Answer Key for HRD-2840301

MBA SEM-IV
Q-1 (A) According to McLagan, HRD professional performs at least 9 distinct roles Describe it.
1. HR strategic advisor 2. HR systems designer and developer 3. Organization change agent 4. Organizational design consultant 5. Learning program specialist (or instructional designer) 6. Instructor or Facilitator 7. Individual development and career counselor 8. Performance consultant (or Coach) 9. Researcher

Q-1

(B)

1. 2. 3. 4.

Apprenticeship Training Program Glass Ceiling: Women and Minorities to management positions Kirkpatrick model: Reaction, Learning, Job behavior & Results Return on Investment (ROI= Results/Training Cost)

Q-2

(A) Make v/s Buy decision: Creating or Purchasing HRD programs Decisions Factors
Assisting with conducting needs assessment Guiding internal staff to design a program Designing a program specifically for the org. Providing supplement training materials Presenting a previously designed program Conducting a train the trainer program Expertise Timeliness Number of trainees Subject matter Cost Size of HRD X factor

Q-2

(B) Individual roles & managers responsibilities Needed Competencies for Individual For Industries or Organization Knowing What, Why, Where, Whom, When, How Manager roles Coach Appraiser Adviser Referral Agent

Q-2

(B)

1.

Q-3 (A)

Q-3 (B)

Q-3 (A)

Five stage model of Career Development 1. Self-assessment 2. Research 3. Decision Making 4. Network & Contacts 5. Work 2. Three qualities of useful objectives of the HRD 1. Performance 2. Conditions 3. Criteria HRD Evaluation and Different HRD evaluation models Definition:The systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value and modification of various instructional activities HRD Evaluation Models 1. KIRKPATRICK (Reaction, Learning, Job behavior & Results) 2. CIPP (Context, Input, Process and Product) 3. Brinkerhoff (Goal setting, Program design, Program implementation, Immediate outcomes, usage outcomes and Impact & Worth) 4. Kraiger, Ford & Salas (Cognitive, Skill based and Affective) 5. Holton (Secondary influences, Motivation Elements, Environmental Elements, Outcomes & Ability/Enabling Elements) 6. Philips (Reaction & Planned Action, Learning, Applied Learning on the job, Business Results, ROI) Classroom Training Methods 1. Lecture 2. Discussion 3. Audiovisual media 4. Experiential methods 5. Computer based training Ethical issues concerning Evaluation Research Confidentiality Informed Consent Withholding Training Use of Deception Pressure to produce positive results

Q-3 (B)

Mention the tips for trainer in HRD design Create positive behavior Put people at ease Share your experience Help trainees Avoid disputes Show that you enjoy instructing people Make note and follow up

Over prepare Personal appearance Attention Messages should be concise Focus on Trainees concerns Listen & acknowledge Spend additional time with trainees Q-4 (A)

Coaching: it is a process used to encourage employees to accept responsibility for their own performance, to enable them to achieve and sustain superior performance and to treat them as partners in working toward organizational goals and effectiveness. Counseling: is an interactive learning process contracted between counselor and client(s), be they individuals families, groups or institutions which approaches in a holistic way, Social, cultural, economy and /or emotional issues. Mentoring: one person shares knowledge, skills, information and perspective to foster personal and professional growth of someone else. Q-4 (B) Positive outcomes of a Successful Apprenticeship Program Attract adequate no. of highly qualified Ensure availability of related applicants technical instruction Reduce absenteeism Enhance problem solving ability of craft workers Reduce turnover Ensure versatility of craft workers Increase productivity Address industry need to remain competitive Reduce cost of training Facilitate compliance with federal Q-4 (A) Difference b/n Performance Mgt. & Performance Appraisal

Q-4 (B)

1. 2.

3.

Workplace Competencies Deviant Workplace behavior (Voluntary behavior that violates significant organizational norms, and in doing so threatens the well-being of an organization, its members, or both) Model of Team Building

(Goal Setting, Interpersonal Relations, Problem Solving,

Role clarification) Q-5 (A) Career Workshop for HRD process

Q-5 (B)

Sources offering continuing education opportunities to professionals (Speeches by leading experts, discussion of current issues, and presentation of research findings) Workplace competencies for fresher (Managerial Career)
a knowledge-based technical specialty cross-functional and international experience collaborative leadership self management skills personal traits, including integrity, trust-worthiness, and flexibility

Q-5 (A)

Q-5 (B)

Ten steps for an effective safety program 1. Determine the training objective 2. Develop a list of competencies 3. Create a trainee profile 4. Outline the subject matter based on their competencies 5. Expand the outline for completeness and proper sequence 6. Develop training based on the outline 7. Test the training on experts 8. Test the training on actual trainees to determine usability, understandability and effectiveness 9. Correct the training content based on feedback and reviews 10. Evaluate your testing to make sure all questions are good Coaching discussion approaches 1. The KINLAW process Confronting or Presenting Using reactions to develop information Resolving or Resolution 2. The FOURNIES process Get the employees agreement that a problem exists Mutually discuss alternative solution to the problem Mutually agree on actions to be taken to solve problem Follow up to measure results Recognize achievements when they occur