ACKNOWLEDGEMENT - Always Web viewSuccess of a project depends on the endeavor put behind it....

HUMAN RESOURCE DEVELOPMENT

CHAPTER IV

ORGANIZING TRAINING PROGRAMS

XAVIER INSTITUTE OF SOCIAL SERVICERANCHI

Submitted by: Submitted to:

Group IV Prof. Sajeet LakraPersonnel Management-II

2010-2012

GROUP CONSTITUTION

Members Roll No.

1. Premlata Tuti 042. Namrata Makhija 132. Vijaya Chatterjee 263. Rose Manisha Hemrom 363. Chetna Kumari 504. Namrata Sharon Rao 647 Priyanka Priya S5

ACKNOWLEDGEMENT

Success of a project depends on the endeavor put behind it. Encouragement and patronization perfect an endeavor.We take this opportunity to express our heartfelt gratitude to our faculty Prof. Sajeet Lakra, for providing us with the opportunity of preparing the study material for the fourth chapter “Organizing Training Programs” of the HRD curriculum and give presentation in the class. The group’s involvement and team work helped us understand the chapter in a lucid manner. The group’s cohesiveness and team work helped us to make this task a success. We thank all the team members and also all our colleagues for their unconditional support.Thank YouGroup IV

CONTENTSS.No. Topics Pg. No.

1. Introduction to Training…………………...

052. Important items that the organizer should

consider………………… 063. Steps in Organizing Training

……….........07

4. Assumptions for attaining Training Objectives...

085. Management Trainee

Scheme…………………..09-15

6. Management Development Program…………....

16-207. Supervisory Training Program….

………………20-22

8. Workers Education and Training……………….

22-259. Conclusion…………………………………

….26

10. Bibliography…………………………………….

27

TRAININGThe term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.

Definition: Organized activity aimed at imparting information and/or instructions to improve the recipients performance or to help him or her attain a required level of knowledge or skill.

OBJECTIVES OF TRAINING:Some of the objectives of training are:

1. To impart to new entrants the basic knowledge and skill they need for an intelligent performance of definite tasks.

2. To assist employees to function more effectively in their present position by exposing them to the latest concepts, information and techniques and developing the skills they will need in their particular fields.

3. To build up a second line of competent officers and prepare them to occupy more responsible positions.

The main areas in which training operate are knowledge, skills, attitudes, techniques and experience.

Principles of Organizing Training Programs (National Industrial Conference Board)

Purpose: to meet Organizational objectives, by providing opportunities for employees at all organizational levels to acquire the requisite knowledge, skills and attitude

The first step in training is to determine needs and objectives

The objectives and scope of a training program should be defined before its development is begun in order to provide a basis for common agreement and co-operation

The techniques and processes of a training program should be related directly to the needs and objectives of the organizations

http://en.wikipedia.org/wiki/Vocational_education

http://en.wikipedia.org/wiki/Competence_(human_resources)

http://en.wikipedia.org/wiki/Skill

http://en.wikipedia.org/wiki/Knowledge

The function of training personnel is to assist line management in determination of training needs and in the development, administration, conduct and follow up of training plans

To be effective, training must use the tested principles of learning to make it most effective to the trainees.

Important items that the organizer should consider• Provision of information to participants and resource persons

(before, during, and following the training session)

• Logistical aspects of course preparation and implementation:

Travel arrangements and transportation Accommodation Meals and breaks Social events Training rooms and infrastructure available Per diem (Daily Subsistence Allowance) Equipment, materials and supplies Name badges Certificates (Template provided upon request)

Steps in Organizing Training

1. Training and development programs must be analyzed and identify the functions and activities that must be performed if the programs are to be operated and the objectives attained. Therefore requirements for managing and supervising requirements , forecasting them, developing and operating training systems, evaluating them, support to instruction and marketing training packages and services must be identified.

2. In the next step required functions are placed in logical groupings under a manager or supervisor.

3. Duties and authorities are then assigned to each functional grouping.

4. The succeeding steps involve the development of a written job description of every position and also the functions manual. The purpose basically here is to clarify the relationship between and among training and training support elements.

