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1. Differentiate between recruitment and selection. Detail
the various sources of recruitment.
2. Design an appropriate research plan for carrying
the research on “effectiveness of work from home.
Detail the various data collection techniques to be
used and reason for adoption of the same.
3. Describe the four levels of evaluating an HRD program
given by Kirkpatrick citing suitable example.
Or
Explain how you would apply kirkpatrik’s model for
evaluating training program.
4. Compare and contrast the advantages and
disadvantages of designing an HRD program in
house versus purchasing programs from vendors.
5. Performance Management system is a key for all H.R.
process. Validate the statement explaining the process
of Performance Management System and ways for
making it effective
6. Detail HRD Framework needed in HRD process.
7. Define Human Resource Development. What are the
skills or competencies does an HRD manager required
to perform efficiently?
8. What is the purpose of HRD need assessment? Explain
in detail levels of need Assessment.
Or
Describe need assessment and different levels of need
assessment along with suitable Examples highlighting.
Why HRD needs should be prioritized
9. Design a hypothetical training program briefing the
process of training and validating the various methods
of training which could be employed.
10. Define term HRD. Explain in detail role and
competencies of HRD professionals ( already include in
que 7)
11. Define term learning. Discuss in detail barriers in
learning process.

2
12. What are the key activities involved in designing an
effective training program? Explain in detail advantages
of designing HRD programs inhouse.
13. What do you think that role playing method was more
effective than classroom Training method?
14. Define term competency mapping. Discuss in detail
key components of competency mapping.
15. Define term coaching. Describe in detail process
given by Fournier for conducting coaching analysis
concerning employee’s performance.
16. Explain in detail Discuss in detail ethical issues faced
in HRD program evaluation.
17. approaches of HRD program evaluation.
18. Describe in detail training evaluation process adopted
by organisation.
19. Give your views on – HRD is essential in the
organization or not? Why?
20. How can the andragogy be applied to enhance the
application of adult learning in HRD?
21. Discuss the components of a strategic/organizational
needs analysis
22. Discuss the steps in task analysis process.

3
1. Differentiate between recruitment and
selection. Detail the various sources of
recruitment.

4
 Sources of recruitment

Internal Sources of Recruitment:

1. Promotions:
The promotion policy is followed as a motivational
technique for the employees who work hard and show
good performance. Promotion results in enhancements
in pay, position, responsibility and authority. The
important requirement for implementation of the
promotion policy is that the terms, conditions, rules
and regulations should be well-defined.

2. Retirements:
The retired employees may be given the extension in
their service in case of non-availability of suitable
candidates for the post.

5
3. Former employees:
Former employees who had performed well during their
tenure may be called back, and higher wages and
incentives can be paid to them.

4. Transfer:
Employees may be transferred from one department to
another wherever the post becomes vacant.

5. Internal advertisement:
The existing employees may be interested in taking up
the vacant jobs. As they are working in the company
since long time, they know about the specification and
description of the vacant job. For their benefit, the
advertisement within the company is circulated so that
the employees will be intimated.

External Sources of Recruitment:

1. Press advertisement:
A wide choice for selecting the appropriate candidate
for the post is available through this source. It gives
publicity to the vacant posts and the details about the
job in the form of job description and job specification
are made available to public in general.

2. Campus interviews:
It is the best possible method for companies to select
students from various educational institutions. It is
easy and economical. The company officials personally
visit various institutes and select students eligible for a
particular post through interviews. Students get a good
opportunity to prove themselves and get selected for a
good job.

6
3. Placement agencies:
A databank of candidates is sent to organizations for
their selection purpose and agencies get commission in
return.

4. Employment exchange:
People register themselves with government
employment exchanges with their personal details.
According to the needs and request of the organization,
the candidates are sent for interviews.

5. Walk in interviews:
These interviews are declared by companies on the
specific day and time and conducted for selection.

6. E-recruitment:
Various sites such as jobs.com, naukri.com, and
monster.com are the available electronic sites on which
candidates upload their resume and seek the jobs.
7. Competitors:
By offering better terms and conditions of service, the
human resource managers try to get the employees
working in the competitor’s organization.

