rate of
accumulation of new knowledge and the fast pace of technological change will mean a
need for regular knowledge updating and skills upgrading. More frequent job changes will
become the norm. Schools and other education and training institutions will have to teach
the ability to learn and inoculate the acceptance of life-long education and training.
Continuing education and training programmes will have to be developed by not only
education and training institutions but also professional bodies.
2.3.2.4 Skills Required by Organisation
The American Society for Training and Development (ASTD’s) 1990 report lists seven
groups of skills wanted by employers. They are:
i Knowing How to Learn: This is the most basic of all skills. With this skill employees
can more easily acquire other skills. The skill involves the capacity to collect,
analyze, organize and apply information. It covers techniques, attitudes and
knowledge that facilitate processing of information. It is also the ability to use
appropriate technology as well as the capability to apply it in a new context at work.
This skill therefore enables workers to adapt quickly to new demands at work.
Learning is a part of working life with competitive pressures and changing
technology. Furthermore the availability, amount and complexity of information
have increased. Employers see the skill of knowing how to learn as the key to
retraining efforts and continuing education. Most importantly the skills enable more
efficient application of new knowledge to work thus greatly assisting the
organisation to meet its strategic goals and competitive challenges.
ii Reading, Writing and Computation: For traditional jobs working often involves
going through a regularized process or repetitive interaction with machines. Illiteracy
and innumeracy could be hidden of ignored. But today’s workplace involves
increasingly interaction with sophisticated computerized equipment, which requires
good reading and computation skills. Higher mathematical skills are required first
step in communicating with customers, documenting competitive transactions or
successfully moving new ideas into the workplace. Workers spend daily an average
one and one-half to two hours reading forms, charts, graphs, manuals, computer
terminals, etc., writing remains the primary form of communicating policies,
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procedures and concepts, computation is used daily to conduct inventories, report, on
production levels, measure machine parts or specifications, etc. Deficiencies in these
skills will result in productivity decline, increased accident rates and costly
production errors. It will also be difficult to effect necessary job retraining. An
employer’s ability to meet strategic goal and to be competitive will be impaired.
iii Communication Skills; Speaking and Listening Effectively: Communication is central
is the smooth operation of an organisation. These skills are at the heart of winning
and keeping customers. Pitching innovation, contribution to quality circles, resolving
conflicts and providing meaningful feedback all hinge on effective communication
skills. Workers spend most of their in some form of communication. Success on the
job is linked to good communication skills. In fact recent studies have shown that
only job knowledge ranks above communication skills as a factor for workplace
success. Business leaders estimate that deficiencies in these skills cost employers
millions each year in lost productivity and errors.
iv Adaptability Skills; Solving Problems and Thinking Creatively: Organisations are
increasingly placing a premium on a worker who is both a problem solver and a
creative thinker. As decision-making is decentralized to the point of actual
production or service delivery, an organistion’s competitive positions may hinge on
its workers' ability to solve problems quickly. A competitive advantage is frequently
tied to a organisation’s capacity to innovate from linear thinking in order to make the
creative leap. Successful problem solving involves firstly skill in individual problem
solving; secondly skill in-group problem solving and thirdly practical ability in
combining individual and group skills. Cognitive skills, group interaction skills and
problem-processing skills are crucial to successful problem solving. Creative
thinking is the ability to use different modes of thought, to come up with something
new, to visualize, foresee or form new combinations of ideas to fulfill a need. In the
workplace creative thinking is generally manifested as creative problem solving or
creative innovation. Often group activity, creative problem solving is characterized
by effective teamwork, the examination of problems in a new way and the invention
of new solutions to existing problems. On the other hand creative innovation is either
an individual or group activity. It is the development of new activities that expand
markets and improve such elements as productivity. An organisation’s ability to
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achieve its strategic objectives often depends on the problem solving and creative
thinking skills of its workforce. Unresolved problems create dysfunctional
relationships in the workplace, which can become impediments to dealing with
strategic change in an open-ended and creative way. Creative solutions help the
organisation to move towards its strategic goals.
v Developmental Skills; Managing Personal and Professional-Growth: Personal
management skills are the building blocks for good morale, a focused work life and
even organisational productivity. A strong foundation of skill self-esteem,
motivation, and goal setting and employability/career development influences the
behavior, attitudes and desires of worker and ultimately contributes to an
organisation's ability to carry out its mission and strategies. Today workers are
increasingly called upon to make decisions at the point of production or at the point
of sale and to display good interpersonal skills when they work in teams or with
customers. A positive sense of self-worth is important to success in these areas. For
an employer to succeed in the market place, employees must be motivated. They
must posses the ability to set and meet reasonable goals. Individual employee’s lack
of motivation or goal setting skills can produce repeated errors, absenteeism and
quality problems or it can hinder change.
vi Group Effectiveness; Interpersonal Skills, Teamwork and Negotiation Skills: At
work an employee constantly interacts with other people to perform work roles
effectively requires good interpersonal, teamwork and negotiation skills.
Interpersonal skills include the ability to judge and balance appropriate behavior,
cope with undesirable behavior in others, absorb stress, deal with ambiguity, listen,
inspire confidence in others, structure social interaction, share responsibility and
interact easily with others. These skills are essential to successful negotiation of
conflicts, which are a fact of work life. Negotiating skills include the ability to
separate people from the problem, to focus on interests not positions, to work out
compromises for mutual gain, to use objective criteria and an understanding of the
approach by the circumstance. Interpersonal and negotiation skills are the
cornerstone of successful teamwork. Teams, which are increasingly being used, are
organized in the workplace so that appropriate talents and skills can be pooled to
accomplish vital tasks and goals. This pooling of resources requires team members
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to have an array of skills that individual or routine jobs do not demand. Quality
teamwork results when team members know how to recognize and cope with the
various unique personalities and when each has a sense of the cultures and
approaches those other team members represent. Team members also need an
understanding of group dynamics, which evolve and change as the team approaches
its goal. Finally team members must be aware of the technical skills of fellow
members and how these skills can be applied.
vii Influencing skills; Organized Effectiveness and Leadership: Organisation is a maze
of explicit and implicit structures that make up their “culture”. Good performance
can only occur when employees know the culture of their workplace; both
organisational effectiveness and leadership skills are required. Organisational
effectiveness skills include the behaviors, attitudes and knowledge an employee
needs to achieve success on the job both as an individual and as a member of an
organisation. Each employee uses these skills to adapt to organsational expectations,
rules and regulations including expected job performance levels. They provide
guidelines for establishing appropriate and effective interrelationships.
Organisational effectiveness skills are the building blocks for leadership. Without
them, leadership can be misplaced or even be counterproductive. At its most
elementary level, leadership means that a person can influence others to act in a
certain way. The employee may need at times to influence his work group and to
provide a vision of what the organisation as a whole or the specific task at hand
requires. Leadership skills are necessary at every level of the organisation from chief
executive to the line worker.
2.3.2.5 Organisational Value/ Culture
The organisation's view of the importance of people and how they should be treated is
inevitably an important factor in personal involvement. The organisational culture plays a
vital role for the effectiveness of the HRD programme. The organisation must have
learning culture, which means it should continuously examine and improve the existing
system and procedure as the internal and external environment changes. The organisation
should develop a mechanism for the regular follow up and evaluation of the different
training and provide additional time and resources, it required, to fulfill HRD the goals.
The organisation needs to develop a learning culture in order for any HRD to be effective.
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2.3.2.6 Employee Value and Behaviour
The employees need to have desire to learn and benefit from the programme (Monappa et
al., 1994). If the employees are not motivated then the HRD programme itself will not
help the person to learn and to bring changes in their attitude and behavior. Therefore,
employee must feel the need of learning (Silwal, 1998). There is vital role of the personal
value on building the learning environment. Positive attitude is required. Similarly, the
organisation also should develop a policy to motivate the employees by providing
financial and non-financial rewards after the successful completion of the new KSA
learned from any HRD.
2.3.2.7 Political Instability
To bust up the HRD activities political environment of a country also plays an important
role. The political body governs most of the policy level performance. Formulation of the
policy and its implementation is affected by the political situation. If the political situation
is in good condition, every human welfare achievements can be flourished. So, for the
higher productivity of an organisation, there a stable but dynamic political situation of a
country is required.
2.3.3 HRD Activities
To develop the capacity of the staff or employee of any organisation there are many
activities. The activities to be carried out are based on the need of the people and the
nature of the information required. There are some HRD activities described below.
2.3.3.1 Training
Training is a means for helping members of an organisation to acquire the knowledge,
skills, abilities and positive attitude that is required by an organisation (Robinson, 1990).
Chaudhary (1994) states the training as the process of assisting a person for enhancing his
efficiency and effectiveness at work by improving and updating his professional
knowledge, by developing skills relevant to his work, and cultivating appropriate
behaviour and attitude towards work and the people he works with.
2.3.3.1.1 Training efforts for HRD
Management mostly has relied on training the people as a part of developing their
organisations. For an effective human resource development, there must be a constant
effort to develop people on the part of management. Training is an instrument of
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developing the employees or workforce by enriching the skills and improving the human
behaviour, which result in organisation development adequate enough for the
accomplishment of objectives from time to time. It helps organisations and individuals to
develop themselves in consonance with the changing needs of the environment in which
they survive, operate and progress. Training in technology, profession, organisational
behaviour, and management development are common.
2.3.3.1.2 Types of Training
Training is the main activity in the HRD. There are many types of training that can be
categorized on the basis of duration, nature, purpose, subject matter, activity or methods
applied. The most common types of training are as mentioned below.
2.3.3.1.2.1 Orientation Training
It is a training programme used to induct a new employee into the new social of his work.
The new employee is introduced to his job co-employee. He is also informed about the
rules, working conditions, privileges and activities of the organisation, what the
organisation does, how it serves the community and other particulars pertaining to the
organisation (Reddy, 1992).
Most of the information is likely to be embodied in an employee handbook, which is
distributed to all employees, and in the case of a rank and file worker, the orientation may
consist only of a brief explanation by a member of the personnel department or the
supervisor under whom the employee will work. Induction training can, however, be more
elaborate, particularly in the case of supervisory and management employees. Some
organisations show movies explaining organisation activities, others arrange for a lecture
or a series of lectures on the organisation and its practices. In some cases, the new
employee spends anywhere from a day an overall view of how the activities of one
department affect those of other departments.
If the new employee is an unskilled or a semi-skilled worker, for example a machine
operator, he may be asked to spend some time on the shop floor in order to familiarize
himself with the machines, equipment and working conditions. In some organisation the
complete induction programme is divided into phases (Reddy et al., 1992), in the first
phase, induction is done by the personnel department, which supplies to the new employee
all sorts of information relating to the organisation. In the second phase, the supervisor
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does induction. He has the responsibility of seeing that both the newcomer and the work
team accept each other. The supervisor should follow a set induction procedure. A ten step
programme provide for:
Greeting the newcomer cordially; Displaying personal interest in the newcomer; Reviewing his terms of employment; Giving additional information; Showing the newcomer around; Explaining the importance of his job in relation to other jobs; Introducing the newcomer to the rest of the work team; Telling the newcomer his duties; Selecting a person who can assist the newcomer on the job; and Follow up frequently.
The induction training not only helps personal adjustment of the employee to his job and
work group but also promotes good morale in the organisation. In view of these
advantages, many large organisations give much importance to induction training.
2.3.3.1.2.2 On-the-Job Training
The object of on-the-job training is to increase the knowledge of workers about the jobs
with which they are concerned, so that their efficiency and skill of performance are
improved. In on-the-job training, workers are enabled to learn correct methods of handling
machines and equipment, avoiding accidents, removing bottlenecks, minimizing waste,
etc. This is one most effective method of developing manpower by gaining experience and
learning by doing. Learning by doing implies that one should participate in doing by
involving oneself. An executive may not be able to develop himself by doing certain
things repetitively just like a robot. But if he involves himself, with his full heart and mind
in an active and formative manner, he develops himself on the job. Sometimes working as
an assistant to key executives, taking up responsibilities and challenges on the actual
operational jobs, accepting special assignments, etc. Provide opportunities for executive to
effectively learn by doing. It helps in many ways:
a) Development of skill by doing, group thinking and cooperative action. b) Learning from what others do, leading to self-development. c) Development through teamwork, interrelationship and involvement. d) Development in interpersonal skills, ability to adapt, and behaviour modification. e) Gaining accommodative skills and adjustability. f) Development of human values, and ability to control emotions.
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g) Gaining maturity: the ability to accept other people’s ideas, opinions and interests, and to accept varying viewpoints.
h) Development of leadership and follower-ship by involving oneself in various groups.
i) Development of managerial capability.
Thus, on-the-job training helps individual to be efficient and effective by doing the tings
themselves on the job situation.
2.3.3.1.2.3 On-the-Job Coaching
Coaching is instructing or tutoring while and individual is personally on the job in action.
The term coaching is commonly used in sports or games. Coaching an employee is the
process of developing him on-the-job by enabling him to undertake and carry out tasks or
critical tasks under the direct supervision, instruction and guidance of a superior. This is a
way in which a person prepares to perform jobs and tasks in future. This method is also
effective on the management development. The superior helps in this process; his
subordinates develop the judgment required, the competence needed and the commitment
essential for effectively holding the responsibility and carrying out the tasks.
A superior knows the strengths and weaknesses of his subordinate is in better a position to
be his coach provided the subordinate accepts him. Being a superior, he is in a position to
assign tasks to his subordinates. If the subordinate accepts the superior’s role as a coach,
he will involve himself in the work and put his heart and mind in it to develop himself on
the job. If he does not recognize the role of a coach in his superior he may still perform the
task in a mechanical way. In the former case the development process is effective. Under
any condition, the learning process is related to a concrete working situation. A manager
or a superior who supervises effectively the work of his subordinate practically coaches.
Teaches and vouches the development process in his subordinates. There are at least ten
elements in this coaching process viz. entrusting the responsibility, creating a team.
Delegating authority, directing, instilling confidence, setting standards, motivating to
accomplish in accordance with standard, and counseling, encouraging, and correcting and
keeping the proper track wherever the trainee happens to go wrong.
The coaching process is fulfilling for the superior who is committed in developing his
people, particularly when the subordinates are talented, potential and committed. But
when the superior lacks faith and confidence in his subordinates, the superior has to make
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efforts in changing the performance of the subordinates. Thus, the superior’s job as a
coach is very important.
2.3.3.1.2.4 Job Rotation
Job rotation is another method of used to develop employee in organisation. It is a
systematic programme of moving and interchanging employees from one job to another,
throughout the organisation for suitable periods of time. Job rotation has many advantages.
In this process the organisation gets to know the men who are really versatile, outstanding,
competent, and capable so that they can be entrusted with responsibilities and challenges.
2.3.3.1.2.5 Multiple Management
Multiple management is used by many organisations to develop the skills and knowledge
of the employee in the job situation. Especially this was developed by Charles P.
McCormack (1932) for selecting, evaluation, training, and developing lower and middle
management people. It was first experimented at McCormick & Organisation. Multiple
management devises implies the appointment of management boards to function
independently in all functions. An organisation with a profit center philosophy can have
separate management board in each profit center. Thus, every organisation may have
multiple management boards functioning under the top management or the top
management board. Multiple management technique has been introduced in many
organisatios, for training managers on the job situations. It provides the strongest kind of
social motivation to gain adequate management culture and capability. Every individual’s
desire to win approval enables him to involve himself in such development programmes.
2.3.3.1.2.6 Promotional Training
Many concerns follow a policy of filling some of the vacancies at higher levels by
promoting existing employee. This policy increases the morale of workers. They try to put
up maximum efficiency so that they may be considered for promotion. When the existing
employees are promoted to superior positions in the organisation, they are required to
shoulder new responsibilities. For this, training has to be given to them so that they may
not experience any difficulty to shoulder the responsibilities of the new position to which
they have been promoted.
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2.3.3.1.2.7 Refresher Training
At the time of initial appointment, employees are formally trained for their jobs. But with
the passage of time, they may forget some of the methods, which were taught to them, or
they may have become outdated because of technological development and improved
techniques of management and production. Hence, refresher training is arranged for
existing employees in order to provide them an opportunity to revive and also to improve
their knowledge. According to Dale Yoder, refresher-training programmes are designed to
avoid “Personnel Obsolescence”.