5. The final step that closes the loop is the periodic organizational surveys that are made to keep the structure consistent with the changing requirements.

Assumptions for attaining Training Objectives.

1. The first assumption is that the training department must be able to deal effectively with the environment in which it operates. To do so it must have:

(i) The capacity to identify, evaluate and interpret both internal and external environmental conditions.

(ii) The flexibility to adjust to changing conditions and requirements.

(iii) The capability to perform the tasks required by training and development operations.In order to achieve these conditions, efficient communication, receptivity to change, innovative ability, top-notch leadership and built in feedback mechanisms should be present.

2. The second assumption is that changes in the structure of training and development must aim at improved performance. In other words, it must be designed in terms of successful accomplishments of the purposes and the objectives of training. Decisions considering endless number of possibilities and the alternatives must be based on the prospect for improved performance.

3. The last assumption is that a sound organization structure is no guarantee that the training organization will function properly.Therefore, elements of training organization may develop values and standards not necessarily related to training department affiliation.

Management Trainee Scheme

In every industry there is a need for managerial staff. From first-line supervisors to top executives, managers plan and direct the work of the organization, set policy, establish channels of communication, and evaluate the work that is done. These functions require knowledge, skills, and judgment that are most effectively developed on the job.

To prepare individuals for management responsibilities, many companies use MANAGEMENT TRAINEE positions. These positions are most often found in finance, trade, manufacturing, and in government agencies. Depending on the business, the position may also be referred to as marketing trainee, purchasing trainee, accounting trainee, or management intern. Whatever the title, the purpose of the position is the same: to qualify individuals for management functions within the organization.

Specific duties of a Management Trainee vary widely according to the nature of the industry and the individual firm employing the trainee. Very often, a trainee's assignments are rotated among the various departments in order to develop familiarity with the whole organization and its functions. Trainees may also get classroom instruction in subjects related to their rotational experience. Instruction may include lectures, guest speakers, projects, oral presentations, and tests.

A Management Trainee hired by a department store may spend several months working as a clerk in one or more of the sales departments, followed by additional time working in customer services, purchasing, merchandising, and personnel departments, for example. In a bank, the trainee may work briefly as a teller, handle new accounts, and then work at one of the loan desks before moving on to other assignments.

Many firms have formal written training programs which lay out the instruction and types of assignments the trainee will receive. They also specify times for periodic evaluation of the trainee's performance. Management traineeships may range in length from six months to five years.

Working Conditions

A Management Trainee should be prepared to work in a variety of situations. Depending on the industry, the setting may be a large office with many people, a workshop, or a department in a retail store. Trainees may at times work as members of a team and at other times may work alone on an assignment. They are under close supervision and constant monitoring of their performance. Management Trainees employed in a restaurant or department store are on their feet for most of their shift. Many of them have to perform some of the same duties of their subordinates, such as lifting objects that weigh up to 50 pounds, cleaning, shelving, and serving food. They must deal with all types of customers. Their work schedules may vary each week.They are under pressure to perform well to qualify for advancement. Travel and time away from home be part of the job. Management Trainees may also be required to relocate once they complete their training.

Definition : Management Trainee

According to The Apprentices Act 1961 Section 8 (3A) “management trainee” means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer (not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis.

Management trainees are low ranking managers who are in the process of learning management methods. They undergo formal training to carry management operations.

Management trainee works under the supervision of an experienced manager while learning. They receive formal training in a variety of management areas.

The Management Trainee position is designed to prepare trainees to work as administrators or managers.

First step of Management Trainee Scheme: InductionInduction is the process of a formal introduction to a new job or position so that he can be made aware of each and every facets of the job.