7
 3.Describe the four levels of evaluating an HRD
program given by Kirkpatrick citing suitable example.
Or
Explain how you would apply kirkpatrik’s model for
evaluating training program.

The Kirkpatrick Model is a globally recognized method

of evaluating the results of training and learning
programs.

It assesses both formal and informal training methods

and rates them against four levels of criteria: reaction,
learning, behavior, and results.

Level 1: Reaction

 The first level of criteria is “reaction,” which measures

whether learners find the training engaging, favorable,
and relevant to their jobs.

8
 This level is most commonly assessed by an after-
training survey that asks students to rate their
experience.
 A crucial component of Level 1 analysis is a focus on
the learner versus the trainer. While it may feel natural
for a facilitator to fixate on the training outcome,the
Kirkpatrick Model encourages survey questions that
concentrate on the learner’s takeaways.

Level 2: Learning

 Level 2 gauges the learning of each participant based

on whether learners acquire the intended knowledge,
skills, attitude, confidence and commitment to the
training.
 Learning can be evaluated through both formal and
informal methods, and should be evaluated through
pre-learning and post-learning assessments to identify
accuracy and comprehension.
 Methods of assessment include exams or interview-
style evaluations. A defined, clear scoring process must
be determined in advance to reduce inconsistencies.

Level 3: Behavior

 One of the most crucial steps in the Kirkpatrick Model,

Level 3 measures whether participants were truly
impacted by the learning and if they’re applying what
they learn.
 Assessing behavioral changes makes it possible to
know not only whether the skills were understood, but
if it's logistically possible to use the skills in the
workplace.
 Oftentimes, evaluating behavior uncovers issues within
the workplace. A lack of behavioral change may not
mean training was ineffective, but that the
9
 organization’s current processes and cultural
conditions aren’t fostering an ideal learning
environment for the desired change. 

Level 4: Results

 The final level, Level 4, is dedicated to measuring direct

results
 Level Four measures the learning against an
organization's business outcomes— the Key
Performance Indicators that were established before
learning was initiated.
 Using the Kirkpatrick Model creates an actionable
measurement plan to clearly define goals, measure
results and identify areas of notable impact.

10
5. Performance Management system is a key for all
H.R. process. Validate the statement explaining the
process of Performance Management System and
ways for making it effective

The performance management process or cycle is a series

of five key steps. These steps are imperative, regardless of
how often you review employee performance.

1. Planning

This stage entails setting employees’ goals and

communicating these goals with them. While these goals
should be disclosed in the job description to attract quality
candidates, they should be communicated once again
when the candidate becomes a new hire.

Depending on the performance management process in

your organization, you may want to assign a percentage to
each of these goals to be able to evaluate their
achievement.

2. Monitoring

In this phase, managers are required to monitor the

employees performance on the goal.

This is where continuous performance management comes

into the picture. With the right performance management
software, you can track your teams performance in real-
time and modify and correct course whenever required.

3. Developing

This phase includes using the data obtained during the

monitoring phase to improve the performance of
employees.

11
It may require suggesting refresher courses, providing an
assignment that helps them improve their knowledge and
performance on the job, or altering the course of employee
development to enhance performance or sustain
excellence.

4. Rating

Each employees performance must be rated periodically

and then at the time of the performance appraisal.

Ratings are essential to identify the state of employee

performance and implement changes accordingly. Both
peers and managers can provide these ratings for 360-
degree feedback.

5. Rewarding

Recognizing and rewarding good performance is essential

to the performance management process, as well as an
important part of employee engagement.
You can do this with a simple thank you, social
recognition, or a full-scale employee rewards program that
regularly recognizes and rewards excellent performance in
the organization.

How to Improve(making it effective)the

Performance Management Process

To improve the performance management process, ask the

following questions:

1. What does your workforce want from performance

management?

A performance management program can either help or

hinder your workforce. However, before you can make any
practical changes to your current processes and tools, you
need to understand what isnt working and why. You also

12
need to take the time to evaluate what your employees
want out of a performance management program.

During this evaluation, there’s nothing more important

than talking to your people. Your employees and managers
likely have some strong opinions that they’ll be more than
happy to share with you. You might be surprised how
many of them crave an improved process.