2.3.3.1.2.8 Corrective Training
When an employee violates organisation rules or policies, such as by being absent often of
by smoking in a “No Smoking” area or zone, the manager needs to find a way to deal with
the problem. Sometimes he thinks that the solution to the problem is discipline, but the
trouble with the word discipline is that it implies punishment. His aim should be not to get
even with the employee, but rather to reform the employee. In other word, he should
handle the problem with treatment that corrects rather than punishes. By its very nature,
corrective training implies criticism. The manager should criticize his employees in
private soon after the mistake but not before his own anger has cooled off. He should
criticize the act and not the individual and should explain to the employee why it is
important to both the organisation and the employee that he should change his behaviour.
2.3.3.1.2.9 Off-the-Job Training
Off-the-job training is conducted in location specially designated for training. It may be
near the work place or away from work, at special training center or a resort. Conducting
the training away from the work place minimizes distraction and allows trainees to devote
their attention to the material being taught (Fisher, 1997)
Off-the-job training programmes can be effective if they are drawn on actual organisation
problems. Trainers may, therefore, conduct surveys to determine actual needs for training.
Development programmes planned on the basis of actual needs to be effective. Resource
persons from within the organisation should be developed to be trainers, and there must be
a permanent training system in an organisation. However, in order to supplement the
internal resources, professional trainers may also be used from outside the organisation.
Various methods can be used for developing executives in an organisation. Training
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methods can be grouped into two categories: Training Methods for operatives and for
Managers.
2.3.3.1.2.9.1 Training Methods for Operatives
One-the-job training methods are by far the most important method used for training the
rank and file workers in a factory. Under these methods the new employee is assigned to a
specific job at a machine, or workshop or laboratory. He is instructed by an experienced
employee or by a special supervisor who explains to his the method of handling tools,
operating the machines, etc. Under this method, the worker not only learns the work under
the guidance of a supervisor but also produces goods in that process. As this method does
not require any special arrangement such as having a training school, it is inexpensive and
has become a very popular method of training for the employees. Further, it enables the
workers to learn in the environment of the job. Another feature of this method is that it
takes less time to provide training to the worker and also directly adds for the productions.
Further, this method has the advantages of simplicity because there is no division of
responsibility between a staff training department and line supervision. However, the
effectiveness of this training method depends primarily on the experience and competence
of the supervisor and his interest in giving proper training to the worker. In the words of
Betty (1974),”on-the-job training, for its success needs a properly trained instructor;
otherwise an inefficient instructor can produce a number of inefficient offspring”. There
are several methods in vogue, which make use of the on-the-job training concept.
2.3.3.1.2.9.1.1 Vestibule Training
This method involves the creation of a separate training center within the plant itself for
the purpose of proving training to the new employees. An experienced instructor is put in
charge of this training. Machines and tools are also arranged in the center so as to create
working conditions similar to those in the workshop. This method has several advantages.
As the trainee remains free from the confusion and the pressure of the work situation, he is
able to concentrate on learning. Further, while training is being imparted, there is no
interference with regular production. The method also saves costly machines from being
damaged by mishandling of untrained workers. The disadvantages of this training are that
it is relatively costly, it adds nothing to the production during the training period and the
artificial atmosphere usually associated with this type of training does sometimes create
adjustment problems for trainees.
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2.3.3.1.2.9.1.2 Apprenticeship Training
This method of training is meant to give the trainee sufficient knowledge and skill in those
trades and crafts in which a long period of training is required for gaining complete
proficiency. Generally, the trainees work as apprentices under the direct supervision of
experts for long periods of say, two to seven years. This programme consists of providing
actual work experience in the actual job as well as imparting theoretical knowledge
through classroom lectures which may be arranged either in the plant or in the institution
attached to the concern. Before accepting a person as an apprentice, an agreement is
entered into by the employer with the trainee or his guardian, stating the terms and
conditions of training. This method of training enables the trainees to become all round
craftsmen. But his method is very expensive and also there is no guarantee that a trained
worker will continue to work in the same concern after the training is completed.
2.3.3.1.2.9.1.3 Internship Training
This method of training is generally provided to the skilled and technical personnel. This
method involves a joint programme of training in which enterprises and the vocational and
the training institutions cooperate. The object of this type of training is to bring about a
balance between theoretical and practical knowledge. Under this method, students from a
technical institution possessing only theoretical knowledge are sent to some business
enterprise to gain practical work experience. Similarly, the employees of business
enterprise are sent to technical institutions to gain the latest theoretical knowledge on a
subject.
2.3.3.1.2.9.2 Training Method for Managers
Executive talent is the most important asset, which an organisation can posses. Although it
does not appear on the organisation’s balance sheet, it produces more important affects on
the organisation’s progress, its profit and the price of its stock than any other asset in its
possession. Research, experimentation, testing, and experience have yielded a great
variety of training methods, which are used in executive development programmes. Some
of these methods are meant for newly recruited executives only, their aim being to
generate in these trainees a deeper understanding of managerial functions. Some other
training methods aim at increasing the problem solving skills of managers. Still others aim
at changing their attitudes. Brief descriptions of these methods are given below.
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2.3.3.1.2.9.2.1 Observation Assignment
Under this method, the newly recruited executive called understudy is made an assistant to
the current jobholder. He learns by experience, observation and imitation. If decisions are
discussed with him, he is informed on the policies and theories involved. But if the current
jobholder neglects him, the understudy does not learn much by this method. Moreover, the
method tends to perpetuate mistake and other deficiencies characteristic of existing
managerial practice.
2.3.3.1.2.9.2.2 Position Rotation
Under this method, the trainee executive is rotated among different managerial jobs. This
not only broadens and enriches his experience as a manager but also enables him to
understand interdepartmental relations and the need for coordination and cooperation
among various departments.
2.3.3.1.2.9.2.3 Serving on Committees
Another important method of training an executive is to make him serve on a committee.
While serving on a committee, the executive comes to learn not only various
organisational problems and views of several senior and experienced members but also
learns how a manager should adjust himself to the overall needs of the enterprise.
2.3.3.1.2.9.2.4 Assignment of Special Projects
Sometimes, as a method of training, some special project is assigned to a trainee
executive. For example, he may be asked to develop a system of cost allocation in the
production of certain goods for which an order has been received by the organisation.
While working on such projects, the trainee not only acquires knowledge about them but
also learns how to work with relate to other people holding different views.
2.3.3.1.2.10 Conferences and Seminars
Often an executive is deputed to attend a conference, seminar or workshop to receive a
quick orientation in various areas of management with which he might be unfamiliar. One
advantage of this type of training is that all the participants coming from different
organisations get an opportunity to pool their ideas and experience in attempting to solve
mutual problems. The attitude is one of joint exploration. These encourage cross-
fertilization of ideas.
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2.3.3.1.2.10 Case Study
A case is a written account seeking to describe an actual situation. A good case is the
vehicle by which a chunk of reality is brought into the classroom to be discussed over by
the class and the instructor. Discussion on a case requires a capable instructor who can
evoke and guide intelligent discussion and analysis, so those meaningful learning
experiences occur. There is no ‘right’ answer or simple explanation in the comprehensive
case. The advantages of this method are more depth of thinking, more perception in a
situation, greater respect for and consideration for the opinion of others.
2.3.3.1.2.12 Incident Method
Developed at the Massachusetts Institutes of Technology, this method is an outgrowth of
dissatisfaction felt by Paul and Pigors with the case method. In the usual case method the
entire problem is presented to the students, whereas in the incident method only a brief
incident is presented to provoke discussion in the class. The group then puts questions to
the instructor to draw out of him the salient facts and additional information needed to
arrive at a reasonable solution, or resolution of the case. This method draws the
participants into discussion with greater emotional involvement. A unique advantage of
this method over the case method is the procedure of obtaining information by question,
one that often must take in actual business situation.
2.3.3.1.2.13 Role Playing
In this method, the instructor assigns parts taken from case material to group members.
The situation is usually one involving conflict between people. The role players attempt to
act the parts, as they would behave in a real life situation, working without a script or
memorized lines and improvising as they play the parts. The development of empathy and
sensitivity is one of the primary objectives of role-playing.
2.3.3.1.2.14 Sensitivity Training (or Laboratory Training)
This type of training is designed to increase the manager’s understanding of his own
impact on others. The training takes the form of a group discussion, and though a leader
trained in the technique is present, the group may decide on the subject of discussion or
suggest changes in procedure. In the course of the discussion, conflict, hostility, stress and
frustration may be purposely generated for they later on become motivations for growth as
well as food for learning. As these experiences are worked through and the leanings
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internalized, participants soon begin to experience a deeper sense of self-awareness and
acceptance. These, in turn, lead to an increased awareness and acceptance of others. For
example, one of the participants may become disturbed at the apparent lack of purpose in
the discussion and may remark that he is sick of wasting his time. His remark may
generate a number of questions from other participants, which may be difficult for him to
answer, e.g. “What do you mean by saying this?” “What are you really mad at?” This may
make him realize gradually that a large part of the group disagrees with him. In this way,
he is learning something about people he has not known before. He is induced to examine
his behaviour, values, needs, knowledge and feelings constituting his inner world and to
integrate it with the expectations of his social environment. In short, the laboratory
training aims at achieving behavioral effectiveness in transactions with one’s environment.
According to Katz, this method depends for its success on the following conditions:
1. The trainee must sincerely want to improve his human relation skill.
2. He must be willing to face up squarely to his own inadequacies, without
rationalizing or minimizing them.
3. He must be provided with a permissive atmosphere which shields out censure or
ridicule when he exposes his weakness.
4. He must have someone who he trusts, who is interested in helping him improve his
performance, and who is himself sufficiently skilled so that he is able to help
without imposing his values on the trainee.
5. He must be provided with direct experience in working with others, where he can
learn and practice the new skills he acquires.
2.3.3.1.2.15 Autonomy Training
One of the latest approaches to management training called ’autonomy training’ is aimed
at developing the individual’s ability to manage his own training. It involves leaving the
trainee almost entirely on his own. He has first to work out what he would like to learn,
and then teach him. The concept on which this method rests is that with the tremendous
speed at which new knowledge is replacing the old, it is impossible for a standardized
course to cater to the mass of individual training needs. So managers must be trained to
teach themselves new skills as they go along. In this training, also as in the sensitivity
training, the situation is kept unstructured. There is no programme and the trainer refuses
to direct toe programme or give lectures. Instead, he merely indicates a vast array of
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resources such as books, films, articles, management games, psychological tests, etc., from
which the participant must choose in order to build his own programme. Often consultants
are available for discussion or counseling, but only if the participant seeks them out.
Participants can also consult with each other.
2.3.3.1.3 Training Cycle
Because of the objective of HRD is to contribute to the organisation’s overall goals,
training programmes should be developed systematically and with the organisation’s true
needs in mind. However, often they are not. Instead of training objectives may be
undetermined or hazy and the programme may not be evaluated rigorously or at all. In
fact, it sometimes seems that what is important is that the training programme is “attention
getting, dramatic, contemporary fun. Whether or not the programme changes behaviour
becomes secondary” (Hinrichs, 1976). The training cycle can be shown in the three
phases:
a. The Assessment Phase
b. The Designing Phase
c. The Delivery Phase
d. The Evaluation Phases (Goldstein, 1986)
2.3.3.1.3.1 Assessment Phase
Successful training begins with a thorough needs assessment to determine which
employees need to be trained and what they need to be trained to do. In context of the
revolutionary changes in technology, society, economy, human behaviour, political system
and so on, no organisation can offer to remain static. In order to keep an organisation
vibrate and responsive to the needs of environment, constant training and development
programme must be conducted by every organisation (Rossett and Arwady, 1987), a
training need is a condition where there is a difference can be in terms of knowledge,
attitudes, and skills, that trainees need to perform more effectively and efficiently
(Wentling, 1993).
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Figure 2.2 the Training Cycle
Source: Training Needs Assessments of CFUGS for Active Forest Mgt. (SB Magar, 2003)
A need analysis helps to identify the gap, which helps to inform the planning of training; it
guides the formulation of training objectives and assists in the identification of training
content. The term analysis refers to the process of breaking up a complex whole in to its
component parts. This concept is not unique to the training context. It can be used to
simplify and understanding anything that has component part. The need analysis process
involves breaking down the training problem or need into its parts so that training content
can be identified understood. The need analysis can be done in these three major levels:
the organisation analysis, the job and task analysis and individual analysis.
Designing Phase
Delivery Phase
TNA Org. Analysis Task Analysis Ind. Analysis
Identify Training Objectives
Develop Criteria Select training Methods and Apply Learning Principle Develop Training
Course and Material
Conduct Training
Measure and Compare Training Outcomes against Criteria
Follow-up Feedback
Evaluation Phase
REFLECTION AND
REVIEW
Assessment Phase
Identification of Skills and Knowledge (Have & Lack)
Gap Analysis
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2.3.3.1.3.1.1 Organisational Analysis
Organisation consists of a group or groups of individuals having common aim and
objectives for certain goals to be fulfilled in the fixed time of period by utilizing the
limited resources. It has its own mission, vision, and objectives, set up rules and
regulation, own culture norms and values. All thee factors affect on all the activities that
are to be performed. Along these there must be problems, errors, or mistakes which
obstacles to achieve to objectives. All these things must be analyzed in organisational
level. TNA in this level gives the clear picture about the desire and achieved, which
ultimately leads towards to what should be done (Magar, 1998).
It looks at the proposed training within the context of the rest of the organisation. A prime
consideration is whether or not the proposed training will be compatible with the
organisation’s strategy. Goals and culture, and whether the employees will be likely to
transfer the skills they learn in training to their actual jobs. Corporate culture compatibility
is especially important for management training and executive’s development. Efforts to
train managers to lead, make decisions or communicate in ways that are most valued or
expected to launched the programme in effective and efficient way.
The impact that training of one unit has on other related units also is considered in an
organisational analysis. For instant if the accounting group is trained to use new
procedures, and then the other groups that either provides impart to the accounting group
or utilize the report produced by this group may also need some orientation. If training is
to be provided to a large number of employees throughout the organisation, the
organisation need to analyse and may ask which unite should begin receiving the training
first. The answer may be the units that need it most. Alternatively, one may decide to
begin with units known to be specially receptive to training in order to develop a record of
success and made a positive image for the training programme among others in the
organisation. The organisations future plan must also be considered.
2.3.3.1.3.1.2 Job and Task Analysis
A job analysis is a systematic explanation of the activities within a job. It is a basic
technical procedure, one that is used to define the duties, responsibilities and
accountabilities of a job (Robbins, 1998). This analysis involves completing a detail
description of tasks, determining the relationship of job to technology and to other jobs on
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examining knowledge, qualification or employment standards accountabilities and other
incumbent requirements (Hendorson, 1982). Job analysis indicates what activities and
accountabilities the entails. Three is no mystery to a job analysis; it is a just an accurate
recording of the activities involved. Job analysis involves the dissecting of a job or major
work event into its component parts. In other words job analysis is what is involved in the
job? End product of the job analysis is a list of tasks that workers complete in the course
of their work. Job consists of series of tasks. So analysis; it is the identification of task
Task is the smallest part of work. Task analysis involves breaking down the job tasks into
their consecutive steps on component parts. After identification of task in job analysis,
each identified task is again. Task is distinct work activity carried out for a distinct
purpose (DeCenzo, 1995). Analysis to determine its relative importance and criticalness in
terms of accomplishing the job task plays a vital role on the designing the training. Task
inventories can pin point specific task performed on the job, and the critical incidents
method helps identify tasks that are not being performed correctly. (Schoenfeld, 1997)
2.3.3.1.3.1.3 Individual Analysis
Final level analysis looks at the individuals to be trained. This attempt to determine which
employees should receive training and what their current level of skills and knowledge
are. The trainer may single out individual on the basis of the past performance or select an
entire work group or all incumbents with a specific job title. Then the trainer assesses or at
least estimates, the skill and knowledge levels of the chooser trainees, so that the training
is neither too simple nor too complex. Attention must focus on prerequisite basic skills, as
well as existing job related skills and knowledge.
The final step in the assessment phase is to translate the needs identified by the
organisation, task and individual analysis into measurable objectives that can guide the
training effort. Training needs assessment helps to develop the training course,
curriculum, methods, materials, resource person and budget.