INDUCTION SCHEDULE February 16,2011

S.No. Program Time Facilitator*

Rendezvous Point Signature

April 6,2011

1 Safety Practices10:30:00AM Mr. ABC, Head- Safety VTC

April 6,2011Administration Block

3 Overview of Financial Services 2:00PM Mr. DEF, Head- Finance

4 IT 3:10 PM Mr. GHI, Head IT 6 HR 4:00 PM Mr. JKL Head- HVSC HVSC April 7,2011

Mining Block

8 Time Office 8:00 AM Mr.MNO

9Interaction with the UNIT HEAD 10:00 AM Mr.PQR

14 Feed Back 10:30 PM Mr. STU, Associate Manager-HR

Human Resources Department, Administration Block

7 Commercial 11:00 PM Mr.VWXAdministration Block

Orientation at respective department. Note= * HoDs may depute other executives for the program STU

Associate Manager- HR

FEEDBACK FORM GET – INDUCTION Name of the Trainee: Date : Name of HR Co-ordinator:

Rating scale:1-Very Satisfied, 2-Satisfied, 3-Neither satisfied nor dissatisfied, 4.Dissatisfied ,5-Very dissatisfied

Kindly rate the sessions on a scale of 1 to 5.

Session Conducted

(Yes or No )

Name of Facilitator Rating

Facilitator Content Mining Technical Session Mine visit Geology HEMM Safety Mill Technical Session Plant Visit Environment HR Finance Commercial

FEEDBACK FROM

1 Was the induction process well managed ?

2

Overall, what was the most useful part , and why?

3 What was the least useful part, and why?

4 Suggestions for improvement:

5 How would you rate your experience of Induction on a scale of 1 to 5 ?

Components of a Management Trainee Scheme I. Job Rotation

During the period of training a management trainee is rotated in different jobs in his specific department. This is done to give him a practical exposure of all the jobs that he may need to do in future.

II. Training Program During the period of training the Management trainee is not only exposed to the various jobs but is also given training is these jobs by the facilitators under whom he works. This training helps the trainee to know about the nuances of the job.

III. Self study The management trainee scheme also provides the incumbent an opportunity of self assessment where he becomes aware of his own strengths and areas of improvement related to his job. He becomes aware of the areas where he can perform his best and add value to the organization and of all those areas where he needs to work hard to add to the productivity of the organization.

IV. Live projects During the period of training the management trainee is asked to handle live projects under the supervision of his mentor to assess whether he has the ability to handle real life situation at workplace or not.

V. Buddy system During the entire management trainee scheme the incumbent works under the supervision of a mentor who can instruct and guide him if he faces any kind of dilemma at his place of work. Buddy system basically promotes camaraderie between the mentor and the incumbent, so that the incumbent get accustomed in the organization.

VI. Periodical review and career counselling

This is the feedback phase of the training scheme. Where periodical review is given by the facilitators under whom the incumbent gets training so that he can keeps on improving throughout the training period.

Steps followed in organizing a Management Trainee SchemeIn order to organize a Management Trainee Scheme the following steps need to be followed:-

1. Defining Objectives The first step in organizing a Management Trainee Scheme is to define objectives which are specific, attainable and measurable. These objectives once defined needs to be well communicated to the incumbents so that they have a clear picture in their minds as to what needs to be done to achieve those objectives.

2. Formulating policies Policies are the broad guidelines that provide the framework within which the incumbent is expected to work in order to achieve the defined objectives. So the next step in the process of organizing a Management Trainee Scheme is to formulate the policies.

3. Duration The next step of organizing a Management Trainee Scheme is deciding on the duration of the training .Generally the Management Trainee Scheme continues for a period of one year but it can extend up to a period of five years depending on the criticality of the job to be performed.

4. Compensation Once the duration of the training program is decided the compensation of the incumbent undergoing the organizing a Management Trainee Scheme should be decided which should be a proper mix of cash and facilities as it an integral part of the training scheme which should be at par with the current trends of the market.

5. Training Module

The training module should be a fine blend of different types of training methods i.e. combination of on-the-job training and off-the-job-training to suit the needs of the incumbents. The training module for all trainees shall consist of cross-functional training, specialty training in related function, on-the-job-training, IT Training, Exposure to training programs/seminars etc.