2. Do you deliver continuous performance management?

Employers want their employees to be happy. But

happiness isnt necessarily what people want from their
employers. Instead, employees want to feel motivated and
understand that their work matters and why. A
performance management experience that delivers value to
employees should focus on increasing motivation.

To drive motivation, a performance management process

must include frequent, ongoing conversations between
employees and managers so that goals, progress, and
personal achievement remain relevant and top-of-mind.

3. Do managers have the tools to manage the performance

management process?

Managers are critical to the success of your organization’s

performance management program. They play an outsized
role in motivating, engaging, and developing staff. This
makes it essential to ensure managers are trained to give
and receive useful feedback and are coached in the
elements of a continuous process.

Take time to meet with managers and train them on your

talent management practices so that everyone feels
comfortable having frequent, lightweight conversations.

13
 6. Detail HRD Framework needed in HRD process.

4 Stages of HRD Framework –

To achieve a bigger objective of organizational growth with

motivated staffs the firm/organization follows 4 stages of
HRD framework namely –

Assessment —

it means to understand where the firm is lagging behind

and what action could resolve the issue. It is very crucial to
highlight the purpose before some actions could actually be
taken. In addition to this, the NEED TO ACKNOWLEDGE
THE GAP is crucial to ascertain. In the very first stage the
concerned management tries to find all sorts of
feasible tasks and actions which could lead to success.Let
us see what practical statements could fall under this
category –

 How many employees need to have training

 How long the training process should go
 Tools and Skills definition
 Trainers role to be defined

Design —

when you know your weak points, the very next action is to
design a program which provides a meaningful training and

14
 development methods. Here, design means to integrate
business plan and goals to the forms HRD process. It also
answer the training content and feasible delivery method to
fulfill the objective. Let us see what practical statements
could fall under this category –

 The overall objective to achieve at the end of this stage

 What will be the lesson plan
 Do we need to develop or acquire the training material
 Do we need a trainer or a leader

Implementations —

after all the analysis and consideration regarding goals and

needs are done, the third phase begin to adopt the most
convenient and feasible one out of many proposed
approaches and techniques. We all know that there cannot
be a one fit solution to all problems but in this stage the
best recommended and tested approach is adopted, also
full focus is laid upon the actual training.

Evaluation —

the last phase tries to find whether the expected and

actual results are in sync or not. In spite of being a last
phase it is very crucial as this phase reveals the
effectiveness of the HRD intervention. The phase is
mandatory but the output of the phase is need and

15
 organization specific. Every organization has a
predetermined success criteria which is evaluated at this
stage

7.Define Human Resource Development. What are

the skills or competencies does an HRD manager
required to perform efficiently?

Human resource development refers to an assortment of

training programs that help people adjust to their new
roles and learn more about the organization and its
culture. 

Here Are The 7 Core HR Skills And Competencies

Every HR Professional Must Have

1. Effective Communication

 Hr professionals must have impeccable communication

skills. When the job is to deal with people, it becomes
paramount for any HR professional to have strong
communication skills.
 They constantly deal with people over the phone or
email, draft company policies, and conduct interviews.
 They must actively listen to understand others’
perspectives and bring a more honest discussion
between them and the managers.
 Effective communication helps HR managers to handle
employee grievances empathically and also manage any
internal conflicts effectively.

2. Relationship-building

16
 Building relationships between the HR group and
other departments is one of the critical components to
bring business together. This helps in maximizing the
potential of the organization and its success.
 Relationships in the workplace often need a great deal
of care and communication.
 There are also some casual relationships that need
your attention. HR professionals must listen and
respond to the concerns of the other departments and
act as a glue to keep them stick together.

3. Adaptability Skills

 The world of business is changing every day. And you

cannot get too comfortable but adapt yourself to the
changing times.
 These will allow HR managers to rethink their current
company policies and curate new ones that are more
relevant and effective.
 Since HR managers actively participate in decision-
making and business strategies, they need to forecast
the need for changes.