2.3.3.1.3.2 Designing Phase
Training involves meeting the instructional needs of people. Training which fails to meet
learning needs of trainees is a waste of time, effort and resources (Wentling, 1993). On
the basis of finding of Training Need Assessment it is necessary to state exactly what the
trainees are to accomplish and also what to accept as proof that they have met these goals.
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All these come within designing phase. Training objectives are the foundation of effective
training. Unless training objectives are developed, a lesson can not be systematically
designed to achieve particular outcomes. Trainees expect their training to be useful to
them. The objectives of the training should be mentioned according to the trainees' need
because actual objectives are the statement of what a trainee will be able to do at the end
of session. The content of the training also designed according to the objectives of the
training and the outcomes from the job and task analysis.
Development of training criteria is another aspect of effective training designed. The
specific criteria of the training are necessary for effective output. Similarly, selection of
training methods and materials also play a key role on learning process of trainees. The
use of variety of training methods and technique not only increase the interest of trainees
but also the program effectiveness. It also encourages active participation by the audience
2.3.3.1.3.3 Deliver Phase
Once the training needs have been identified, objectives have been set up, course has been
developed then the training is delivered according to planned methods and materials to
achieve the set objectives. Training delivery is the implementation of the previous plan.
This is accomplished by selecting training methods and developing training materials.
During delivery it must address the required skills and knowledge by the participants then
it will be more effective. There are many factors that affect the learning outcome, such as,
the training methodology, language, communication skills, experience and the attitude of
the trainers. Similarly the training environment and the interaction between the trainer and
the trainees are other important factors in affecting training effectiveness. Each of these
factors must be considered very care fully in order to increase the learning of the trainees
(Silwal, 1998).
2.3.3.1.3.4 Evaluation Phase
This is the final phase in the training cycle. Evaluation is the determination of the extent
to which the training activities have met the goals. The basic approach to evaluation
should be to determine of the extent to which the training programme has met the
objectives identified prior to the training. Planning for the evaluation should start at the
same time that planning for the training programme begins. If the goals of the programme
are clearly stated as the specific objectives, the appropriate evaluation method can be
implemented at the same time as the programme.
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2.3.3.2 Demonstration
Demonstration is another most important HRD activity. Through it people can learn about
how to perform any activity. Demonstration can be categorized as two types such as result
demonstration and methods demonstration. The result demonstration is a method of
teaching designed to show by example the practical application of an established facts or
group of related facts. In other words, it is a way of showing people the value or worth of
an improved practice where success has already been established on the research station,
followed by different trails or observation. In this method the new practice is compared
with the old practice and is demonstrated what actually happens when a particular practice
is followed. Methods demonstration is a relatively short time demonstration given before
a group to show how to carry out an entirely new practice or an old practice in a better
way. It is designed to demonstration how to do things properly than to prove the worth of
the practice. The combination of both hearing and seeing makes a strong impression.
2.3.3.3 Study Tour
Study tour is another HRD activity in which employees can learn their required KSA
through visiting different places, industries or any organisation that may be locally,
nationally and/or internationally. Study tour makes the employee expose with the external
environment. It helps to understand the problem and analyses the situation. It stimulates
the interest, conviction and action respect of specific practice. It also impress the people
about the feasibility and utility of a series of relate practice and help to recognize the
problem.
2.3.3.4 Further Study
Through further study people can develop their career so it is an important HRD activity.
Further study upgrade and update employees KSA. It broadens the employee is
knowledge by getting further education. Further study should be included in policy of
human resource management.
2.4 Human Resource Development Strategy (HRDS)
HRD strategy involved a central philosophy of the way that people in the organisation are
managed, and the translation of this into personnel policies and practices. It requires
personnel polices and practices to be integrated so that they make a coherent whole and
also that this whole is integrated with the organisation or organisational strategy (Hendry
et al., 1986). Baird et al. as early as (1983) argued that there can be no organisational
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strategy without the inclusion of human resources. As identified by Handy et al. (1989) is
that the above demands a strategic view of the role of personnel management in the
organisation. HRD strategy is generally behaviour based. In the traditional ideal model
there would be analysis of the types of employee behaviour required to fulfill organisation
objectives, and then and identification of personnel policies and practices which would
bring about and reinforce this behaviours (Scholar et al., 1987). They used the three
generic organisation strategies defined by Porter (1974) and for each identified employee
role behaviour and HRD policies required their conclusions are shown in table below.
Table 2.1 Organisation strategies and associated employee role behaviour and HRD policies
Strategy Employee role behaviour HRD policies A high degree of creative behaviour Jobs that require close interaction and
coordination among groups of individuals Longer term focus Performance appraisal that are move likely to
reflect longer term and group based achievements
Relatively high level of cooperative, interdependent behaviour
Jobs that allow employees to develop skills that can be used in other position in the firm Compensation systems that emphasize internal equity rather than external or market based equity
A moderate degree of concern for quality
Pay rates that tend to be low, bet that allow employees to be stockholders and have more freedom to choose the mix of components that make up their pay package
1. Innovation
A moderate concern for quality, an equal degree of concern for process and results A greater degree of risk taking a higher tolerance of ambiguity and unpredictability
Broad career paths to reinforce the development of a broad range of skills
Relatively repetitive and predictable behaviours
Relativity fixed and explicit job descriptions
A more long term or intermediate focus High levels of employee participation in decisions relevant to immediate work conditions and the job itself
A moderate amount of cooperative, intermediate behaviour
A mix of individual and group criteria for performance appraisal that is mostly short term and results orientated
A high concern for quality A relatively egalitarian treatment of employees and some guarantees of employment security
2. Quality enhancement
A modest concern for quality of output high concern for process low risk taking activities commitment to the goals of the organisation
Extensive and continuous training and development of employees
Relatively repetitive and predictable behaviour
Relatively fixed and explicit job descriptions that allow little room for ambiguity
3. Cost reduction
A rather short term focus Narrowly designed jobs and narrowly defined career paths that encourage specialisation expertise and efficiency
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Primarily autonomous or quality of individual activity
Short term results orientated performance appraisals
Moderate concern for quality Close monitoring of market pays levels for use in making compensation decisions
High concern for quality of out put primary concern for results; low risk taking activity; relatively high degree of comfort with stability
Minimal levels of employee training and development
Source: Shuler and Jackson (1987)
Some human resource development strategies describe the behavior of all employees, but
others have concentrated on the behaviour of chief executives and senior managers
(Purcell 1992). Miles et al. (1978), align appropriate managerial characteristics to three
generic strategies of prospector, defender and analyser. The rational behind this matching
process is that if managerial attributes and skills are aligned to the organisational strategy,
then a higher level of organisational performance will result. Many human resource
development strategies aim to target not just behaviour but through behaviour change to
effect a change in the culture of the organisation. The target is, therefore, to change the
common view of the way we do things around here and the attempt to change the beliefs
and value of employees. There are particularly important different in terms of process and
purpose. In human resource planning the manager is connect with motivating people of
process in which costs, numbers, control and systems interact to play of part. In
manpower planning the manager concerned with the numerical element of forecasting
supply demand matching and control in which people are a part (Bramham 1989). The
emphasis in Bramham's view is on motivating employees to achieve organisational
objectives by defining plans and targets that enable the personnel function to manage the
culture of the organisation.
2.5 The degree of integration between organisational strategy and HRD strategy
The degree of integration between organisational strategy and HRD strategies varies
considerably between different organisations according to nature of the organisation.
Degree of integration between organisational strategy and HRD strategies and range of
possible relationships can be described in following five models.
i Separation model: In the separation model there is disjoint relationship, if indeed
organisational and HRD strategy did exist in an explicit form in the organisation.
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This is a typical picture of twenty years ago, but it still exists today, particularly in
smaller organisations.
ii Fit model: The fit model represents a growing recognition of the importance of
people in the achievement of organisational strategy. Employees are seen as key in
the implementation of the declared organisational strategy, and HRD strategy is
designed to fit the requirements of the organisation's strategy. Some of the early
formal models of HRD strategy, particularly that proposed by Fombrun et al.
(1984) concentrate on how the HRD strategy can be designed to ensure a close fit.
This whole approach depends on a view of strategy formulation as a logical
rational process, which remains the view in many organisations. The relationship
in the fit model is exemplified by organisations which flow their business
objectives down from the senior management team through functions, through
departments, through teams, and so on.
Functions, for example, have to propose a functional strategy, which enables the
organisational strategy to be achieved. Departments have to propose a strategy,
which enables the functional strategy to be achieved and so in. In this way the
personnel function is required to respond to organisational strategy by defining a
strategy, which meets organisational demands.
iii Dialogue model: The dialogue model takes the relationship one step further, as it
recognises the need for two way communications and some debate. What is
demanded in the organisation's strategy may not be viewed as feasible and
alternative possibilities need to be reviewed.
iv Holistic model: The holistic model shows a much closer involvement between
organisational and human resource strategy. The holistic model represents the
people of the organsiation being recognized as the key to completive advantage
rather than just the way of implementing organisational strategy. In other words
HR strategy is not just the means for achieving business strategy (the ends), but an
end in itself. HRD strategy therefore becomes critical and as Bird argued, there
can be no strategy with out HRD strategy. Boxall (1996) develops this idea in
relation to the resource based firm and argues convincingly that business strategy
can usefully be interpreted as more broad than a competitive strategy. In which
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case business strategy can encompass a variety of other strategies including HRM,
and he describes these strategies as the piece of a jigsaw. This suggests mutual
development and some form of integration it appears that the personnel function
has finally made it.
v HRD driven model: HRD driven model also shows a much closer involvement
between organisational and human resource strategy. The HR driven model offers
a more extreme form, which places HRD strategy in prime position. The argument
here is that if people are the key to competitive advantage then it is a must to build
on people strength. Logically, then as the potential of employees will undoubtedly
affect the achievement of goals and planned strategy, it would be sensible to make
account of this in developing organisational strategic direction. Dulter (1988)
identifies this model as a shift from HRD as the implementers of strategy to HRD
as driving force in the formulation of the strategy.
Diagrammatic Presentation of HRDS Model
OS HR
OS HRD
OS HR
OS HRD
OS HRD
SEPARATION MODEL
FIT MODEL
DIALOGUE MODEL
HOLISTIC MODEL
HR DRIVEN MODEL Note: HR = Human Resource OS = Organisational Strategy HRDS = Human Resource Development Strategy
Figure2.3: Potential Relationships between Organisational Strategy and HR Strategy
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2.6 Human Resource Development Strategic Themes
The range of current human resource strategic themes includes flexibility, quality,
customer orientation, empowerment, commitment, team working, leadership and
continuous learning. Many of these learning themes are interlinked and typically each
organisation will combine a range of themes appropriate to its needs. Flexibility is
commonly identified as an organisational goal, although Blyton and Morris (1992) argue
that there is only limited evidence of its being used strategically as opposed to short-term
'fix'. Flexibility can be defined in a wide variety of different ways: Blyton and Morris
concentrate on four key type of flexibility:
a) Task or functional Flexibility: Where employees may be multi-skilled and involved in
a wide range of tasks, with fewer boundaries between jobs. This type of flexibility
encourages team working practices, and in its ultimate form destroys the distinction
between craft and operator jobs and tasks.
b) Numerical flexibility: Where the labour supply is made flexible by the use of different
types of employment contracts and subcontracting. Hakim (1990) found some
core/periphery strategies.
c) Temporal flexibility: Where the number and timing of hour worked can be varied to
meet organisational needs in annual hour's contractors.
d) Wage flexibility: Where wages offered are individualised rather then standarised, by
the use of performance related pay or pay to skills offered rather than tasks allocated.
Although flexibility is high on the agenda, there are some potential contradictions with
other some strategic themes. The use of functional flexibility, which is, decreases the use
of special skills and the use of subcontractors for the achievements of a quality strategy.
Quality is another key theme. The achievement of a quality service or a quality product
demands a culture of quality where everyone in the organisation feels responsible for
seeking out and solving problems in the production process and where everyone desires
and takes part in continuous improvement. In this way quality is built into the process
rather than being checked at the end. To achieve this, responsibility needs to be delegated
to the lowest possible level in the organisation, and full participation and involvement of
all employees is expected. Individuals are "empowered" by being given the resources and
support to take on this responsibility. Team based environments are usually operated
where the team is given a target and it is up to them to decide how they control themselves
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and achieve the task. One of the platforms of a quality culture is often the requirement to
"get it right first time".
Very closely tied up with quality is the notion of customer orientation. Quality is often
defined in term of the product being fit for the purpose intended, understanding customer
needs and meeting customer expectation (Dale et al., 1992). This brings with it and
emphasis on getting to know the customer and their needs and responding appropriately.
In human resource terms these require a culture, which always puts the customer first in
everything that is done. This customer orientation does not only apply to external
customer or the organisation but internal ones too. In this way one department or team
will be the customer for the work that is produced by another department or team.
Also closely tied up with the achievement of quality is a strategic emphasis on employee
commitment. Given this commitment employees can be trusted to take responsibility and
make the right decisions. This commitment removes the need for a high level of control.
Commitment is seen to flow from involvement and empowerment and also appropriate
leadership. This increased emphasis leadership underlines the value of vision and the
ability to inspire employee rather that traditional management skills. Continuous learning
is a strategic theme which is increasingly apparent, at which we would argue is perhaps
the most critical. A learning culture is based on the idea that it's okay to say. "I don't
know the answer ... but I'm going to find out"/ and where it is okay to get things wrong -
as long as we learn something from that.
2.8 Productivity
Productivity is the "quantity or volume of the major products or service that an
organisation provides (Robbins, 1980). In other words, it is the amount of work that is
being produced in the organisation, in terns of how much and how well high productivity
is what makes an organisation thrive without a good product or service to sell, problems in
an organisation are sure to arise (DeCenzo et al., 1998). The term "productivity" and
"efficiency" are used interchangeably. Thus, productivity relates to the efficiency with
which the labour inputs and capital inputs are utilised. Efficiency has been defined as the
ratio of energic output or production to energic input or cost (Katz et al., 1970). It relates
to the extent to which the inputs of an organisation emerge as product and the extent to
which it is absorbed by the organisational system. Indeed, efficiency is concerned not
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Figure 2.4: Sutermeiser's Productivity Wheel
only with labour input and materials or direct costs but also with plant and equipment or
indirect costs. The efficiency may be of two types - potential efficiency and actual
efficiency. The potential efficiency relates to the extent to which energic investment in
several forms such as supplies, power, etc., is required for each unit of output while the
actual efficiency relates to the extent to which the organisation utilises the energy at its
disposal. Efficiency differs from effectiveness. Explicitly, efficiency relates to the
maximisation of return by economic and technical measures in the organisation where as
effectiveness involves maximisation of return by all measures including economic,
technical and non-economic or political measures. According to another viewpoint,
efficiency involves only economic factors while effectiveness involves not only economic
factors but also social and mental factors. In another way, efficiency is concerned with the
economy and speed of efforts and the effectiveness relates to the attainment of established
objectives in organisational settings. Thus, as Bloom et al. (1969) point out, efficiency or
productivity refers to ratio between output measure in specific units and any input factor,
also measured in specific units.
Source: Management of Human Resources: a Behavioral Approach to personnel, 1985; RS Dwivedi; India
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Frequently, statistic series dealing with productivity are based upon a comparison over
time of output in relation to labour input. However, as Bloom and Northrup point out, an
index relating labour input and output such as output per man hour, reflects the combined
impact of several factors including changes in leadership, capital investment, rate of plant
utilisation, managerial efficiency and scale of operation as well as skill, quality and effort
of the human resources. There are two types of statistics on productivity. The first type of
statistics measure productivity in terms of output per hour paid and the other in terms of
output per hour worked. Usually, hours worked is considered as the proper statistic for
analysing productivity. From a practical standpoint, statistics or productivity is based
upon production data obtained in two ways, one by construction or an index of output and
the other by deflation of a value series. It should be recognised that productivity
calculations are merely estimates involving imputation and guesswork.
Explicitly, the productivity is measured by engineers or administrators. Sometimes, they
need assistance in devising a standardised system for identification and calculation of
every unit of production. This can frequently be found in government departments,
schools and offices where services are the major products. There are several other criteria
to assess productivity or efficiency such as absences, turnover, accidents, and grievances,
requests for transfers, strikes, scrap losses and allied factors. Frequently, employee
productivity can be computed by the formula as follow:
Productivity = (Standard production time/Actual production time)*100
2.7.1 Factors of Organisational Productivity
Productivity improvement programmes are becoming more popular with organisations.