6. Review Mechanism This is the feedback phase of the training scheme. Where periodical review is given by the facilitators under whom the incumbent gets training so that he can keeps on improving throughout the training period. Review mechanism include feedback from the mentor, supervisor or facilitator etc.

Management Development Program

Management Development has become very important in today’s competitive environment.According to a survey, those companies that align their management development with tactical planning are more competitive than the companies who are not. It has also been indicated that 80% of the companies report MDP, compared with 90% that provide executive leadership training.

For most of the companies 37% of the training budgets go to management development and learning programs. Therefore, it is important to consider management development as an important part of organizational competitiveness.

(MDP) is a program designed to provide students and graduates with the training and experience they need to become future business leaders. The system is based on over 27 years of entrepreneurial knowledge and success. The program gives students opportunities to gain practical management experience and learn valuable skills through different franchise options. Our simple business models and mentorship make successful business results possible!

The Management Development Program (MDP) is a program designed for managers at all organizational levels who want to develop and enhance their understanding and practice of fundamental management principles in the context of today's challenging environment.

This program attracts an audience from a wide diversity of backgrounds, experience, and managerial levels who come together to discuss

fundamental issues facing managers in today's complex organizations. The program is highly interactive and participant-centered. Instructors utilize a variety of teaching methods to actively involve participants and facilitate the learning process. The program focus is on the practical application of the management principles discussed.

Graduates of the program return to their workplace with a written action plan to transform their learning into increased managerial effectiveness in the workplace

What does MDP systems training include?Customer service

Accounting, planning and budgeting

Time management

Sales and marketing systems and techniques

Personnel management

Interpersonal skills development (negotiation techniques, conflict and stress management)

Business administration procedures

Equipment, tools, products and supplies

Production methods and techniques

Production management

What methods and techniques are used to facilitate training?Instructional DVDs

Operational Training manuals (hard copies and electronic versions)

On-line testing

In-class seminars

Field training

Product seminars (conducted by suppliers)

Consultation Services provided by Senior Management including Regional and District Managers

How can an MDP option benefit me now and for the future?Financial rewards

Practical business knowledge

Interpersonal development

A résumé builder that is second to none

Community networking

Credibility and credit building

Access to corporate networks

Achievements of which you can be proud

Many of our students have gone on to adapt their skills and experience with MDP in a multitude of professional capacities including careers as doctors, lawyers, pharmacists, engineers, teachers, accountants and other types of management positions

Some of the reasons behind the management development

programs are: It is managements’ responsibility of ensuring the success of the

organization It is the management who deal with people of different background,

culture, language, etc Mergers and acquisitions, downsizing, etc are all under

management’s control It is managements’ responsibility to ensure that the employees

obtain the required KSAs to perform the tasks It is managements’ responsibility to ensure that right people is hired

for the right job, at the right time for the right place

Manager’s job is complex i.e. for the managers understanding the training need is not easy because his training need is determined by how well his department is meeting its objective and goal.

It is the management who makes decisions on the basis of judgment and intuition

It is the manager who performs several routine duties as well as handling the exceptions in their own as well as subordinates’ routine

Managers are engaged in varied, discontinues, and brief activities It is the management that understand the organization, its vision,

mission, ethics, values, strategies, capabilities, and how his organization fits into the industry, and how his behavior will influence people outside the organization

Therefore, managers must be able to get the required knowledge, skills, and attitudes (KSAs) to meet the challenges as soon as they arise.

What does MDP system training include?• Management and Leadership Excellence

Examines basic principles and practices of management as they apply to today's workforce and explores management behaviors that contribute to personal and interpersonal effectiveness.

• Personal Preferences and Leadership

Provides participants an opportunity to discover personal preferences, relate them to their management styles, and maximize their advantages in the workplace.

• Communication in the Workplace

Explores the art of effective communication in a diverse and ever changing workplace. Describes verbal language that promotes positive, supportive and inclusive communication.