4. Technological Skills

HR managers are expected to handle a variety of duties

that includes-
 Recruiting talented employees.
 Managing onboarding and training for new hires.
 Tracking payroll.
 Handling employee grievances.
 Retaining good employees.

5. Keep Learning

17
 The work culture of today’s organizations demands
better management, support, growth, and development.
 Deepening your knowledge in the Human Resource
Management field and applying new Hr trends will
always help you become the front runner.
 Therefore, prosperous HR managers look to develop
and understand the benefits of new Hr research
outcomes and connect them to the current trends in
the HR field.

6. Critical Thinking

 Critical thinking is one of the most essential attributes

for anyone in HR.
 Whether you are hiring a new candidate, negotiating
pay rises, or deciding how to deal with employee
grievances, it is imperative to critically analyze the
situation and make decisions.

7. Interpersonal skills

 Interpersonal skills are the soft skills that hold great

value to HR professionals.
 These skills include active listening, verbal and non-
verbal communication, social awareness, self-
management, accountability, and so on.
 Interpersonal skills allow one to communicate
successfully with others at work and in the broader
community.
 Some people are born with this kind of ability, but they
can all be enhanced with practice.

18
 8. What is the purpose of HRD need assessment?
Explain in detail levels of need Assessment.

Purpose
 Determine root causes of poor performance. 
 Determine desired performance (training results).
  Provide baseline data. 
 Identify what to measure and how to measure it.

The 3 Levels of Training Needs Assessment

The Organizational Level

Before you can focus on individuals in your company,

you should look at your organization's overall training
needs. What training programs will help your company
reach its strategic objectives?

For example, an insurance company may notice that its

sales team constantly gets negative feedback. By
conducting a needs analysis at an organizational level,
the company realizes its sales team needs additional
training on customer service. Then, one potential
solution could be that the company can require all
sales personnel to go through customer service
training.
 
The Operational Level

This refers to the programs you need at a task or job

level. Basically, you need to conduct a task analysis to
see what type of skills employees need to perform

19
 certain jobs. You should ask yourself the following
questions.
 To meet performance standards, how should workers
complete this task?
 How do workers perform this job?
 What are the performance standards?
 What skills do employees need to achieve these
performance standards?

The same insurance company can use an operational

analysis to figure out new ways to increase the number
of error-free claims. The company can consider the
skills needed to process a claim. Then, the insurer can
look at which training programs can help upskill their
workforce.
 
The Individual Level

On an individual basis, you can see how well your

employees are doing. One way to figure out each
employee's ability is by conducting an individual
assessment. Through an assessment, you can learn the
answer to the following questions.
 How do I want my employees to perform?
 Do they have the right skills for this job?
 What is holding my employees back?
 What kind of training programs can help my workers
reach the desired performance standards?
 

20
 11. Define term learning. Discuss in detail barriers
in learning process.

Learning can be defined as a relatively permanent

change in behaviour or potential behaviour as a result
of direct or indirect experience. Learning is thus a
change in behaviour as a result of experience.

What are the most common learning barriers?

1. Resistance to change
2. Peer pressure
3. Fear of failure
4. Lack of focus
5. Lack of goals
6. Lack of previous knowledge
7. Not understanding the importance of training
8. Course format
9. Generic learning experience
10. Accessibility and impairments

1. Resistance to change

Resistance to change is the first emotional learning barrier we’re

going to discuss – it was something we saw as companies moved
to work-from-home setups with employees refusing to adopt
necessary online processes and tools critical for remote work. 

This resistance to change often appears as resistance towards

adapting to new technology or, in some cases, resistance to stop
doing things the “old way” and try something more efficient but
unfamiliar.

2. Peer pressure

21
Peer pressure is an emotional learning barrier that we often
compare to light bullying for adults. In the workplace, this often
appears as senior management pressuring subordinate-rank staff
to undertake courses or go through training as a must, without
explaining the feasibility or benefit to the employee. 

Another type of peer pressure is an employee attending training

they don’t have to just to not feel left out.

3. Fear of failure

Fear of failure is another one of those deep-rooted emotional

barriers to learning that often stems from an unresolved and
unpleasant experience. In this scenario, the learner is full of self-
doubt and is convinced that they won’t be able to understand the
new information or learn the new skill. 