Many components constitute the productivity factor; we can condense these components
into four categories - capital investment, innovation, learning and motivation (Stein,
1983). Capital investment includes having the best possible machinery available that will
help improve the efficiency of the workers. This machinery or equipment can be in many
forms - from robots to word processors. The concept behind capital investment is to
provide the latest technologically advanced equipments that will help the workers to work
smarter not harder.
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Innovation is process where by new and creative ideas are welcomed, studied feasibility
and if feasible, implemented. Some better selling products/services or larger cost saving
have come from ideas submitted by employees. Success of the programme rests on
innovations, such as finding more expedient means of delivering raw materials in order to
reduce the idle time associated with waiting for materials to be delivered. Learning looks
at training issues. It is desired individuals work not only effectively (doing the right
things) but they also be efficient (doing the things right) as well. To be effective and
efficient in their work, employees must have the proper skills, and in many cases, these
skills have to be taught especially if we consider the skills needed to use a new piece of
equipment.
Finally, productivity is contingent on an employee's motivation. The best trained
employee, one who not only has the ability but has access to the most - advanced piece of
equipment, will not be productive if he or she is willing to be so. Attitude plays an
important role as to whether an individual has the propensity to work. Accordingly, to
increase productivity we must, in part, change an employee's attitude - or, in academic
terms, increase his or her morale. Dunn and Stephens (1972) describe general and specific
factors in productivity based on classifications provided by Reynolds et al. (1969),
respectively.
2.7.1.1 General Factors
The general factors classified by Reynolds (1964) include factor proportions, rate of
technical progress, managerial ability and performance of workers. Firstly, the basic
factors of production such as land, labour and capital are required in suitable proportion to
increase productivity. However, in developing countries labour is abundance and its ratio
to land is high causing low average yield per worker. Likewise, in developing countries,
there is also shortage of capital hampering employee productivity. Thus, in developing
countries productivity is much lower than that in developed countries in view of factor
disproportions. Secondly, rate of technical progress, which relates to rate of development
of new products, new processes and new equipment, is associated with high productivity.
In advance countries, productivity is high because of their high rates of technical progress
while in developing countries it is low in view of their low rate of technical progress.
Thirdly, managerial ability and performance are of utmost significance from the standpoint
of productivity. The employee productivity in an organisation increases or decreases are
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depending upon the managerial ability and performance, although the workforce remains
the same. Finally, capacity and performance of workers form a factor in productivity. The
workers in different nations differ in terms of productivity because of their divergent
knowledge, training, attitudes, skills, health and physical strength and allied factors. It
may be noted that potentiality of human resources for performance remains largely
unutilised because of failure on the part of management to sustain their high level of
motivation.
2.7.1.2 Specific Factors
There are numerous technical and human factors, which determine employee productivity
on the job. Sutermeiseter (1969) lucidly describes these specific factors involved in
productivity. These factors have been shown in Sutermeister's productivity wheel (Figure
2.2). As the figure shows, productivity is the function of technical and employee's job
performance factors. The technical factors include technological development, raw
materials, job layout and methods while the employee's job performance factors are ability
and motivation. Ability involves knowledge and skill while motivation is influenced by
individual's needs, physical and social conditions. A further perusal of the wheel reveals
utmost complexity of factors involved in productivity. Explicitly, knowledge involves
education, experience, training and interest while skill relates to aptitude and personality.
Individual needs include physiological, social and egoistic needs embracing several
variables. Physical conditions include lighting, temperature, ventilation, rest pauses, safety
and music whereas social conditions include union, leaders, informal groups and formal
organisation which, in turn, involve several factors. In another way, as Dunn and Stephen
point out, there are three categories of specific factors in productivity including employee
ability, employee motivation and situational factors.
2.7.1.3 Ability Factors
As indicated above, productivity is markedly determined by ability factors including
knowledge and skill. Training and development is needed to increase the ability of human
resources to enhance their productivity. In developing countries, ability factors are of
utmost significance because of prevalence of labour intensive industries. While in capital
intensive industries, productivity can be increased by improving machines, redesigning the
product or making allied engineering or product oriented changes, in labour intensive
industries, the ability of human resources must be increased through several measures to
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enhance productivity as much as possible. In addition to training and development, ability
factors should be taken into account by the management in selection and placement
programmes. Several psychological tests for the measurement of ability factors can be
effectively used to match the human resources and jobs to make the best possible
applications of ability factors in organisational settings.
2.7.1.4 Motivational Factors
Effective training and placement of individuals to make the best possible use of human
ability are still inadequate to obtain the highest performance. The individuals must have
the will to work and be motivated to accomplish it. Indeed, employee productivity is also
markedly influenced by motivational factors. Motivation has been defined as an internal
factor which energizes, directs and integrates an individual's behaviour (Murry, 1964).
Motivation cannot be observed directly but is inferred from behaviour. It is an internal
drive which propels an individual to action and which starts from a lack or deficit of some
thing and ceases with the attainment of goals or a reward or satisfaction of the need.
Obviously, the goal or reward satisfies individual and his drive no longer operates after the
satisfaction of his needs. Motives have been classified by Murray in five categories
including homeostatic motives such as hunger and thirst, sexual motives, emotional
motives such as fear, anger, anxiety, love, etc., intrinsic motives such a curiosity and
cognition and social motives such as achievement and affiliation.
As Dunn et al. (1972) point out, the basic problem of motivation to work relates to the
decision to join an organisation, decision to make the maximum use of abilities and the
decision to desert an organisation. Obviously, these decisions are markedly determined by
the hierarchy of needs of individuals, although situational factors obtained in the enterprise
and the alternative job opportunities elsewhere also exert impact in these respects.
Maslow's hierarchy of needs asserts that the higher needs remain inoperative so long as the
lower order needs are not satisfied. The hierarchy of needs in order of strength consists of
physiological needs, safety needs, social needs, ego needs and self-fulfillment needs.
However, this hierarchy is considered flexible. In fact, some individuals may have the
satisfaction of prestige or ego needs as the sole goal in their life while other categories of
needs i.e., self-fulfillment may be hampered in the early part of life of the individuals,
which may be hampered in the early part of life of the individuals, which may never
appear. Thus, Maslow's hierarchy of needs is not a rigid concept. In addition, situational
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factors such as non-availability of job elsewhere may exert influence on the motivation
level of the individual and thus, production is likely to increase.
2.8.1.5 Situational Factors
Situational factors involve impact of supervision and leadership, reward, penalties and
discipline, performance appraisal and job evaluation. In this context, we shall concentrate
on supervision. The supervisor plays a key role in organisational settings. Indeed, he is a
link pin between higher management and the workforce of operatives. A supervisor is one
who supervises non-supervisory employees and forms the last link in the managerial
hierarchy. He requires managerial and technical skill along with leadership style to
accomplish the results through his group of operatives. At this stage of knowledge it is not
possible to generalise supervisory characteristics, which consistently influence workforce
to be more productive. The supervisor may select suitable supervisory style on the basis
of his experience with the group and its past performance record. However, there are
some characters, which have been found frequently among effective supervisors.
According to Dunn and Stephen, these characteristics includes setting high standards or
goals enforcing these standards through reward or punishments influences on higher
managers to get things done for subordinates, supports for subordinates, consistencies
between action and values and attitude, behavourial flexibilities and predictability and
technical knowledge and managerial skills. It may be noted that productivity itself may
influences his supervisory style. Indeed the relationship between productivity and
supervisory style is highly complex.
While productivity improvements can be achieved through a series of events - proper
equipment, increased motivation - one common thread exists. That thread is workers'
ability to accept and implement. On building such capacity, latency and attitude proper
HRD strategy of an organisation is a must.
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Former Staff = 4
Administrative staff = 19
Progamme Head = 5
Training staff = 31
Fig. 3.1 Schematic diagram for population
Universe = 59
Chapter three
RESEARCH METHODOLOGY
3.1 Research Design
The method applied for assessing the impact of HRD strategy on organisational
productivity is based on the evaluation of perceptions of the different level of RDC
personnel and the appraisal of the available documents. The knowledge about their
perceptions is based on the staff's responses to a set of questions constituting different
factors associated with HRD strategy. Annual reports, previous research and other
available documents were also reviewed. The responses are then statistically analyzed to
assess the impact of HRD strategy on organisational productivity. It is, therefore, field
study and descriptive analytical approach is adopted for the study. It is field study because
attempt is being made to explore the facts related to RDC HRD strategy and organisational
productivity. So, it is also analytical for all the responses of the respondents are rated on
the basis of Likert Five Point scale and other related statistical tools consulting with
statisticians.
3.2 Population
This study was carried out at the Rural Development Centre (RDC) of United Mission to
Nepal. The population of this study was the whole number of RDC personnel i.e. 55 and 4
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former RDC staff who had worked in RDC as a programme head and sufficiently
practiced the HRD system of RDC. To make this study effective, whole population was
stratified into three sub population or categories. The first type sub population was
training staff that included trainer and training officer. Second type of sub population was
present training programme head and former staff of RDC and the last was administrative
staff. Figure 3.1 illustrated that the training staff belonged 31, administrative staff
belonged to 19, training programme heads belonged to 5 and the former head were 4.
3.3 Sampling
Due to the limited time and resources for this research, it was not possible to collect data
from each and every individual of each and every category of population. However,
maximum care is taken to ensure the representative of population as far as possible and to
avoid any sort of irregularity thereby. Stratified Random sampling technique was applied
for sample selection. The purpose of sampling in this research is to obtain the optimum
results and the best possible estimates of the population parameters within the available
time and resources.
3.4.1 Sample Selection
For selecting samples, at first the population was classified into three categories. The
classification of the population was based on their HRD character. There were two types
of HRD practices one is for training staff and other is for administrative staff. Within the
training staff there is also two type of HRD credit allocation system. Therefore, whole
population was stratified into three categories according to their HRD characteristics.
After stratification of population, every individuals of category were assigned the number
and randomly selected to avoid the biasness.
Table N. 3.1 Estimated sample intensity of study Number SN Category Total Sample Intensity
1 Training staff (trainer and training officer) 31 22 71.0 Programme heads (Training coordinators) 5 5 100.0 2 Former training coordinators 4 3 75.0
3 Administrative staff 19 12 63.2 Total 59 42 71.2
As shown in the tables 3.1, 22 (71%) training staff were selected as sample unite out of 30.
Similarly, all programme heads out of five, 3 (75%) former programme heads out of 4,
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and 12 (63.3%) administrative staffs out of 19 were selected as sample units. In total 42
out of 59 were selected as samples that calculates the sample intensity of 71.2% and
questionnaire were distributed to them, but out 42 only 34 (81%) questionnaires were
collected. The main causes behind collection of only 81% of questionnaires were as
follows:
1. Respondents went to field training for a long duration.
2. Some respondents resigned from RDC after getting this questionnaire.
3. Some did not fill and returned the questionnaire.
On the basis of collected questionnaires, data were presented, analyzed and decisions were
taken. Table 3.2 shows the actual sample intensity of this research on the basis of collected
questionnaire. In total, 57.6% staffs were sampled for the study. Among them, training
staff were 61.3%, programme head were 77.8% and the administrative staffs were 42.1%.
Table N. 3.2 Actual sample intensity of study SN Category Total Respondents Sample intensity 1 Training staff 31 19 61.3 2 Training programme head 9 7 77.8 3 Administration staff 19 8 42.1
Total 59 34 57.6
3.4 Source of Data
Source of data provides required information and facts which are necessary to analyze,
conclude and finally come to a decision. In this research mostly primary and secondary
sources of data were used.
3.4.1 Primary Data
Primary data are those data which are collected fresh and for the first time. Therefore, they
are in the original character. In this research data collected through questionnaire survey,
observation, informal discussion with checklist from the personnel in the different level of
RDC are primary data.
3.4.2 Secondary Data
These data are already collected, passed through the statistical process and presented in
different forms. In this study different reports of RDC, research thesis, journal, training
list, brochure, evaluation reports, financial statement etc., were observed and anlysed as a
secondary source of data.
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3.5 Research Instrument
The study as stated earlier is a task of assessing the impact of HRD strategy on
organisational productivity. Continuous observation, recording and comparative study of
the performance of personnel before and after receiving the HRD activities will provide
real and relevant information. Therefore, considering the identified constraints,
questionnaire technique and selected interviews with checklist was adopted as a research
instrument for the collection of primary data on which the study depends much. Apart
from this general observation, document review etc., were also applied as a tools of data
collection. Collected data were edited, processed and statistically analyzed.
3.6 Data Collection
For the research work both primary and secondary data were used. Basically, this study is
totally based on primary data and limited secondary data. All the statistical analysis,
interpretation and presentation were mainly derived from the data of primary source.
Therefore, due to the prime requirement of such nature of data, questionnaire survey
method was applied as a tool of data collection. Apart from this interview with checklist,
general observation and document review were adopted for primary data collection and
the available documents were reviewed for the collection of secondary data.
3.6.1 Questionnaire Survey
In this context a set of well thought questionnaires (see appendix -1) was constructed.
Mainly concerning to the question, all the questions were composed of different style.
Some questions were multiple choice type, some were alternate choice or closed type,
some were ranking with point scale, but some questions were open type. Before
distributing the questionnaire to the respondents pretest was done to test the relevancy of
it, then it was reviewed with feedback and finalized for distribution to collect the data.
The questionnaire forms were distributed among the sampled individuals of the three
groups. After the distribution of the forms, a month of time was given to the respondents
to fill up the questionnaires. Respondents were frequently met, discussed and conducted
regular follow-up which helped to collect the form in time. People felt it easy to remove
all confusions related to questions. This helped the researcher a little bit more to acquire a
free and frank response than would otherwise be expected.
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3.6.2 Interview with Checklist
Interview with checklist (see appendix - 2) was the methods of data collection for this
research. Selected key informants, one from each category were interviewed and discussed
in the practicing approach of HRD in RDC. Generally, factors affecting HRD and the
problems and related issues were discussed during the interview. Purposive sampling was
applied for interview. Two people from each category were selected.
3.6.3 Document Review
Document review was another major method used in this study. Documents available in
RDC were sufficiently reviewed. The documents like annual report, HRD policy of RDC,
personnel policy of UMN, strategic plan of RDC, annual financial report, occasional
papers, research report and different thesis related to the HRD of RDC were reviewed.
Basically, secondary data for the research related to HRD of RDC were cited and derived.
3.6.4 General Observation
Generally observation was used to scrutinize the change in behavior after application of a
treatment to the individual. Within short period of time it is difficult to get the significant
change in behavior but some remarkable things i.e. management system, material
production, office management, guideline and training session plan, individual goal set,
daily performed activity plan etc., were observed and indirectly discussed.
3.7 Data Analysis
Various statistical tools are used for making the study more realistic and easily
understandable. Simple means are frequently used. All the interpretations and analysis
are specially based on the mode and mean values of the responses of respondents. The
rating of response (opinion) is done with the help of Likert Five Points Scale. And all the
frequencies rated converted into mean value assuming the representative figure. The data
are analysed statistically working with the mean value of the response and frequencies by
means of applicable tools. Similarly, all the tabulations chart, graphs are demonstrated
with the help of statistical procedures. On the basis of quantitative and qualitative result
the inferences were drawn, conclusions and recommendations were made.
3.7.1 Analysis of Multiple Choice Type Responses
Some questions in the questionnaire were provided to respondents with the multiple-
choice type of question. They had many options and they can choose more than one option
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Table 3.3 Sample example of multiple choice type questions
Training Programme Head Administration Roles and Responsibility f % f % f % Total %
Training design and delivery 19 100 5 71.4 1 12.5 25 73.5 Coordination and Networking 4 21.1 7 100 3 37.5 14 41.2 Training support service 8 42.1 6 85.7 6 75 20 58.8 Administration work 2 10.5 7 100 4 50 13 38.2 Training material production 18 94.7 5 71.4 5 62.5 28 82.4 Decision making 1 5.3 7 100 2 25 10 29.4 Supervisory role 2 10.5 7 100 4 50 13 38.2 Consultancy and resource person 16 84.2 3 42.9 1 12.5 20 58.8
which were most close to their job behavior. In such type of question a frequency table
was prepared on the basis of how many people chose a particular character, then
percentage was calculated in reference to total number of respondents and decision were
made by reason of high to low frequency percentage. An example for "roles and
responsibilities of respondents" was shown below. A question with eight choices was
given to respondents. They were well instructed to give tick mark (√) in the most suitable
options that may be more than one. A frequency table was prepared for individual
category. In example a character "training design and delivery" was ticked by 19 training
staff out of 19 people, 5 programme head out of 7 people, 1 administration staff out of 8.