• Working Together Effectively

Identifies the fundamentals of team development and characteristics of effective team leaders. It also explores the sources and consequences of conflict and identifies methods to approach it constructively.

• Managing Performance

Introduces coaching as a management tool and identifies strategies managers can use to improve employee performance.

• Managing Personal & Organizational Change

Describes the human reaction to change and the impact of response to change. This session provides a toolbox for managing change and strategies for increasing resilience.

Management Development Program( Out House ) Letter/ Invitation to Participants & reporting officers

Time

Venue ( of putting up & of the training)

Number of Participants

Topic of training

Resource Personnel ( generally outside)

Participation of the executives

Food ( Special care due to age factor)

Handouts

Visual Aids and Films

SUPERVISORY TRAINING PROGRAM

• A supervisor is the lowest, or most-junior, management position. It is usually a step above lead (Accounting Supervisor is senior to Lead Accounting Specialist), but below Manager.

• A supervisor is responsible for the day-to-day performance of a small group. It may be a team, or a shift. The supervisor has experience in what the group does. The supervisor's job is to guide the group toward its goals, see that all members of the team are productive, and resolve problems as they arise.

Supervisor, being the manager in a direct contact with the operatives, has got multifarious function to perform. The objective behind performance of these functions is to bring stability and soundness in the organization which can be secured through increase in profits which is an end result of higher productivity. Therefore, a supervisor should be concerned with performing the following functions -

• Planning and Organizing • Provision of working conditions • Leadership and Guidance • Motivation • Controlling• Linking • Grievance Handling • Reporting • Introducing new work Enforcing Discipline

Supervisor Training

• A new promotion means more challenges and more responsibilities. The Supervisor Training curriculum targets newly promoted foremen and supervisors or include training program in your organizational quality improvement plan and recommend it to experienced supervisors who need to brush up on fundamental skills.

• After an effective training program, the supervisors will be able to:• Discuss the concepts and skills that a first-level supervisor uses in

their daily responsibilities including: managerial concepts, how to plan, organize, and control; the process of motivation; employee relations; training, communication, and coordination; cost control and work simplification.

• Sharpen their verbal communication skills.• Write effective letters, reports, and proposals.• Be a contributing leader/member of an organizations quality

improvement team, by understanding and communicating the accepted concepts and techniques.

• Learn and implement the principles of statistical process control within their organization.

• Learn and understand the use of quality measurement tools and measurement inspection methods.

Key Issues to Address

• How to integrate into the entrenched culture and survive resistance to you and your authority.

• How to handle the challenge of maintaining authority and building personal friendships with employees.

• How to motivate people to want to show up for work.• How to motivate individual initiative and personal responsibility with

respect for following procedures and regulations. • How to develop the judgment to know when to follow written

procedures and when to adapt.• How to give clear instructions and verify recipient’s understanding.• How to give performance feedback to employees that motivates

them to want to improve.• How to mediate and resolve most employee disputes.• How to set goals, monitor behaviors and progress, and connect

these things to performance feedback and organizational Success-o-Meters.

• How to manage your own stress while managing the stress of others.

Other Important Issues to be Addressed

• Contract Documents and other Legal Compliances • Planning and Scheduling• Cost Awareness and Production Control• Accident Prevention and Loss Control • Managing the Project: The Supervisor’s Role• Productivity Improvement• Company’s Statutes and Policies

Organizing a Supervisory Training Program

Selection of the participants ( voluntary / nominated) Letter to the reporting officers of the participants Briefing Letter to Participants Topic of Training Timing ( so that it does not affect the production/service providing

process) Number of Participants Staffing ( from within generally) Involvement of Participants ( with the resource person) Handouts Visual Aids and Films Venue

WORKER’S EDUCATION AND TRAININGIt is important to distinguish between education and training. Education is a process whereby people learn about something in order to draw their own conclusion. Training , by contrast, provides information and skill for a particular purpose. Providing education and training is especially important to ensure freedom of association.

Worker’s education is a means of providing workers and their representatives with the training, the need to play an effective role in the economic and social life of their societies.

