Hr Training And Development

Zahida Mariyam

2009 Schindlers 14/10/2009

Assignment on Training And Development

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CONTENTS 1

INTRODUCTION

3-4 5-16

ORGANIZATIONAL CHANGE

17-20

VOTE 4

HR

TRAINING

2

3

TO

PAGE

OF

THANKS

AND SELF

EVALUATION

21

ANNEXURE 5

COPY OF TRAINING POLICY COPY OF TRAINING CALENDAR 2|Page

INTRODUCTION Human Resource Management “HRM is concerned with the people dimensions in management. Since every organization is made up of people, acquiring their services, developing their skills, motivating them to higher levels of performance and ensuring that they continue to maintain their commitment to the organization are essential to achieving organizational objectives. This is true, regardless of the type of the organization – government, business, education, health, recreational, or social action.”

MEANING OF HRM HRM is management function that helps managers to recruit, select, train and develop members for an organization. Obviously HRM is concerned with the people’s dimensions in organizations. HRM refers to set of programs, functions, and activities designed and carried out.

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Importance No country has ever progressed without improving the quality of its human resources. With this focus management of human resources has become an important dimension of organizational ethics - a ‘corporate trend’.

SCOPE OF HRM The scope of HRM is from Entry to the Exit of an employee in the organization. Industrial Compensation Orientation Training Recruitment Performance HRM Communication HR Job Job Motivation Welfare & Activities Planning Analysis Design Development &Relations &Appraisals Placement remuneration selection

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Scope of HRM can be described based on the following activities of HRM. Based on these activities we can summarize the scope of HRM into 7 different categories as mentioned below after the activities.

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TRAINING MEANING OF Training Training is the act of increasing the knowledge and skills of an employee for doing a particular job. Training is a short-term educational process and utilizing a systematic and organized procedure by which employees learn technical knowledge and skills for a definite purpose.

Importance of Training The importance of training and development to a larger extent depends on human resource development. Training is most important technique of human resource development. Training develops human skills and efficiency. Trained employees would be a valuable asset to an organization. Organizational efficiency, productivity, progress and development to a greater extent depend on training. Organizational objectives like viability, stability and growth can also be achieved through training.

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Benefits of Training • Helps remove performance deficiencies in employees • Greater stability, flexibility and capacity for growth in an organization • Accidents, scraps and damages to machinery can be avoided • Serves as effective source of recruitment •

Reduces dissatisfaction, absenteeism, complaints and turnover

of employees • Helps person handle stress, tension, frustration and conflict • Provides a good climate for learning, growth and co-ordination • Improves labour management relations • Aids improving organizational communication • Helps employees adjust to change • Improves the moral of workforce • Develops a sense of responsibility to the organization for being competent and knowledgeable • It is an investment in HR with a promise of better returns in future

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Difference Between Training, Education and Development Training Application oriented Job experience Specific Task in mind Narrow Perspective Training is Job Specific

Education Theoretical Orientation Classroom learning Covers general concepts Has Broad Perspective Education is no bar

Difference between Training and Development

Training Training is skills focused

Development Development is creating

learning abilities Training is presumed to have a Development is not education formal education dependent Training needs depend upon Development

depends

on

lack or deficiency in skills personal drive and ambition Trainings are generally need Development is voluntary based Training is a narrower concept Development focused on job related skills Training

may

development

not

is

a

broader

concept focused on personality

development include Development includes training wherever necessary 8|Page

Training is aimed at improving Development aims at overall job

related

efficiency

performance

and personal

effectiveness

including job efficiencies

Process of Training

sign Prepare Gain Training Implement Job the cost Design & Identify Update Present Prepare Evaluate Content, Evaluate acceptance Prepare Organizational Get budget the the ready the Training the the training Training the {Cost the teaching the to of the benefit methods & dia analysis} programme programme Analysis Needs Needs programme operations Instructor Trainee(s) results Trainee teach

Take feedback form the trainees

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Determining Of Training Needs Training needs are identified on the basis of organizational analysis, job analysis and man analysis. Training programme, training methods and course content are to be planned on the basis of training needs. Training needs = Job & Organizational requirements – Employee specification. Individual Training Needs Identification Methods • Performance Appraisals • Interviews • Questionnaires • Attitude Surveys • Informal Observation • Group Discussions • Training Progress Feedback • Work Sampling • Rating Scales Group Level Training Needs Identification • Organizational Goals and Objectives • Personnel / Skills Inventories • Organizational Climate Indices • Efficiency Indices 10 | P a g e

• Exit Interviews • MBO / Work Planning Systems • Quality Circles • Customer Satisfaction Survey • Analysis of Current and Anticipated Changes

Benefits of Training Needs Identification • Trainers can be informed about the broader needs in advance • Trainers Perception Gaps can be reduced between employees and their supervisors • Trainers can design course inputs closer to the specific needs of the participants • Diagnosis of causes of performance deficiencies can be done