In total 25 RDC staff gave the tick mark on this character out of 34. The figure was
expressed in percentage by (19÷19)*100 for only training staff, (5÷7)*100 for only
programme head, (1÷8)*100 for administration staff and (25÷34)*100 for total
respectively. Similarly all the numerical figure of other character was calculated by this
process. The format and color of above table was applied to all the table of this type of
analysis in the upcoming chapter to make easy recognition and understand the table
information.
3.7.2 Analysis of Single Choice Responses
In this type of question many options for a question were provided to the respondents. In
many options respondents were instructed to choose only one option which was most
suitable in their opinion. Then data were presented in the frequency table and calculated in
the percentage. Table 3.3 below is an example of this type analysis. In this example five
options were provided to the respondents. Each respondent were well informed to give one
choice among the provided options. "Equally on work related and private interest" is one
character out of five. For this character 12 training staff out of 19 people, 2 programme
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Table 3.4 Sample example for single choice type question Training Pro Head Admin Total Focus of HRD f % f % f % F %
Only work related 1 5.3 1 14.3 0 0 2 5.9 Only private interest 1 5.3 0 0 0 0 1 2.9 Equally on work related and private interest 12 63.2 2 28.6 6 75 20 58.8 More work related than private interest 5 26.3 4 57.1 2 25 11 32.4 More private interest than work related 0 0 0 0 0 0 0 0 Total 19 100 7 100 8 100 34 100
head out of 7 people, 6 administrative out of 8 people and 20 staff in total of 34 people
gave their response. Within the category wise the percentage of frequency was calculated
by (12÷19)*100=63.2% for only training staff, (2÷7)*100=28.6% for only programme
head, (6÷8)*100=75% for administration staff and (20÷34)*100=58.8 for total
respectively. To make easy recognition and understand the table information, the format
and color of below table was applied to all table of this type of analysis in the upcoming
chapter.
3.7.3 Rating or Ranking
Likert Five Point scale is used in order to collect the primary data required for the study.
The majority of the question was designed in this model. The five point scale ranging from
minimum 1 to maximum 5 is used for measuring and quantifying the opinion of each
respondent about impact of HRD strategy on organisational productivity. The five points
1, 2, 3, 4 and 5 were assigned with certain values. 1 and 2 of the scale was for the below
average value; 3 for average and 4 and 5 for above average. Respondents were instructed
to put the tick mark in the box from 1 to 5 as they ranked or rated based on their own
perception. In the same way, the points were assigned a range of percentage to make it
easy for the respondent in answering the questionnaire and also analyzing the data. In this
context, the percentage was divided into five equal parts and range having a liking for the
points in order. The range of 1 to 0% was assigned for the rank 1. The range of 21 to
40% was for the rank 2. Similarly, 41% to 60%, 61% to 80%, and more than 81% were
assigned for rank 3, 4 and 5 respectively. In this way, the categorization of Five-Points
was set to make the respondents easy on ranking or quantifying their feelings which
ultimately results in more realistic and exact. After the collection of the questionnaires
distributed, the raw datas were at first edited, tabulated, processed and statistically
analyzed. In order to get a total and comparative picture of responses, mode and mean
values are calculated. At the same time frequency and frequency percentage were also
figured out. For example table 3.4 was shown for illustrating the rank or rate of "Relation
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R f f% R*f
1 0 0 0
2 3 8.8 6
3 5 15 15
4 19 56 76
5 7 21 35
Total n = 34 100 ∑Rf = 132
Mean rank (x) = (∑Rf/n)
= 132/34
= 3.88
Expression in % = 3.88*20
= 77.64%
Table 3.5 Example of rating or ranking Training Pro. Head Admin Total R
f % x % f % x % f % x % F % X % 1 0 0 0 0 0 0 0 0 2 3 15.8 0 0 0 0 3 8.8 3 3 15.8 1 14 1 14 5 15 4 10 52.6 5 71 4 57 19 56 5 3 15.8 1 14 3 43 7 21 19 100
3.7
73.7
7 100 4.
0
80.0
8
4.3
85.0
34 100
3.88
77.6
4
of HRD with job nature". In total out of 34 respondents, 0 respondents were mentioned
rank 1, 3 respondents rank 2, 5 ranked 3, 19 ranked 4 and 7 ranked 5. In this way the
percentage was calculated by (0÷43)*100=0%, (3÷34)*100=8.8%, (5÷34)*100=56%,
(7÷34)*100=21% for rank 1,2,3,4 and 5 respectively and the mean value of rank and
relation in % was calculate as shown below.
The above calculation talked about 8.8% of respondents feeling below average in relation
to HRD with job nature. Fifteen percent (15%) are feeling in an average and 67.5% i.e.
{(19+7)34*100} are feeling above average in relation to HRD with job nature. In the
range of percentage, 8.8% of respondents are feeling below 40% relation of HRD with job
nature. Fifteen percent (15%) are feeling 41% to 60% in relation to HRD with job nature
and 67.5% are feeling above 61% in relation to HRD with their job nature. The mean
value of rank says that the relation of HRD with job nature is in rank 3.88 equals to
77.64% or more than average. The most important fact that should be considered in this
numerical value of above calculation is that they are not absolute value. They are just a
quantitative tool to make this study easy, simple and try to be an approximate average of
perception.
3.7.3 Comparative Analysis
For comparative analysis of existing HRD practices some criteria for comparison at first
were identified by reviewing the documents, discussing with different level of RDC
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personnel. Then, on the basis of such identified criteria the rank mentioned above was
applied. Collected data were tabulated and analyzed. For analysis of comparison the
procedure described above was applied and mode value of rank was also taken into
consideration.
3.7.4 Trend Analysis
From the facts and figures obtained from documents and reports review, time trend for the
last five fiscal year was applied. For trend analysis different charts, graphs, tables were
made and interpreted.
Schematic Diagram of Sample Unit Selection
Fig 3.2 Schematic diagram of sample unit selection
Data Collection & Analysis
Interpretation & Report
Stratified Random Sapling
Admin staff
RDC Human Resources
Categorization criteria HRD credit system and Center based HRD
Programme head
Training staff
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Report with recommendations
Data tabulation and analysis
Presentation and Discussion to supervisor and RDC Review and Feedback
Report Finalize and submission
Research Question
Data Collection
Observation
Document Review
Interview
Questionnaire
Informal discussion
Pretest and Feedback
Discussion with RDC management and Conceptual clarity
Questionnaire Design
Objective formulation
Literature Review
References Reports Research thesis Policy Document
Research Proposal
Conceptual Research Frame Work
Fig 3.3Conceptual research research frame work
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Table 4.1Sample intensity of study
Category Designation # Sample % Total Trainer 12 35.3 Training Staff
Training Officer 7 20.6 55.88%
Coordinator 5 14.7 Programme Head Previous Coordinator 2 5.9 20.59%
4.1.6.4 Integration of HRD Strategy with Organisational Strategy
The integration of HRD strategy with the organizational strategy also plays a vital role for
effective productivity. Finding out the integration between HRDS with OS was a part to
measure the HRD impact. Therefore, staffs' opinion on integration was obtained through
ranking and shown in the table 4.10. The average rank done by training staff, programme
head and administration were 3.2, 4.0 and, 4.3 that equals to 64.2%, 80.0% and 85.0%.
The first value was just higher than the average and the last two values were higher than
the average value, indicating a very good integration. In overall out of 34, the mean value
was 3.32 that equals to 66.47% i.e. just higher than the average. The calculated value
shows that HRD strategy is significantly integrated with the organizational strategy. It
means there may be a good impact of HRDS in organizational productivity of RDC.
4.1.6.5 Selection Basis for HRD
The basis for selection of staff for HRD activities has crucial role for implication of learnt
skills and knowledge towards the effective output of organizational production that may
be goods or service. Need focused HRD participated by staff importantly help in the
effective and efficient product and HRD certainly has positive impact in overall out put.
Therefore, table 4.11 illustrated the basis of selection of RDC staff for the HRD activities.
By analyzing category wise, majority of all categories (training staff - 73.7%, programme
head – 71.4% and admin staff – 88%) were selected on the basis of "need assessment".
This is a good indicator of HRD selection which imposes the optimum utilisation of HRD
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Table 4.11 Selection basis for HRD
Training Pro Head Admin Selection basis f % f % f % Total %
On the basis of need assessment 14 73.7 5 71.4 7 88 26 76.4 On the basis of seniority 5 26.3 0 0 1 13 6 17.6 On my turn 4 21.1 1 14.3 0 0 5 14.7 Just fulfill the quota 1 5.3 0 0 3 38 4 11.7 Personally interested activities 9 47.4 3 42.9 1 13 13 38 By force of management 2 10.5 1 14.3 0 0 3 8.8 If any 0 0 2 28.6 0 0 2 5.8
Selection Process for HRD
52.94
0 8.828.82
29.41
Very good Good Satisfactory Not good Indifference
Fig 4.5 Selection process for HRD
resources in terms of money and time. Similarly, in the second majority training (47.4%)
and programme head (42.9%) mentioned that they were selected on the basis of
"personally interested activities" and 38% of administration staff were selected "just fulfill
the quota". In overall 76.4% staff were selected on the basis of "need assessment", 38%
were selected on the basis of "personally interested activities", 17.6% were selected on the
basis of "seniority", 14.7% were selected on the basis of "their own turn", 11.7% were
selected "just to fulfill the quota", 8.8% were selected by "force of management" and
5.8% were selected "other basis".
Fig 4.5 evaluated the
practiced HRD
selection process of
RDC in the opinion
of staff. Fifty three
percent (53%) staff
expressed the
existing process was
"good", 29% staff
felt it as "satisfactory" 9% evaluated it as "very good" and also "not good" and 0%
evaluated as "indifference".
4.1.6.6 Effect of HRD on RDC Products
It is imperative to know the overall effectiveness of HRD on the products of RDC i.e.
training, consultancy service, books and other publications to measure the impact. Table
4.12 provided the details about the perception of different category of RDC staff. In the
training staff majority of people (47%) ranked 4 as effectiveness of HRD whereas the
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Table 4.12 Effect of HRD on RDC products Training Pro Head Admin Total R
f % x % f % x % f % x % F % X % 1 0 0 0 0 0 0 0 0 2 3 16 0 0 2 29 5 14.7 3 7 37 1 14 3 43 11 32.3 4 9 47 6 86 3 43 18 52.9 5 0 0 0 0 0 0 0 0 19 100
3.3
66.3
7 100
3.9
77.1
8
3.1
62.1
34 100
3.38
67.6
5
Table 4.13 Cause to participate in HRD activities Training Pro Head Admin Cause to attend HRD f % f % f % T %
It helps on your promotion 1 5.3 1 14.3 0 0 2 5.8 To be relieved from the burden of job obligation
0 0 0 0 0 0 0 0
To be competent in your job performance 6 31.6 0 0 6 75 12 35.2 To increase own technical capacity 14 73.7 3 42.9 4 50 21 61.7 To update yourself with the changing time 10 52.6 7 100 4 50 21 61.7
mean value of rank was 3.3 equals to 66.3%. Similarly, 86% of programme head also gave
their rank 4 and the mean value became 3.9 equals to 77.1% but in context of
administration staff majority (43%) indicated rank 3 and 4 then mean value was calculated
as 3.1 equals to 62.1%. In overall, 52.9% of RDC people ranked 4 as the effectiveness of
RDC's HRD. The mean value of rank is 3.38 that can be expressed as 67.65%. It showed
that the effectiveness of HRD activities on the products of RDC was just higher than the
average.
4.1.6.7 Cause to Participate in HRD
Individual interest in participating in HRD of any organization has great influence in the
ultimate productivity of that organization. Individual cause to attend HRD is associated
with the effective learning motivation and more learning will have good impact on
products or service. Therefore, the cause of attending HRD of individual was assessed and
presented in the table 4.13. The main cause to attend the HRD of training staff (73.3%)
was "to increase own technical capacity" and the programme head (100%) was "to update
own self with the changing time" and the admin staff (75%) was "to be competent in own
job performance". Out of 34, 61.7% of RDC personnel felt the cause of participating HRD
was "to increase own technical capacity" and "to update own self with the changing time".
35.2% of personnel felt the HRD was "to be competent in own job performance" and of
5.8% attended HRD because "it helps on promotion".
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Table 4.14 Standard of HRD
Training Pro Head Admin Total R f % x % f % x % f % x % F % X % 1 0 0 0 0 0 0 0 0 2 3 15.8 0 0 1 14 4 11.8 3 9 47.4 3 42.9 2 29 14 41.2 4 7 36.8 4 57.1 5 71 16 47.0 5 0 0 0 0 0 0 0 0 19 100
3.21
64.2
7 100
3.6
71.4
8 100
3.5
70.0
34 100
3.35
67.0
6
Table 4.15 Learning process on HRD Training Pro Head Admin Total R f % x % f % x % f % x % F % X %
69.5%. Rank 4 was chosen by the 71.4% of programme head and the mean value was 3.7
which euqals to 74.3%. Similarly in administration staff, 62.5% mentioned rank 3 but the
mean value was 3.4 equivalent to 70%. In total, 50% of people mentioned rank 4 and the
mean value of rank was 3.53 that equals to 70.59%. The result showed that the learning of
HRD was more than average.
4.1.4.10 Attitude Change
People behave on the basis of what they perceived rather than what is. The perception of
an individual on certain facts ultimately builds up his attitude and demonstrates his
behavior accordingly. The working behavior of human resource of any organization
largely has an impact on the products or service of the organization. Therefore, to know
the positive change in attitude of staff is crucial for assessing the impact of HRD. Table
4.16 illustrated the attitude change by HRD of RDC personnel. In the table, 42.1% of
training people ranked 3 as change in attitude. The average value of rank was 3.3 and can
be expressed as 66.3% change in attitude. In programme head 85.7% ranked 4 as the
change in attitude. The calculated mean of rank was 3.9 and 77.1 in percentage. In overall
52.9% staff said the change in attitude was in rank 4. The mean value was 3.56 equals to
71.18%. Therefore, the result showed that the change in attitude by HRD was higher than
average. Due to the participation on the recommended HRD of RDC, attitude of staff was
found significantly changed.
4.1.4.12 Opinion on Overall Assessment of HRD
Opinion of RDC staff on overall assessment of HRD was obtained by providing them a
question with alternative choice. The responses of respondents were shown in the table
4.17 below. Eighty four point two percent (84.2%) of training staff, 71.4% of progrmme
head, and 75% of administration staff found the HRD as a whole "useful because it was
job performance improvement oriented". Similarly, 10.5% of training staff, 14.3% of
programme head and 12.5% of administration staff found the whole HRD "useful but
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Table 4.17 Opinion on overall assessment of HRD Training Pro Head Admin Total As a whole HRD Activities are f % f % f % F %
Useful because it was Job performance improvement oriented
16 84.2 5 71.4 6 75 27 79.4
Not achieved so it was waste of time and money 0 0 0 0 0 0 0 0 Useful but irrelevant between job and HRD 2 10.5 1 14.3 1 12.5 4 11.7 Caused confusion after HRD back to the job situation 0 0 1 14.3 1 12.5 2 5.9 If any 1 5.3 0 0 0 0 1 2.9
Table 4.18 Helpfulness of HRD
Training Pro Head Admin Total R f % x % f % x % f % x % F % X % 1 0 0 0 0 0 0 0 0 2 3 15.8 0 0 1 14 4 11.8 3 9 47.4 1 14.3 1 14 11 32.4 4 6 31.6 5 71.4 6 86 17 50 5 1 5.3 1 14.3 0 0 2 5.9 19 100
3.3
65.3
7 100
4.0
80.0
8 100
3.6
72.5
34 100
3.50
70.0
0
irrelevant with job". 14.3% of programme head and 12.5% of administration staff stated
"caused confusion after HRD back to the job situation". In total, 79.4% of respondents
viewed the HRD useful because it was job performance improvement oriented, 11.7%
viewed it as "useful but irrelevant with job", 5.9% "caused confusion after HRD back to
the job situation" and 2.9% viewed it "other ways".