Often, people find safe harbor in doing what they know best and
miss out on learning new things or trying their luck at a different
job. They’re afraid to exit their comfort zone due to fear of the
unknown and, most of all, fear of failure.

4. Lack of focus

Learning in the workplace is challenging regarding focus and

finding an environment without interruptions. Lack of focus is
another learning barrier in the category of emotional obstacles.
Additionally, the use of smartphones and other digital devices
nowadays has lessened the attention span of your employees.
Maintaining uninterrupted focus on one task for prolonged
periods can prove challenging.

5. Lack of goals

All effective L&D strategies include ways to motivate and engage

the employees. One of these ways is often setting SMART goals.
This works because having something to work for or aim to reach
is at the base of human psychology. 

No goals = procrastination. Goals = motivation and productivity. 

Managers often struggle to set concrete objectives to reach or

develop ones that are too far in the future or difficult to grasp.
22
This makes the goals inefficient in providing sufficient motivation
for learning.

6. Lack of previous knowledge

Lack of previous knowledge is a motivational obstacle that can

make a person completely lose their will to learn. This often
happens with employees attempting to switch careers or learn an
unfamiliar skill from scratch. In this scenario, the learner is
overwhelmed and feels lost in the subject. It becomes difficult to
believe they could ever understand what they’re being taught.

7. Not understanding the importance of the

training

No matter how many excellent employee engagement ideas you

implement to make staff more interested in their training, it won’t
work until they can understand its importance logically. You tell
them that it’s essential that they are present and learn these new
skills. But why should they? What’s in it for them?
Understanding the importance of the training or upskilling is

8. Course format

The next type of personal barrier is the course or training format.

This is the way you choose to transfer information memorably.
Improving learning retention is the main goal, so you should
carefully consider individual learning style preferences. 

23
 12. What are the key activities involved in
designing an effective training program? Explain in
detail advantages of designing HRD programs
inhouse.

1. Assess training needs

Assessing the needs of the workplace requires following these

steps:

 Identify clear goals. 

 Determine what actions the goals require. 

 Explore options for training activities. 

 Observe people's learning styles. 

2. Consider adult teaching methods

Keeping with the last part of step one, it's important to remember
that team members are adults with characteristics that can make
it easier or more difficult to learn under certain methods of
teaching. When developing your training program, keep in mind
these adult learning principles:
 Adults want to feel valued and respected.
 They have many years of preexisting experiences, knowledge and
independent opinions.
 They're goal-oriented and self-directed.
 They want their training to be relevant, task-oriented and worth
the time it takes away from their daily productivity.
 They want to know how they can benefit from this training.

3. Develop learning objectives

Present your objectives as SMART goals, which is an acronym

that stands for specific, measurable, achievable, relevant and
time-based. Creating goals in this manner can help you ensure
team members reach important milestones within their training.

24
 4. Design training materials

Using the information you gather, formulate your training

materials or modules. It's important to have a design fully
prepared before launching into development to ensure nothing
goes missing or out of order. Remember to focus on the learning
needs of the staff rather than what's easiest for the trainer, and
make sure your content focuses specifically on reaching the
learning objectives.

5. Compose training materials

Use your design to develop your training materials. Depending on

your design, materials may include:
 Reading material, such as pamphlets or handouts
 Tangible assets needed for any hands-on portions of the training
 Slideshow presentations, charts, graphs or other visual materials
 eLearning links, usernames and passwords for any online portion
of the training

6. Conduct the training

Make sure you inform people in advance that the company

expects them to attend the training, reserve any necessary
conference or huddle rooms and have all the necessary supplies.
For example, maybe this training is a lunch and learn session. If
so, order lunch to be delivered a few minutes before training
begins to allow everyone to get their plates and settle.

7. Evaluate the training

Once people finish the training, evaluate the success of your

training program. You may consider using these metrics to
evaluate the effectiveness of your training:

 Feedback they have about the training:

 Knowledge they use from the training

 Job proficiency after training

Advantages of designing HRD programs inhouse.