Need For Training Individual level • To match employee specifications with the job requirements • Technological advances • Diagnosis of present problems and future challenges • Improve

individual

performance

or

fix

up

performance

deficiency 11 | P a g e

• Improve skills or knowledge or any other problem • To anticipate future skill-needs and prepare employee to handle more challenging tasks • To prepare for possible job transfers Group level • To face any change in organization strategy at group levels • When new products and services are launched •

To avoid scraps and accident rates

• To minimize resistance to change • Improve health and safety • Improve organizational climate • Prevention of obsolescence

Objectives of Training •

To prepare the employees both new and old to meet the

present as well as the changing requirements of the job and the organization • To impart new entrants the

basic knowledge and skill they

need for an intelligent performance of definite job • To prepare employees for higher level tasks • To broaden the minds of senior managers by providing them with opportunities for an interchange of experiences within and 12 | P a g e

outside with a view to correcting the narrowness of outlook that may arise from over specialization. • To ensure smooth and efficient working of the organization.

Training Costs This includes cost of • Employing trainers, and trainees, • Providing the means to learn, • Maintenance and running of training centers, • Wastage, • Low level of production, • Opportunity cost of trainers and trainees etc. • The value of the training includes increased value of human resources of both the trainee

Methods of Training On the job training the job training

Off

• Job Rotation

• Classroom Lectures

• Job Coaching

• Audio-Visual

• Job Instruction

• Simulation

• Apprenticeships

• Case Studies

• Internships and

• Role Plays 13 | P a g e

Assistantships • Sensitivity Trainings

On the Job Trainings: These methods are generally applied on the workplace while employees is actually working Off the Job Trainings: These are used away from work places while employees are not working like classroom trainings, seminars etc. Following are few of the off-the-job methods; •

Classroom Lectures: It is a verbal lecture presentation by an

instructor to a large audience •

Audio-Visual: It can be done using Films, Televisions, Video,

and Presentations •

Simulation: creating a real life situation for decision-making

and understanding the actual job conditions give it •

Case Studies: It is a written description of an actual situation

and trainer is supposed to analyze and give his conclusions in writing. The cases are generally based on actual organizational situations. It is an ideal method to promote decision-making abilities within the constraints of limited data. •

Role Plays: Here trainees assume the part of the specific

personalities in a case study and enact it in front of the audience. It is more emotional orientation and improves interpersonal relationships. Attitudinal change is another result. These are generally used in MDP. 14 | P a g e

•

Sensitivity Trainings: This is more from the point of view of

behavioral assessment, under different circumstances how an individual will behave himself and towards others. There is no preplanned agenda and it is instant. Advantages – increased ability to empathize, listening skills, openness, tolerance, and conflict resolution skills. Disadvantage – Participants may resort to their old habits after the training. •

In Basket Method: the trainees are first given background information about a simulated company, its products, key personnel,

various

memoranda,

requests

and

all

data

pertaining to the firm. The trainee has to understand all this, make notes, delegate tasks and prepare memos within a specified amount of time. Abilities that this kind of exercise develops are ➢ Situational judgment in being able to recall details, establishes priorities, interrelate items and determine need for more information. ➢ Social sensitivity in exhibiting courtesy in written notes, scheduling

meetings

with

personnel

involved

and

explaining reasons for actions taken and ➢ Willingness to make decision and take action.

Evaluation Of Training Reaction Evaluation

• Questionnaires • Mails 15 | P a g e

• Feedback to training department Outcome of Evaluation • Immediate • Intermediate • Ultimate Training program can also be evaluated on the basis of employee satisfaction which in turn can be viewed on the basis of: 1.Decrease in employee turnover. 2.Decrease in absenteeism. 3.Decrease in number and severity of accidents. 4.Betterment of employee morale. 5.Decrease in grievance and disciplinary cases. 6.Reduction in time to earn piece rates. 7.Decrease in number of discharge or dismissals. and trainer and their contribution to raise production, reduce wastage, breakage, minimization of time requirement etc. Cost-value relationship of a training program or a training technique is helpful in: (a) determining the priorities for training (for present and potential managers, age structure of the trainees etc) , (b) matching the employee and job through training, (c) determining the work of management sacrifices like time taken by training program, non-availability of staff for production during training period etc (d) choosing the right training method. Other methods of training evaluation are: 16 | P a g e

1.Immediate assessment of trainees’ reaction to the pro-gram. 2.Trainees’ observation during training program. 3.Knowing trainees’ expectations before the training program and collecting their views regarding the attainment of the expectations after training. 4.Seeking opinion of trainee’s superior regarding his/her job performance and behavior before and after training. 5.Evaluation of trainee’s skill level before and after training program. 6.Measurement of improvement in trainees on the job behavior. 7.Examination of testing system before and after sometime of the training program. 8.Measurement of trainee’s attitudes after training program. 9.Cost-benefit analysis of the training program. 10.Seeking opinion of trainee’s colleagues regarding his/her job performance and behavior.