4.1.4.15 Helpfulness of HRD on Day to Day Job Performance
After getting HRD it must be helpful to the HR for day to day job performance in
modified manner and methods which ultimately increase the effectiveness of organisation.
Therefore, the helpfulness of HRD attended by RDC people was assessed and presented in
the table 4.18. Training staff (47.4%) gave their rank 3 as a helpfulness of HRD on their
day to day job performance. The mean value of rank was 3.3 equivalent to 65.3% i.e. just
closes to average. Of programme head 71.4% gave their rank as 4 and mean value is also
4. It can be expressed as 80% which is significant helpfulness of HRD. In the context of
administration staff majority (86%) mentioned rank 4 whereas the mean value was 3.6
expressed as 72.5%. In total, 50% staff of RDC expressed the helpfulness of HRD on day
to day job performance in modified manner and methods was rank 4 that equals to 70.
Data presented was evidence for significant helpfulness of HRD on day to day job
performance in the modified manner and methods.
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Table 4.19 HRD an opportunity
Training Pro Head Admin Total R f % x % f % x % f % x % F % X % 1 0 0 0 0 0 0 0 0 2 2 11 0 0 2 29 4 12 3 7 36 1 14 4 57 12 35 4 10 53 5 72 2 29 17 50 5 0 0 1 14 0 0 1 3 19 100
3.4
68.4
7
4.0
80.0
8 10
3.0
60.0
34 100
3.44
68.8
2
Table 4.20 Organizational recognition
Training Pro Head Admin Total R f % x % f % x % f % x % F % X %
Table 4.26 Familiarity with credit system Training Pro Head Admin Total R
f % x % f % x % f % x % F % X % 1 0 0 0 0 2 29 2 5.9 2 1 5.3 0 0 2 29 3 8.8 3 4 21.1 1 14.3 1 14.3 6 17.7 4 8 42.1 3 42.9 2 28.6 13 38.2 5 6 31.6 3 42.9 1 14.3 10 29.4 19 100
4 80
7 100
4.3
85.5
8 100
2.8
55.0
34 100
3.76
75.2
9
total out of 34, RDC people were 75.29% familiar with HRD credit system, which is
higher than the average.
4.1.7.21 Distribution of HRD Credit
In the policy of HRD credits system the accumulated credits were allocated to program
head and trainer proportionately. Satisfaction in distribution system of HRD credits
affects the work efficiency. Table 2.27 described the satisfaction of training staff and
program head regarding the distribution of HRD credits between individual trainer and
coordinators. Training staff were 60% satisfied and program head were 68.4%. In total
among the training staff and program head satisfaction was up to 62.31%. It showed the
result of satisfaction on the distribution system of HRD credit was just average.
4.1.7.22 Focus of HRD
HRD activities should be focused on both work related and the private interest. To know
the view of the RDC people, following five options as shown in the table 4.28 were given
to the respondent. Most of the training staff (63.2%) and administration staff (75%)
expressed that HRD should be focused on equally work related and private interest area.
But the programme head (57.1%) focused on more work related than private interest. Out
of 34, 58.8% of respondents expressed HRD should be focused on equally work related
and private interest area, 32.4% said that it should be focused on more work related than
the private interest, 5.9% expressed only work related and 2.9% said only private interest
area.
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Table 4.29 Emphasis of HRD credit system
Emphasis of HRD Training Pro Head Admin Total
f % f % f % F % Only quality of training 1 5.3 1 14.3 1 12.5 3 8.8 Only quantity of training 1 5.3 0 0.0 1 12.5 2 5.9 Equally quality and quantity of training 6 31.6 2 28.6 2 25 10 29.4 More quality than quantity of training 3 15.8 1 14.3 1 12.5 5 14.7 More quantity than quality of training 8 42.1 3 42.9 3 37.5 14 41.2 Total 19 100 7 100 8 100 34 100
Table 4.28 Focus of HRD Training Pro Head Admin Total Focus of HRD f % f % f % F %
Only work related 1 5.3 1 14.3 0 0 2 5.9 Only private interest 1 5.3 0 0 0 0 1 2.9 Equally on work related and private interest 12 63.2 2 42.9 6 75 20 58.8 More work related than private interest 5 26.3 4 57.1 2 25 11 32.4 More private interest than work related 0 0 0 0 0 0 0 0 Total 19 100 7 114.3 8 100 34 100
4.1.7.23 Emphasis of HRD Credit System
RDC is a training institute and its main product is training. Ultimately, the impact of the
HRD credit is in the training. Therefore, table 4.29 below described the emphasis of HRD
credit on the training in terms of quality and quantity. 42.1% of training staff, 42.9% of
programme head and 37.5% of administrative staff mentioned the HRD credit system
emphasized on more quantity than the quality of training. Similarly, 31.6% of training
staff, 28.6% of programme head and 25% of administrative staff expressed the credit
system emphasis on equally quality and the quantity of training. In total, 41.2% of staff
expressed the credit system was giving emphasis on more quantity than the quality of
training, 29.4% expressed it emphasized on equally quality and the quantity of training,
14.2% mentioned that the credit system emphasized on more quality than the quantity of
training, 8.8% felt that it emphasized on quality of training and 5.9% mentioned it
emphasized only on quantity of training.
4.1.4.24 Role of HRD to Achieve RDC Goal
Table 4.30 demonstrated the frequency table on the significant role of HRD to achieve the
organizational goal. Most of the people of all categories determined the rank 4 as level of
significant of HRD to achieve the organizational goal. 47.4% of training staff, 71.4% of
progreamme head and the 57.1% of administration staff and the 52.9% of overall staff felt
the level of significant was rank 4. The table pointed up the view of RDC staff on the
significant role of HRD to achieve the organisational goal.
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HRD role to achieve Org Goal
-2
0
2
4
6
8
10
12
14
16
18
20
0 1 2 3 4 5 6Rank
# Pe
olpl
e
Training Pro Head Admin Total
Fig 4.7 Frequency chart on significant role of HRD to achieve Organisational Goal
Table 4.30 Significance of HRD to achieve org goal
Training Pro Head Admin Total R f % x % f % x % f % x % F % X %
Training staff expressed HRD played a significant role up to 73.7% to achieve the goal of
RDC, programme head felt HRD played 67.53% significant role and administrative staff
declared it played up to 67.5% to achieve the goal of RDC. The data showed that the HRD
strategy of RDC has played the significant role i.e. more than the average to achieve the
organisational goal of RDC.
4.1.8 Overall Impact of HRD Credit System
As mentioned in the chapter one, in RDC there are two types of HRD system. The HRD
credit system is applied only for training staff and the training programme head and
administration staff uses the central HRD budget. Therefore, table below 4.31 explained
the opinion of only training staff and programme head for the overall impact of HRD
credit on the basis of ten characters, which were mentioned in the policy of HRD credit of
RDC. In the table calculation of mode and mean, on the basis of response provided by
training staff and program head, were mentioned for each and every characteristic. In total
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Table 4.32Overall impact of center based HRD system Mode Character Range
V f f % Mean Value Percent
Easy to receive HRD activities 1 to 5 4 4 50 3.1 62.5 Chance of getting new opportunity 1 to 5 3 5 62.5 2.6 52.5 Fair competition 1 to 5 2 5 62.5 2 40 Applicability 1 to 5 4 5 62.5 3.3 65 HRD approval process 1 to 5 4 3 37.5 3 60 Recognition of personal interest 1 to 5 3 4 50 2.4 47.5 Analysis of program need 1 to 5 3 5 62.5 3.1 62.5 Efficient 1 to 5 3 5 62.5 3.3 65 Effective 1 to 5 4 5 62.5 3.6 72.5 Staff motivation 1 to 5 4 4 50 3.9 77.5 Career development 1 to 5 4 3 37.5 3.9 77 Transparent 1 to 5 5 3 37.5 3.6 72.5 Decentralization of decision 1 to 5 4 3 37.5 3.3 65 Clear policy and guideline 1 to 5 4 3 37.5 3.1 62.5
Table 4.31 Overall impact of HRD credit Training Pro manager Total
Mode Mean Mode Mean Mean Character Rank V f % x % V f % x % x %
Performance oriented 1 to 5 3 8 42 3.2 64.2 4 5 71 4.0 80 3.6 72 Personal development 1 to 5 4 9 47 3.7 73.7 5 4 57 4.4 89 4.1 82 Decentralization of decision 1 to 5 4 10 53 3.9 77.9 5 3 43 4.0 80 3.9 78 Long term perspective 1 to 5 2 7 37 2.9 58.9 3 3 43 3.1 63 3.0 60 Efficient 1 to 5 3 6 32 3.4 67.4 4 3 43 3.6 71 3.5 70 Effective 1 to 5 4 6 32 3.3 66.3 4 6 86 4.1 83 3.7 74 Staff motivation 1 to 5 4 6 32 3.5 70.5 3 4 57 3.4 69 3.5 70 Career development 1 to 5 4 9 47 3.7 74.7 4 3 43 3.7 74 3.7 74 Fairness 1 to 5 3 11 58 3.3 65.3 3 5 71 3.3 66 3.3 66 Transparent 1 to 5 4 10 53 3.6 71.6 3 4 57 3.6 71 3.6 72
HRD credit system was found 82% personal development, 78% decentralization of
decision, 74% effective and career development, 72% performance oriented and
transparent, 70% efficient and staff motivation, 66% fairness, and 60% long term
perspective.
4.1.9 Overall Impact of Center Based HRD System
As the administration staff uses the center based HRD system mostly, the data presented
below in the table 4.32 was based on the response of only administration staff. The center
based HRD was assessed by assigning fourteen characteristics of HRD system. Every
characteristic was ranked from 1 to 5 as minimum to maximum for HRD by
administration staff. Mode value was obtained by observing the highest frequency. The
mean value of rank for each characteristic was also calculated this value was converted
into percent. The data showed center based HRD system was 77.5 % staff motivation, 77%
career development, 72.5% effective and transparent, 65% decentralization of decision,
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Table 4.33 Comparison between old HRD and credit system in the view of training staff Old HRD system HRD credit system
Mode Mode Character Rank
V f f % x % V f f % x %
a. Easy to receive HRD activities 1- 5 2 8 42.1 2.9 58.9 4 14 73.7 3.6 72.6 b. Chance of getting new opportunity 1- 5 3 8 42.1 3.1 61.1 4 10 52.6 3.5 69.5 c. Fair competition 1- 5 3 7 36.8 2.8 55.3 5 11 57.9 4.3 86.3 d. Applicability 1- 5 3 9 47.4 3.2 63.2 4 8 42.1 3.7 74.7 e. HRD approval process 1- 5 3 9 47.4 3.1 61.2 4 9 47.2 3.6 72.6 f. Recognition of personal interest 1- 5 2 11 57.9 2.3 45.3 4 10 52.6 4.1 81.1 g. Analysis of program need 1- 5 5 6 31.6 3.5 69.5 3 8 36.8 3.5 69.5 h. Busy in training delivery 1- 5 3 9 47.4 3.7 74.7 4 9 47.4 3.7 74.7 i. Felt Difficulties 1- 5 4 6 31.6 3.3 65.3 3 7 36.8 3.1 62.1 j. Increase in training demand 1- 5 3 10 52.6 3.1 62.1 3 8 36.8 3.4 67.4 k. Availability of fund 1- 5 3 11 57.9 2.9 57.9 4 9 47.4 3.6 72.6 l. Clear policy and guideline 1- 5 3 10 52.6 2.8 55.8 5 7 36.8 3.8 76.8
clear policy and guideline, , efficient, and applicability, 62.5% easy to receive, 60%
applicability, 52.5% chance of getting new opportunity, 47.5% recognizing personal
interest and 40 % of fair competition. The data demonstrated that center based HRD
system was sound in previous six characters because they were just higher than the
average. The character of easy to receive and applicability were okay because they were
just in average. The HRD system did not work sound in the remaining characteristics
because they were lower than the average.
4.1.10 Comparison between HRD Credit and Old HRD
Training staff and program head were practicing HRD credit system. Before this system
they practiced old HRD system which is presently practiced by administration staff. The
comparison between the HRD credit and old HRD system provides a clear picture about
the suitability of HRD system in the present context of RDC. Therefore a comparison
between old HRD and HRD credit system was made within training staff and program
head in the 12 characteristics.
4.1.7.1 Comparison in the View of Training Staff
Table 4.33 provided the opinion of training staff in the comparison of old HRD system
and HRD credit system. For comparison 5 point scale ranging from 1 to 5 equals
minimum to maximum was assigned to each characteristic. On the basis of rank provided
by training staff mode and mean value was calculated and it was expressed in percentage.
Figure 4.8 described a comparison between two systems for each and every characteristic.
All characteristic of HRD credit system bears a higher value than old HRD system except
a character felt difficulties. The value of credit system is also higher than the average
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Table 4.34 Comparison between old HRD and credit system in the view of programme head
Old HRD system HRD credit system Mode Mode Character
Rank
V f f % x %
V f f % x %
a. Easy to receive HRD activities 1- 5 3 5 71.4 2.7 54.3 4 6 85.7 3.9 77.1 b. Chance of getting new opportunity 1- 5 3 3 42.9 3 60 4 3 42.9 4 80 c. Fair competition 1- 5 2 3 42.9 2.9 57.1 3 4 57.1 3.4 68.6 d. Applicability 1- 5 3 3 42.9 2.7 54.3 4 3 42.9 3.7 74.2 e. HRD approval process 1- 5 3 3 42.9 3 60 5 3 42.9 4.3 85.7 f. Recognition of personal interest 1- 5 3 4 57.1 2.6 51.4 4 3 42.9 4.3 85.7 g. Analysis of program need 1- 5 3 5 71.4 2.7 54.3 4 4 57.1 4.1 82.9 h. Busy in training delivery 1- 5 3 4 57.1 3 60 4 3 42.9 3.9 77.1 i. Felt Difficulties 1- 5 4 3 42.9 3.6 71.4 3 3 42.9 2.9 57.1 j. Increase in training demand 1- 5 3 4 57.1 3.7 74.3 3 3 42.9 3.4 68.6 k. Availability of fund 1- 5 3 6 85.7 2.9 57.1 4 5 71.4 4 80 l. Clear policy and guideline 1- 5 2 5 71.4 2.3 45.7 3 4 42.9 3.4 68.6
Comparision Bar
59 6155
63 61
45
7075
6562
58 56
73 70
86
75 73
81
7075
6267
7377
0
10
20
30
40
50
60
70
80
90
100
a b c d e f g h i j k l
Characteristics
Val
ue in
%
Old HRD HRD Credit
Fig 4.8 Comparison between old HRD and HRD credit made by training staff
value. The calculated value of old HRD are just average and lower than the average value.
But value of felt difficulties is found higher than the credit system because training staff
caused many problems while practicing old HRD system. It seems that the HRD credit
system was more fitted than old system in context of training staff.
4.1.7.2 Comparison in the View of Programme Head
Table 4.34 described the fact regarding the comparison made between the old HRD and
the HRD credit system. This comparison also provided the numerical value in percentage
of each and every characteristic. Facts seems that the value of each character of HRD
credit system higher than the old system except the value of felt difficulties because in the
old system programme head faced many problems rather than the HRD credit system. The
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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calculated value of each character except felt difficulties is higher than the average value.
Fig 8.9 clearly shows the comparison between two systems. Character i and j are higher in
the old HRD system than the HRD credit system.
It was evident that in the view of the programme head the HRD credit system was far
better than old HRD system in RDC.
4.1.8 Remarks from Programme Head Regarding HRD Impact
The table 4.35 below described some remarks regarding to the HRD impact made by
programme head. The opinion of programme head was obtained by ranking the five point
scale. On the basis of the responses, mode value of rank its frequency and frequency
percentage was obtained. Similarly, the mean value of rank was also calculated and
expressed in term of percentage. The programme head found 77.1% improvement in the
managerial skills, 71.4% increase in the performance of subordinate after HRD, 80%
change in the behavior of subordinate, 68.6%got help in resolving problems by
subordinate, 85.7% received appreciative feedback from client about performance of
subordinate, and 82.9% accomplish the overall programme's performance after HRD. Fig
4.10 presented the overall impact of HRD as mentioned by programmme head of the
training programme.