25
 the content of training and HRD efforts are tailored to fit
organization's needs;
 there is a close working relationship between line managers and
HRD staff;
 flexibility in scheduling
 in-house programs can sometimes consume lower cost and
expenses.

14.  Define term competency mapping. Discuss in

detail key components of competency mapping.

Competency mapping identifies an individual's strengths

and weaknesses. The aim is to enable the person to better
understand himself or herself and to point out where
career development efforts need to be directed.

key components of competency mapping.

26
18. Describe in detail training evaluation process
adopted by organisation.

Training Evaluation – 3 Steps in the Process of Evaluating

Training: Before Training, During Training and After Training

The process of training evaluation has been defined by A.

C. Hamblin as “any attempt to obtain information on the
effects of training performance and to assess the value of
training in the light of that information”. Thus,
evaluation of training effectiveness refers to the process
of obtaining information on the effects of a training
programme and assessing the value of training in the
light of the information so obtained.

It involves controlling and correcting the training

programme. The basis and mode of evaluation are
determined when the training programme is designed.
According to Hamblin A. C., there are five levels at which
evaluation of training can take place.

27
i. Before Training:
Generally the HR manager or the employee’s supervisor
appraises the employee’s skills and knowledge before the
training programme. Employee is asked to give his/her
opinions on the methods of the training used and
whether those methods confirm to his/her preferences
and learning style.

ii. During Training:

This is the step which instruction is started. This step
usually consists of short tests at regular intervals.

iii. After Training:

This is the step when employee’s skills and knowledge
are assessed again to measure the effectiveness of the
training. This phase is designed to determine whether
training has had the desired effect at individual
department and organizational levels. There are various
evaluation techniques for this phase.

Evaluation helps in controlling and correcting the

training programme. Hamblin(1974) suggested five levels
at which evaluation of training can take place.

These are:

1. Reactions- This measures participants’ reaction to the

training at the time of training. Whether they like or
dislike the training programme? Trainee’s reaction to the
overall usefulness of the training includes coverage of the
topics, the method of presentation, the techniques used
to clarify things and effectiveness of the programme.

2. Learning-This measures participants’ learning of the

content of the training. The extent to which the trainees
have assimilated the knowledge offered and skills
practiced in the training programme. Does the
participant score higher on tests after the training or
development than before?

28
3. Job Behaviour-This indicates participants’ use of their
new skills and knowledge back on the job. This includes
a comparison of ratings; a participant receives before
training and after training.

4. Organization-This measures participants’ use of

training, learning and change in the job behaviour of the
department/organization in the form of increased
productivity, quality, morale, sales turnover and the like.

5. Ultimate Value-This measures contributions of

training programme to company goals like survival,
growth, profitability etc. and to the individual goals like
development of personality and social goals like
maximizing social benefits.

21. Discuss the components of a

strategic/organizational needs analysis

COMPONENTS OF A STRATEGIC/ORGANIZATIONALNEEDS
ANALYSIS:

1. organizational goals

2. organizational resources

3. organizational climate

4. environmental constraints

ORGANIZATIONAL GOALS.

Areas where the organization ismeeting its goals probably don't

require training efforts, butAreas where goals are not being met
should be examined furtherand targeted for HRD or other
appropriate HR or managementefforts.

ORGANIZATIONAL RESOURCES.

29
 Resource availability candictate some of the options to be
considered when designing andimplementing HRD programs and
can influence the prioritiesgiven to HRD needs.

ORGANIZATIONAL CLIMATE.

If the climate is notconducive to HRD, designing and

implementing a program willbe difficult. For example, if managers
and employees do nottrust one another, employees may not
participate fully and freelyin a training program.

ENVIRONMENTAL CONSTRAINTS.

Environmentalconstraints include legal social political and

economic issuesfaced by the organization. Demand for certain
types of HRDprograms can be affected by these constraints.

Task analysis is the key to developing the specifications for

performance and instructions in instructional systems design.
Task analysis, when considered from a process perspective,
involves three steps, each of which can be approached with
various analysis techniques. These steps and techniques can be
summarized as follows.

Step 1. Break the task, content, etc., down into the

constituent elements.