Inference: •

In the immediate sense, the specific course of training can be evaluated in terms of written and performance teats. The test is supported by a sample of what the trainee knows or can do. Successful accomplishment of the tests would indicate successful training. But the true test is whether or not has been learned in training is successfully transferred and applied to the job. It is dangerous to rely upon tests alone to demonstrate the 17 | P a g e

true value of training. Performance appraisal on the job before and after training may be supplemented to the tests. CostValue Relationship must also be taken into account to assess the effectiveness of the training. Cost factor in training should be taken into consideration in evaluating the training effectiveness. Cost of various techniques of training and their value in the form of reduced learning time, improved learning and higher performance can be taken into account. Any one of the possible combination of the methods of training evaluation listed below can be used by an organization for evaluation depending upon the need and convenience.

Organizational Change Change has become one certainty in the business today. Mergers, acquisitions, downsizing, and corporate restructurings continue to transform the global business landscape. At the same time, emerging technologies, the push towards a global economy, and the imperative of all organizations to compete more effectively are all rewriting the rules of business engagement, altering the components of the “psychological” contract that has long existed between employers and employees, and thus transforming the very nature and notion of work itself. 18 | P a g e

Meaning Organizational change means moving from an old way of doing things to a new one that will bring positive outcomes. The transitional stage may be difficult, even painful.

Need for Organizational change Significant organizational change occurs under the following circumstances: External Forces of Change: • Marketplace • Labor markets • Economic Changes • Technology • Laws and Regulations Internal Forces of Change • Corporate Strategies • Workplace • Technology and Equipments • Employee Attitudes

Change Agents: (Who can bring about change?) Managers External Consultants Staff Specialists

Process of Change

Lewins Three steps

Kurt Lewin theorized a three-stage model of change that has come to be known as the unfreezing-change-refreeze model. 19 | P a g e

Stage 1 – becoming motivated to change (unfreezing) This phase of change is built on the theory that human behavior is established by past observational learning and cultural influences. Change requires adding new forces for change or removal of some of the existing factors that are at play in perpetuating the behavior. This unfreezing process has three sub-processes that relate to a readiness and motivation to change. Stage 2 – change what needs to be changed (unfrozen and moving to a new state) Once there is sufficient dissatisfaction with the current conditions and a real desire to make some change exists, it is necessary to identify exactly what needs to be changed. Three possible impacts from processing new information are: words take on new or expanded meaning, concepts are interpreted within a broader context, and there is an adjustment in the scale used in evaluating new input. Stage 3 – making the change permanent (refreezing) Refreezing is the final stage where new behavior becomes habitual, which includes

developing

a

new

self-concept

&

identity

and

establishing new interpersonal relationships.

Phases of Change Process 20 | P a g e

Phase 1: Clarifying Expectations and Roles for Change Process This phase is sometimes called the "Contracting" and/or "Entry" phase. This phase is usually where the relationship between you (the initial change agent) and your client starts, whether you are an external or internal consultant. Activities during this stage form the foundation for successful organizational change. The quality of how this phase is carried out usually is a strong indicator of how the project will go. Phase 2: Joint Discovery to Identify Priorities for Change Whether you are an external or internal change agent in this project, you and your client will work together during this phase to understand more about the overall priority of the change effort and how you all can effectively address it. It might be a major problem in the organization or an exciting vision to achieve. Together, you will collect information, analyze it to identify findings and conclusions, and then make recommendations from that information. Phase 3: Joint Planning of Organizational Development Activities to Address Priorities This phase is focused on further clarifying the recommendations of the previous phase, along with developing them into various action plans. The various plans are sometimes integrated into an overall change management plan. Thus, the early activities in this 21 | P a g e

phase often overlap with, and are a continuation of, the activities near the end of the earlier discovery phase. This is true whether you are an external or internal consultant. Action plans together can now provide a clear and realistic vision for change. They provide the "roadmap" for managing the transition from the present state to the desired future state. Development of the various action plans is often an enlightening experience for your client as members of their organization begin to realize a more systematic approach to their planning and day-to-day activities. Phase 4: Change Management and Joint Evaluation During this phase, emphasis is on sustaining and evaluating the change effort, including by addressing resistance that arises from members of the organization -- and sometimes in the change agent, as well.

Resistance to Change

Uncertainty and Ambiguity Personal Loss Concerns Fear of reduction in employment Fear of demotion Fear of workload Disbelief in Change benefits No employee participation in change

Techniques of Reducing Resistance to Change Education and Communication 22 | P a g e

Negotiation Manipulation and Co-optation Participation Facilitation Coercion

Self Evaluation I thank Mrs………… for covering the topic of Training and Development and giving us a lot of industry inputs in addition to the theoretical aspects of the topic. From her I can to know about the various Organizational Policies with regard to human resources, like that of symphony’s policy which strongly states the importance of Personnel “Business of HR is business” I also came to know about different training programmes such as the HCL Eagle Programme which is one of a kind for developing future leaders for the organization. And, also about the similar initiatives taken by other organizations such as the TATA and AMC. 23 | P a g e

I also came to know about the career prospects in the field of training. And also about the Training Consultants who provide opportunity for fresher’s to set their feet in this field. Next India and Mafoi are two such consultants. By the end of the class I was clear and confident about preparing of Training policy. And after making this report I am very clear about the concepts of Training and Development. Thank you,

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