54
77
60
80
57
69
54
74
60
86
51
86
54
83
60
7771
57
7469
57
80
46
69
0
10
20
30
40
50
60
70
80
90
Val
ue in
%
a b c d e f g h i j k l
Charecteristics
Comparision Bar
Old HRD HRD Credit
Fig 4.9 Comparison between old HRD and credit system in the view of programme head
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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HRD impact in View of Progamme Head
0
20
40
60
80
100
a
b
c
d
e
f
Goal Acheive
Fig. 4.10 HRD impact web chart
Table 4.35 Remarks on HRD impact made by programme head Mode Mean Character R V f % x %
a. Improvement in the managerial skills of programme head 1-5 4 6 85.7 3.9 77.1 b. Performance of subordinate after HRD 1-5 4 4 57.1 3.6 71.4 c. Change in behavior of subordinate 1-5 4 7 100 4 80 d. Help in resolving problems by subordinate 1-5 3 4 57.1 3.4 68.6 e. Appreciative feedback received from client about subordinate 1-5 4 5 71.4 4.3 85.7 f. Overall programme's performance after HRD 1-5 4 4 57.1 4.1 82.9
4.1.9 Factors Affecting on the Organizational Production of RDC.
Analysis of factors affecting the organizational productivity of RDC is necessary to
measure the impact of HRD Strategy of RDC as these have key role on the human
resources development strategy. Therefore, an effort was made to identify the affecting
factors of RDC productivity through checklist discussion. During the survey, people
mentioned the following factors affecting the production of RDC. All factors presented
were categorized into the following two types.
4.1.9.1 Internal Factors
The production of the organization is mainly affected by the internal factors or factors
within the organization. The factors within the organization or RDC as expressed by the
respondents are as follows.
a. Manpower: Capable and skilled staff, motivated for hard working, technically
sounds person, physically and mentally fit, flexible person, interpersonal
communication skill, maturity and thoughtfulness, cooperativeness, qualified
trainers and commitment.
b. VMGOs: Vision, mission goals and objectives of the RDC and individual as well.
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
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c. Strategy and policy: Production and marketing strategy, organizational strategy,
HRD policy, financial and other personnel rules and regulation.
d. Management structure and administration: Decision making process, effective
communication, leadership, meeting and planning, level and committee, formal
and informal group, professional recognition, reward and punishment system,
office management and team spirit
e. IMS: Information management and delivering system, RDC and training brochure,
and information flow, marketing, coordinating and networking, public relation.
f. Development philosophy and adapted technology.
g. Resources: Human resources, Money and fund flow, Grants, cost recover, vehicle
and facilities, books, posters, course content, guideline and hand outs.
h. Good will of RDC within or outside of UMN.
i. Staff turnover ratio and the life of project
4.1.9.2 External Factors
Factors out of organizational efforts are known as external factors. The identified external
factors by the respondents are as follows.
a. Clients: Vision, mission goals, objectives, strategy, working approach, target
group and working area of clients.
b. Participants/trainees: Cognition level of participants, education of participants,
need, interest, expectation and availability of participants.
c. Donor: Types, level, interest, objectives, and operational plan and support of
donors.
d. UMN VMGOS: The vision, mission goals, objectives and strategy of UMN has
great influences to the products or service of RDC.
e. Place and weather condition of any particular time.
f. Act, rules and regulations of government of Nepal.
g. Market demand of the training and other service.
h. Existence of other competitive organization.
i. Professional associations and pressure groups.
j. Socio-economic, political, technological and environmental condition of
surrounding and the world.
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
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Mandays Trend Line
7015
12645
9212
1782
78489993
133420991947 2505
6261653 844575
4620
2000
4000
6000
8000
10000
12000
14000
1998/99 1999/00 2000/01 2001/02 2002/03
Fisical Year
Trainees Days Trainer Days HRD days
Fig 4.11 Mandays trend line over last five year in RDC
Fiscal Year
4.1.10 Trend Analysis of RDC
Trend analysis is important to describe the change for a given time of period. In the course
of time introduction of new strategy can bring significant change in term of output. This
can be viewed by analyzing the trend line. For trend analysis, different documents of the
last five years available in the RDC were reviewed. The document review was mainly
done on mandays calculation; total income and expenditure; income from only training
(including training, consultancies and selling of tainting materials) and expenditure only
for HRD; activity offered and received; and turnover ratio. The effective year for
analyzing the trend was fiscal year 1998/1999 to 2002/2003. Because in this course of
time the HRD credit system for training staff and the programme head was introduced.
4.1.10.1 Mandays Trend Over the Last Five Years
The main objective of the RDC is to provide training to the community people as well as
staff of different organisation. The calculation of mandays related to the training is most
important. Fig 4.11 described the trend line of calculated mandays over the last five years
starting from 1998/1999 to 2002/2003. The trainees' day go above from 1998/99 to
2000/2001. The HRD
credit system was
induced in between
1999 to 2000. The
trainees' days seems
to fall down in the
year 2001/2002. The
main cause of decling
during this year was
the maximum effect
of the political
instability in the country and the high rate of staff turnover. The trend line of trainers' days
is more or less straight up to the fiscal year 2000/01. In the year 2001/2002 th condition
seem same as described already. The HRD days spent by trainer are in the decreasing
condition from the year 1998/99 onwards. It was due to the effective and efficient HRD
management. The application of HRD credit system controlled the waste of time. Credit of
HRD days/amount of an individual fully depends upon the days of training package on
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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Table 4.36 Income and expenditure figure over last five year Expenditure (E) Income (I) Ratios Fiscal
Tracey, William R. Managing Training and Development Systems. India. 1980.
Varey D and Thapa, K. Rural Development Center, Pokara, Mild Term Evaluation Final
Report. 2001.
Varey, D. Quality Performance Evaluation Report of RDC. RDC. 2001.
Walter, Nord R. Beyond the Teaching Machine: The Neglected area of Operant
Conditioning in the Theory and Practice of Management.
Organisational Behaviour and Personnel Management. 1969.
Wentling, Tim. Planning for Effective Training. FAO, Rome. 1993.
Wiley, John and Sons. Personnel Administration and Human Resource Management. New
York. 1976.
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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Appendix – 1
Questionnaire for Training Staff For Impact of Human Resource Development Strategy on Organizational Productivity of RDC
Each respondent is requested to fill up this questionnaire in practical way what you experienced. Your all
response will be kept most confidential. Please use extra paper if you need.
1. Personal data
Designation: Program: Your work experience: Age: Sex: Qualification
2. What are your major roles and responsibilities?
a. Training design and delivery b. Coordination and Networking c. Training support service d. Administrative work e. Training material production
f. Decision making g. Supervisory role h. Consultancy and resource person i. Others……………
3. In your opinion what are the purposes of HRD in RDC?
a. Improving RDC competence b. Improving team work in programs c. Increasing self worth and
satisfaction of staff d. Development of staff capacity e. Satisfy to own client
f. Exposure with new technology/expert g. Effective and efficient performance h. Achieve the goal of RDC i. Being learning organization j. Spending money and time k. Others
4. What sorts of HRD activities that you participated in RDC?
a. Short term training (< 3 months) b. Long term training (> 3 months) c. On the job training d. Orientation e. Professional group meeting f. Self study (Library, Book, etc)
g. Academic course h. Field visit/Exposure tour i. Workshop/Seminar j. Excursion/Observation k. Others………..
5. Please mention HRD activities that you have attended:
S.N HRD activities Date Duration Main Objective Usefulness 1 low useful 5 highly useful
1 1 2 3 4 5 2 3 4 5
6. How much of these HRD activities that you have attended are related with your job nature?
Low High
1 2 3 4 5
7. In your opinion how much HRD strategy is integrated with organisational strategy in RDC?
Low High
1 2 3 4 5
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
130
8. How were you selected for these HRD activities?
i On the basis of need assessment ii On the basis of seniority
iii On your turn
iv Just fulfill the quota v Personally interested activities
vi By force of management9. What do you think about the present practice of selection process for HRD activities?
i Very good ii Good
iii Satisfactory
iv Not good v Indifferent
10. Did these HRD activities you attended affect on the production of the training and other
activities of RDC?
Low High
1 2 3 4 5
11. Generally you attended HRD activities because
i It helps on your promotion ii To be relieved from the burden of
job obligation for HRD period iii It is your turn iv To be completed in your job
performance
v To increase your technical capacity
vi To update yourself with the changing time
vii If any
12. The standard of HRD activities you completed were
Low High
1 2 3 4 5
13. The learning process during the HRD activities you attended is
Low High
1 2 3 4 5
14. Had your previous attitude changed by HRD activities?
Low High
1 2 3 4 5
15. As a whole the HRD activities in your opinion were
i Useful because it is job performance improvement oriented.
ii Not achieved so it was waste of time and money.
iii Useful but irrelevant between job and HRD.
iv Caused confusion after HRD back to the job situation.
v If any ………………………………
16. Are HRD activities that you attended helpful to your day to day job performance in
modified manner and method?
Min Max
1 2 3 4 5
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
131
17. Has HRD activity an opportunity for you to acquire your deficiencies in work
knowledge and skill to meet your job requirement?
Min Max
1 2 3 4 5
18. The extent of organisational recognition of your importance as you perceived, after
getting of HRD activities is;
Min Max
1 2 3 4 5
19. Have you got opportunity to apply your skill and knowledge acquired from HRD
activities?
Min Max
1 2 3 4 5
20. Did HRD activities that you attended help in the production of the new training
according to the demand?
Min Max
1 2 3 4 5
21. Did you face any problems while applying your learnt skills and knowledge? If yes,
please specify.
i Do not get time ii No relation with subject matter
iii Unavailability of opportunity iv Inappropriate technology v Not fit in real work situation
vi Changed my job responsibility vii Improper planning
viii Disturbance by management ix Out fashion x Ifany….
22. Do you think the HRD activities that you participated help to increase the number of
training demand by client?
Min Max
1 2 3 4 5
23. Are HRD activities help to increase the quality of training and other services offered
by RDC? Please indicate on the following Rank.
Min Max
1 2 3 4 5
24. Are you familiar with the HRD credit system of RDC?
Min Max
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
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132
1 2 3 4 5
25. The distribution of the HRD credits among individual trainer, coordinator is
27. In your opinion, the HRD activities should be focused on
i Only work related ii Only Private interest
iii Equally on work related and private interest
iv More work related than private interest
v More private interest than work related
26. Compare between the old HRD system and HRD credit system by ranking?
Subject Old HRD System HRD credit system Easy to receive HRD activities 1 2 3 4 5 1 2 3 4 5 Chance of getting new opportunity 1 2 3 4 5 1 2 3 4 5 Fair competition 1 2 3 4 5 1 2 3 4 5 Applicability 1 2 3 4 5 1 2 3 4 5 HRD approval process 1 2 3 4 5 1 2 3 4 5 Recognition of personal interest 1 2 3 4 5 1 2 3 4 5 Analysis of program need 1 2 3 4 5 1 2 3 4 5 Busy in training delivery 1 2 3 4 5 1 2 3 4 5 Felt Difficulties 1 2 3 4 5 1 2 3 4 5 Increase in training demand 1 2 3 4 5 1 2 3 4 5 Availability of fund 1 2 3 4 5 1 2 3 4 5 Clear policy and guideline 1 2 3 4 5 1 2 3 4 5
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
133
27. The HRD credit system gives emphasis on
i Only quality of training ii Only quantity of training
iii Equally quality and quantity of training
iv More quality than quantity of training
v More quantity than quality of training
28. Do you have any comments on HRD credits accumulation process? Please mention.
29. Why was the HRD credit system developed?
30. What are the main productions of RDC?
31. What are the factors that effect on the production of training?
32. Does the HRD credit system play a significant role to achieve the goal of RDC?
Min Max
1 2 3 4 5
33. Do you have any difficulties on application of HRD credit system? Please mention.
34. Please mention any positive and negative aspect of the HRD credit system that you
have faced.
35. Does the HRD credit system fit in the context of your job position? Why?
36. Please give your suggestion to make the HRD credit system more effective.
37 Any comments/suggestions, please specify……………………………..
Thank you very much for your kind cooperation!
Surya B. Magar
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
134
Questionnaire for Programme Head For Impact of Human Resource Development Strategy on Organizational Productivity: A case study of
UMN/RDC. Each respondent is requested to fill up this questionnaire in practical way what you experienced.
Your all response will be kept most confidential. Please use extra paper if you need.
1. Personal data
Designation: Program: Work experience: Age: Sex: Qualification:
2. What are your major roles and responsibilities?
i Training design and delivery ii Coordination and Networking
iii Training support service iv Administrative work v Training material production
vi Decision making vii Supervisory role
viii Consultancy and resource person ix Others……………………
3. In your opinion what are the purposes of HRD in RDC?
i Improving RDC competence ii Improving team work in
programs iii Increasing self worth and
satisfaction of staff iv Development of staff capacity v Satisfy to own client
vi Exposure with new technology/ expert
vii Effective and efficient performance
viii Achieve the goal of RDC ix Being learning organization x Spending money and time
xi Others …………… 4. What sorts of HRD activities that you participated in RDC?
1. Short term training (< 3 months) 2. Long term training (> 3 months) 3. On the job training 4. Orientation 5. Professional group meeting 6. Self study (Library, Book, etc)
7. Academic course 8. Field visit/Exposure tour 9. Workshop/Seminar 10. Excursion/Observation 11. Others
5. Please mention HRD activities that you have attended: S.N HRD activities Date Duration Objective Usefulness
1 low useful 5 highly useful
1 1 2 3 4 5
2
6. How much of these HRD activities that you have attended are related with your job
nature?
Low High
1 2 3 4 5
7. In your opinion how much HRD strategy is integrated with organisational strategy in
RDC?
Low High
1 2 3 4 5
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
135
8. How were you selected for these HRD activities?
1. On the basis of need assessment 2. On the basis of seniority 3. On your turn 4. Just fulfill the quota
5. Personally interested activities 6. By force of management 7. If any………………
8. … 9. What do you think about the present practice of selection process for HRD activities?
1. Very good 2. Good 3. Satisfactory
4. Not good 5. Indifferent
10. Did these HRD activities that you attended affect on the production of the training and
other activities of RDC?
Low High
1 2 3 4 5
11. Generally you attended HRD activities because
1. It helps on your promotion 2. To be relieved from the burden of
job obligation for HRD period 3. It is your turn 4. To be completed in your job
performance
5. To increase your technical capacity
6. To update yourself with the changing time
7. If any
12. The standard of HRD activities you completed were
Low High
1 2 3 4 5
13. The learning process during the HRD activities you attended is
Low High
1 2 3 4 5
14.Had your previous attitude changed by HRD activities?
Low High
1 2 3 4 5
15.After getting HRD, your improvement in managerial skills is
Low High
1 2 3 4 5
16.As a whole the HRD activities in your opinion were
1. Useful because it is job performance improvement oriented.
2. Not achieved so it was waste of time and money.
3. Useful but irrelevant between job and HRD.
4. Caused confusion after HRD back to the job situation.
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
136
17. Are HRD activities attended helpful to your day to day job performance in modified
manner and method?
Min Max
1 2 3 4 5
18. Was HRD activity an opportunity for you to acquire your deficiencies in work knowledge and
skill to meet your job requirement?
Min Max
1 2 3 4 5
19. The extent of organisational recognition of your importance, after getting of HRD activities is;
Min Max
1 2 3 4 5
20. Have you got opportunity to apply your skill and knowledge acquired from HRD activities?
Min Max
1 2 3 4 5
21. Did HRD activities that you attended help in the production of the new training according to
the demand?
Min Max
1 2 3 4 5
21. Did you face any problems while applying your learnt skills and knowledge? If yes, please
specify.
1. Do not get time 2. No relation with subject matter 3. Unavailability of opportunity 4. Inappropriate technology 5. Not fit in real work situation
6. Changed my job responsibility 7. Improper planning 8. Disturbance by management 9. Out fashion 10. If any………
23. Do you think HRD activities that you participated help to increase the number of training
demand by client?
Min Max
1 2 3 4 5
24. Do HRD activities help to increase the quality of training and other services offered by RDC?
Please indicate on the following Rank.