Analysis Techniques:

 Task definition
 Job/task inventory
 Risk assessment
 Hierarchical redescription
 Task detailing

Step 2. Determine the relationship among these elements.

Analysis Techniques:

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 Behavioral analysis
 Visionary analysis
 Critical incident analysis
 Problem analysis
 Network matrix analysis

Step 3. Restructure in accordance with the underlying

principle or optimal learning design.

Analysis Techniques:

 Job aid development

 Learning strategy analysis
 Learning hierarchy sequencing
 Training objective development
 Master design chart development

Instruction and training are often derived using analysis

techniques which follow this process in a haphazard manner. If
task analysis is carefully organized and follows the proper steps,
it can be used to solve many training problems—not because of
some inherent magic, but because of the detailed, careful,
integrated analysis involved.

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 SHORT QUESTION

(a)Glass Ceiling Effect

Glass ceilings are most often observed in the workplace and are usually a
barrier to achieving power and success equal to that of a more dominant
population.

(b) Coaching

Coaching is a process of guiding an employee from one level of competency to

another. Employees who engage in coaching are more likely to improve their
self-confidence and grow in their ability to: communicate effectively. work
constructively with others. meet commitments and take responsibility for their
actions.

(c) Kinlaw Process

Dennis Kinlaw has identified 4 pillars that are the foundation of commitment
in organizations that are striving to recruit, build and then maintain a
motivated, highly talented group of employees.
These pillars are clarity, competence, influence and appreciation.

(d) Role analysis

A role analysis is a systematic examination of the purpose,

responsibilities and scope of a role in supporting business
objectives.
(e) Potential appraisal

Potential appraisal is a part of performance appraisal that helps to

identify the hidden talents and potential of the individuals.
Identifying these potential talents helps in preparing the individuals
for higher responsibilities and positions in the future.
(f) Knowledge Management
Knowledge management is the process by which an enterprise
gathers, organizes, shares and analyzes its knowledge in a way that

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is easily accessible to employees. 

(g) Assessment Centers.

An Assessment Center consists of a standardized evaluation of

behavior based on multiple evaluations including: job-related
simulations, interviews, and/or psychological tests. Job
Simulations are used to evaluate candidates on behaviors relevant
to the most critical aspects (or competencies) of the job.

Andragogy

Andragogy is the facilitation learning for

adults, who are self-directed learners.
Heutagogy is the management of
learning for self-managed learners.

Behaviour Modeling

Behaviour modelling training (BMT)

is a popular training intervention
which focuses on changing
behaviours on the job. BMT improves
trainees' knowledge, skills, and
desired actions on the job.

STRATEGIC ANALYSIS

Strategic analysis is a process that involves researching an

organization's business environment analysis within which
it operates. Strategic analysis is essential to formulate
strategic planning for decision making and smooth working
of that organization.
UTILITY ANALYSIS

Utility analysis refers to the process that describes,

predicts and/or explains what determines the usefulness
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 or desirability of decision options, and examines how that
information affects decisions.

Human Resource Development

Human resource development is a series of organised activities, conducted

within a specialised time and designed to produce behavioural changes."

Employee Training

Employee training is a program that helps employees learn

specific knowledge or skills to improve performance in their
current roles. Employee development is more expansive and
focuses on employee growth and future performance, rather than
an immediate job role.

Socialization Process

1. Pre- Arrival Stage:

2. Encounter Stage:
3. Metamorphosis Stage:

Succession Planning

Succession planning is the process of identifying the

critical positions within your organization and developing
action plans for individuals to assume those positions.

Competency Mapping

Competency mapping is the process of determining the

skills, behaviors, abilities and knowledge a job title
requires. Organizations often begin this process by
determining their goals and analyzing the abilities of their
existing employees.

Counseling

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Counseling is an effective and preventive people
management strategy for organizations to help employees
better managing stress, personal issues or work related
problems.

Career Planning and Development

Career Planning and Development is the process of selecting career goals,

providing a path to those objectives, and taking personal steps to accomplish
those goals.

Learning

Learning is “a process that leads to change, which occurs

as a result of experience and increases the potential for
improved performance and future learning” 

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