Min Max
1 2 3 4 5
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
137
25. The distribution of the HRD credits among individual trainer, coordinator and Admin.
staff is
Very bad Very good
1 2 3 4 5
Please, your reason ………………………………………………
26. Give your rank on the following points.
The HRD credit system is
(Note: 1 for Min. and 5 for Max.) Performance oriented 1 2 3 4 5 Personal benefit/development 1 2 3 4 5 Decentralization of decision 1 2 3 4 5 Long term perspective 1 2 3 4 5 Efficient 1 2 3 4 5 Effective 1 2 3 4 5 Staff motivation 1 2 3 4 5 Career development 1 2 3 4 5 Fairness 1 2 3 4 5 Transparent 1 2 3 4 5
27. In your opinion , the HRD activities should be focused on
1. Only work related 2. Only Private interest 3. Equally on work related and
private interest
4. More work related than private interest
5. More private interest than work related
28 Compare between the old HRD system and HRD credit system by ranking?
Subject Old HRD System HRD credit system Easy to receive HRD activities 1 2 3 4 5 1 2 3 4 5 Chance of getting new opportunity 1 2 3 4 5 1 2 3 4 5 Fair competition 1 2 3 4 5 1 2 3 4 5 Applicability 1 2 3 4 5 1 2 3 4 5 HRD approval process 1 2 3 4 5 1 2 3 4 5 Recognition of personal interest 1 2 3 4 5 1 2 3 4 5 Analysis of program need 1 2 3 4 5 1 2 3 4 5 Busy in training delivery 1 2 3 4 5 1 2 3 4 5 Felt Difficulties 1 2 3 4 5 1 2 3 4 5 Increase in training demand 1 2 3 4 5 1 2 3 4 5 Availability of fund 1 2 3 4 5 1 2 3 4 5 Clear policy and guideline 1 2 3 4 5 1 2 3 4 5
29. The HRD credit system gives emphasis on
1. Only quality of training 2. Only quantity of training 3. Equally quality and quantity of
training
4. More quality than quantity of training
5. More quantity than quality of training
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
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30. Do you have any comments on HRD credits accumulation process? Please mention.
Did you use the HRD credits? a) If yes, please specify
Types of HRD Amount (RS or days) Work related HRD Private interest HRD RDC’s HRD awareness program Extended development
If not, please specify your reason 1. Lack of time 2. Too busy 3. Unavailability of suitable training 4. Insufficient fund collection 5. Lack of sufficient information to
me
6. No proper planning 7. Lack of clear cut criteria and
policy 8. If any
31. What are the factors that effect on the production of training?
32. Does the HRD credit system play a significant role to achieve the goal of RDC?
Min Max
1 2 3 4 5
33. Do you have any difficulties on application of HRD credit system? Please mention.
34. Please mention any positive and negative aspect of the HRD credit system that you
have faced.
35. Does the HRD credit system fit in the context of your job position? Why?
36. Please give your suggestion to make the HRD credit system more effective.
37. Usually, how do you recommend your subordinate for HRD activities?
39. After completing the HRD, performance of your subordinate is
Low High
1 2 3 4 5
40. Have you got any change in behavior of your subordinate after HRD
Low High
1 2 3 4 5
41. How much did the HRD activities attended by your subordinates help in resolving the
problems?
Low High
1 2 3 4 5
42. Feedback received from your client about the performance of your trainer is
Low appreciated High appreciated
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
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1 2 3 4 5
43. Did your programme achieved the staff develop activities according to your strategic
planning?
Yes No
Over all your entire programmer's performance is
Low High
1 2 3 4 5
44. Any comments/suggestions, please specify……………………………..
Thank you very much for your kind cooperation!
Surya B. Magar
Impact of HRD Strategy on Organisational Productivity MBA thesis, TU, PNC, Pokhara
Surya Bdr. Magar 2004
140
Questionnaire for Administration Staff For Impact of Human Resource Development Strategy on Organizational Productivity of RDC
Each respondent is requested to fill up this questionnaire in practical way what you experienced. Your all
response will be kept most confidential. Please use extra paper if you need.
1. Personal data
Designation: Program: Your work experience: Age: Sex: Qualification:
2. What are your major roles and responsibilities?
1. Training design and delivery 2. Coordination and Networking 3. Training support service 4. Administrative work 5. Training material production
6. Decision making 7. Supervisory role 8. Consultancy and resource person 9. Others…………………
3. In your opinion what are the purposes of HRD in RDC?
1. Improving RDC competence 2. Improving team work in programs 3. Increasing self worth and satisfaction
of staff 4. Development of staff capacity 5. Satisfy to own client 6. Exposure with new technology/expert
7. Effective and efficient performance
8. Achieve the goal of RDC 9. Being learning organization 10. Spending money and time 11. Others ……………….
4. What sorts of HRD activities that you participated in RDC?
1. Short term training (< 3 months) 2. Long term training (> 3 months) 3. On the job training 4. Orientation 5. Professional group meeting 6. Self study (Library, Book, etc)
7. Academic course 8. Field visit/Exposure tour 9. Workshop/Seminar 10. Excursion/Observation 11. Others………..
5. Please mention HRD activities that you have attended:
6. Hwo much of these HRD activities that you have attended are related with your job
nature?
Low High
1 2 3 4 5
7. In your opinion how much HRD strategy is integrated with organisational strategy in
RDC?
Low High
1 2 3 4 5
8. How were you selected for these HRD activities?
1. On the basis of need assessment 2. On the basis of seniority 3. On your turn 4. Just fulfill the quota
5. Personally interested activities 6. By force of management 7. If any………
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9. What do you think about the present practice of selection process for HRD activities?
1. Very good 2. Good 3. Satisfactory
4. Not good 5. Indifferent
10. Did these HRD activities that you attended affect on the production of the training and
other activities of RDC?
Low High
1 2 3 4 5
11. Generally you attended HRD activities because
It helps on your promotion
1. To be relieved from the burden of job obligation for HRD period
2. It is your turn 3. To be completed in your job
performance
4. To increase your technical capacity
5. To update yourself with the changing time
6. If any …………………. 2. The learning process during the HRD activities you attended is
Low High
1 2 3 4 5
13. Had your previous attitude changed by HRD activities?
Low High
1 2 3 4 5
14. As a whole the HRD activities in your opinion were
1. Useful because it is job performance improvement oriented. 2. Not achieved so it was waste of time and money. 3. Useful but irrelevant between job and HRD. 4. Caused confusion after HRD back to the job situation. 5. If any ………………
15. Are HRD activities that you attended helpful to your day to day job performance in
modified manner and method?
Min Max
1 2 3 4 5
16. Was HRD activity an opportunity for you to acquire your deficiencies in work
knowledge and skill to meet your job requirement?
Min Max
1 2 3 4 5
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17. The extent of organisational recognition of your importance as you perceived, after
getting of HRD activities is;
Min Max
1 2 3 4 5
18. Have you got opportunity to apply your skill and knowledge acquired from HRD
activities?
Min Max
1 2 3 4 5
19. Did HRD activities that you attended help in the production of the new training?
Min Max
1 2 3 4 5
20. Did you face any problems while applying your learnt skills and knowledge? If yes,
please specify.
1. Do not get time 2. No relation with subject matter 3. Unavailability of opportunity 4. Inappropriate technology 5. Not fit in real work situation
6. Changed my job responsibility 7. Improper planning 8. Disturbance by management 9. Out fashion 10. Others…………………
21. Do HRD activities help to increase the quality of training and other services offered by
RDC? Please indicate on the following Rank.
Min Max
1 2 3 4 5
22. Are you familiar with the HRD credit system of RDC?
Min Max
1 2 3 4 5
23. In your opinion, the HRD activities should be focused on
1. Only work related 2. Only Private interest 3. Equally on work related and private
interest
4. More work related than private interest
5. More private interest than work related
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24. In your opinion the HRD of RDC that you been practicing is
(Note: 1 for Min. and 5 for Max.) Subject Rank Easy to receive HRD activities 1 2 3 4 5 Chance of getting new opportunity 1 2 3 4 5 Fair competition 1 2 3 4 5 Applicability 1 2 3 4 5 HRD approval process 1 2 3 4 5 Recognition of personal interest 1 2 3 4 5 Analysis of program need 1 2 3 4 5 Busy in training delivery 1 2 3 4 5 Felt Difficulties 1 2 3 4 5 Increase in training demand 1 2 3 4 5 Availability of fund 1 2 3 4 5 Clear policy and guideline 1 2 3 4 5
25. What are the main productions of RDC?
26. What are the factors that effect on the production of your organisation?
27. Does the HRD credit system play a significant role to achieve the goal of RDC?
Min Max
1 2 3 4 5
28. Do you have any difficulties on application of HRD credit system? Please mention.
29. Please mention any positive and negative aspect of the HRD credit system that you
have faced.
30. Do the HRD credit system fit in the context of your job position? Why?
31. Please give your suggestion to make the HRD credit system more effective.
32. Any comments/suggestions, please specify……………………………..
Thank you very much for your kind cooperation!
Surya B. Magar
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Appendix – 2
Checklist for informal interview
• RDC products
• Factors affecting to the products of RDC
• Why HRD
• HRD types
• What do you think about the productivity?
• Any Problems
• What are the best in RDC?
• What are the weakness areas?
• Do you know the policy of RDC?
• How it can be improved?
• Feed back from client?
• Planning process
• Time to participate HRD and training delivery?
• HRD and RDC strategies?
• Selection process for HRD in RDC?
• Standard of HRD?
• Credit or center based HRD system
• Subject matter and conducting methodologies
• Relationship between HRD and Job nature?
• To be changed or improved in HRD of RDC?
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Appendix – 3
Mean age of Respondents
Age Class f MV fMV x
21-25 1 23 23
26-30 14 28 392
31-35 7 33 231
36-40 8 38 304
41-45 4 43 172
34 1122
33
Appendix – 4
Mean value of working experience
Experience f MV fMV x
1 to 5 14 3 42
6 to 10 16 8 128
11 to 15 1 13 13
16 to 20 3 18 54
34 237
6.97
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Appendix – 5
List of training offered by RDC
A. AHITP:
1. Goat Raising Training (7 days)
2. Pig Raising Training (7 days)
3. Poultry Farming Training (7-10 days)
4. Animal Nutrition Training (7 days)
5. VILLAGE LIVESTOCK DEVELOPMENT WORKER TRAINING (15 DAYS)
6. Rabbit Keeping Training (5 days)
7. Fish Farming Training (5 days)
8. Milk Production and Processing Training (7 days)
9. Cattle and Buffalo Management Training (7 days)
B. TOT/OD:
1. Training of Trainers (TOT) Professional level) - Phase I (10 days)
2. Training of Trainers (TOT) Professional level) - Phase II (10 days)
3. Training of Trainers (TOT) (General Course) (12 days)
4. Village Development Committee (VDC) – TOT (10 days)
5. Village Development Committee (VDC) – CBT (7 days)
6. Social Mobilization Training (7 days )
7. Community Development (CD) Training (15 days)
8. Leadership Development Training (7 days)
9. Organizational Development (OD) Training (20 days)
10. Participatory Rural Appraisal (PRA) Training (10 days)
11. Project Proposal Writing (7 days)
12. Group Dynamics Training (5 days)
13. Capacity Building Training for CBOs (7 days)
14. Enterpreneurship Promotion Training (7 days)
15. Gender Sensitisation Training (5 days)
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C. HATSP:
1. Bee Keeping Training (5 days)
2. Commercial Vegetable Production Training (7 days)
3. Fruit Tree propagation & Management Training (10 days)
4. Integrated Pest Management Training (7 days)
5. Off-Season Vegetable Production Training (5 days)
6. Sustainable Agriculture Training ( 7 days)
7. Ginger Cultivation Training (3 days)
8. Cereal Crop Production Training (7 days)
9. Kitchen Garden Management Training (6 days)
10. Mushroom Production Training (5 days)
11. Training of Organic Vegetable Farming Training (7 days)
12. Vegetable Seed Production Training (9 days)
13. Rural Agriculture Worker Training (35 days)
14. Agro-Forestry Nursery Establishment & Management Training (7 days)
15. Citrus Cultivation Training (7 days)
16. Fruit and Vegetable Nursery Management Training (7 days)
D. TREES:
1. Community Forest Management Training (7 days)
2. Forest Nursery Establishment & Management Training (7 days)
3. Bamboo Propagation & Management Training (5-7days)
4. Account and Book Keeping Training in community Forestry (5-7 days)
5. Income Generation Through Non-Timber Forest Product (NTFP) Training (5 days)
6. Improved Cook (Smokeless) Stove (5 days)
7. Women in Forest and Environment Management (5 days)
8. Fodder/Forage Propagation and Utilisation Training (7 days)
9. Development of Community Forestry (CF) as an Organisation (NGO) Training (7
days)
10. Conflict Management in Community and Community Forest User Group (FUG)
Training (5 days)
11. Soil and Watershed Conservations/Slopping Agriculture Land Technology (SALT)
Training (5-7 days)
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12. WSSTP:
13. Overseer/Technician Refresher Training (OTRT) (16 days)
14. Village Maintenance Workers (VMW) Training (10 days)
15. Water and Sanitation Training (WST) (4 days)
16. Survey, Design and Estimation Training (SDET) (15 days)
17. Water User Committee Management Training (WUCMT) (3 days)
18. Drinking Water Foreman Training (DWFT) (13 days)
19. Women Tapstand Caretaker Training (WTCT) (4 days)
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Appendix – 6
Training material offered by RDC
1. Goat Raising Hand Book For Literate 2057
2. Goat Raising Hand Book For illiterate 2057
3. Poultry Farming – 2057
4. Pig Raising for literate– 2057
5. Pig Raising Illiterate – 2057
6. Forest Nursery Establishment and Management 2055
7. Bamboo Propagation and Management 2055
8. Rural Drinking Water Care and Maintenance Hand book – 2053
9. Vet. Medicine Used By VAHW- 2046
10. Primary Book For Rural VAHW- 2046
11. Vegetable Cultivation in Nepal
12. Mineral Block Poster
13. Mixture of Grain
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Appendix – 7
List of consultancies Carried out by RDC
1. Knowledge, Attitude and Practice (KAP) study for Drinking water in Begnas Area,
for World Vision 2003.
2. Organisational Assessment and Strategic Planning (OASP) for Machhapuchhre
Development Organisation (MDO), 2003
3. Organisational Assessment (OA), For Dalit Non Governmental Organization
Federation (DNF), 2003
4. NTFP survey and Inventory in Lhosepakha Community Forest, Pease Crops. 2003.
5. Knowledge, Attitude and Practice (KAP) study for Drinking water in Begnas Area,
for World Vision 2002.
6. Scaling of Fodder and Forage Propagation Decision Making Tools, for DIFID,
2002
7. Participatory Consultative Process (PCP) on Bara Forest Management for
FINNIDA from February to March 1998.
8. Training Impact Evaluation (TIE) for GTZ ChFDP, Lahan from September to
October 1997.
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Appendix – 8
RDC Client List. (FY 1998/1999 to 2002/2003)
Name Type
1. Annapurna Conservation Area Project (ACAP), Pokhara INGO
2. Action-Aid, Nawalparasi & Sindhuli INGO
3. Amp Pipal Hospital, Gorkha/UMN INGO
4. Andhikhola Users' Committee, Syangja CBO
5. Animal Health Training & Consultancy Services (AHTCS), Kaski NGO
6. Asia Rural Foundation INGO
7. Bajhedanda Community Forestry Users Group, Kaski UG
8. Bajung VDC, Parbat HMG
9. Bartandi Community Forest Users Group, Nawalparasi CBO
10. Bel Pokhari Community Development Group (BPCDG), Syangja CBO
11. BPC Galyang, UMN INGO
12. Butwal Power Company, Syangja NGO
13. CARE Nepal INGO
14. CCC NGO
15. CDHP/UMN INGO
16. CEWEK, Kaski CBO
17. Chisakhola FUG UG
18. CHP Gorkha, UMN INGO
19. CHP Okhaldhunga/UMN INGO
20. Commmunity Based Organisation Nawalparasi CBO
21. CODE, UMN INGO
22. Community Development Programme, Sindhuli NGO
23. Community Forest User Group Coordination Committee, NGO
24. Community Group, Neta, Surkhet CBO
25. Community Health Project (CHP), Lamjung UMN
26. Creation of Creative Society, Dhangadi NGO
27. CSD Kalikot INGO
28. DDC/ PDDP INGO
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29. DDC/LDFB, Rupendehi NGO
30. DDC/UNDP HIV-AIDS Project HMG/NGO
31. DED/GDS INGO
32. Deurali VDC, Kaski HMG
33. Development and Environment Protection Club (DEPC), NGO