At the same time it can also make a significant contribution to the dissemination of information on the various aspects of the work of international labour organization which affects the interest of workers.

Why is it needed ?• To keep new and young workers safe on the job.

• And prevent painful and costly work related injuries.

Why focus on young and new workers?• Young workers, are at a much higher risk of injury than other

workers. More than half of workplace accidents involving workers aged 15 to 24 occur during their first 6 month on a job: nearly 20 percent occur during the first month.

• Young workers generally have less experience in recognizing hazardous situations than older workers. Many are also eager to please and afraid they will look dumb if they ask question, so they take risk that could be avoided.

• It’s not just only young workers are getting hurt. Starting a new job can be risky for workers of any age, including experienced workers.

The basic steps that will help employers and supervisors accomplish this are:

1. Provide safety orientation, and train workers on the basics.When one hire new and young worker, it’s essential to include safety issues as part of their orientation to the worksite on the first day of work, before they start working.The three topics which must be included in every orientation program are:

a) Rights and responsibilities. Everyone has the right to a safe work environment. Employers, supervisors, and workers all have responsibilities to make sure work is performed safely.

b) Workplace hazards. All workers and supervisors need to be alert to hazards so that they can correct any unsafe work conditions or report them to a supervisor or the employer.Never assume that new and young workers will be able to recognize hazards that could cause injury, disease or death. For each job, inform workers of all hazards, even if they seem obvious. Explain system that are in place to eliminate or minimize hazards, such as local exhaust ventilation, PPE etc.

c) Safe work procedure. Some tasks require workers to follow a specific safe work procedure to eliminate or minimize risks. For example, in a workplace, one may have developed procedures for locking out machinery. ( Lockout is the use of locks to prevent machinery from being started up accidently when maintenance work is being done).

2. Train workers for tasks specific to their jobs.All workers especially young workers need supervised, hands-on training in the tasks they will perform. For example, if a worker is required to operate a tool or machine, that worker has to be properly trained in using the equipment safely. Workers must be properly trained before they start a job.Specifically, you need to train workers in how to: • Perform tasks safely • Operate machines and equipment safely • Use and maintain any required PPE such as gloves or goggles • Follow safe work procedure

3. Provide supervision and ongoing training for all workers to ensure that they continue to work safely.The most important part of training is the follow-up supervision. Adequate supervision includes the following: • Ensure proper instruction and training of workers. • Follow up training with regularly scheduled observation to ensure

that workers continue to follow safe work procedures. Document this observation.

• Make information inspections on a daily basis to ensure that workers understand and are following safe work procedures, including proper lifting techniques and the use of protective equipment, devices, and clothing.

• Enforce safety rules and work procedures. • Conduct informal discussions (crew talks) with workers to discuss

specific safety issues as they arise. • Encourage worker feedback.

Innovative approaches and methods for flexible training delivery

• For workers to be able to adapt to the diverse skill needs of rapidly changing labour markets, they will need a greater capacity to learn and develop broader skills as a platform for continuous training, rather than acquiring fixed and narrow technical skills during a single period of training.

• To match these needs, a diversified supply of good quality training will have to be available, offering combinations of information and guidance services and interconnected paths of initial training.

• Emphasis needs to be placed on competency-based training and the development of competence standards and certification systems for the recognition of the experience and skills acquired in formal and informal training.

• In this context, training content and methodologies have to be flexible to increase labour mobility and the employability of new entrants to the labour market and displaced workers.

• However, to be in a position to respond to these needs, constituents require greater knowledge of the possible options, combined with assistance in analysing and identifying those that are most appropriate to their specific situation.

Conclusion

When you are organizing a training program for your employees, you would primarily focus on designing a training program that would impart the desired skills to your employees. Your primary focus would be on the ‘what to teach’ aspect of it. And you may overlook the other crucial aspect, i.e., ‘how to teach’. However, you need to respect the fact that a single pedagogical strategy cannot cater to the needs of all learners. You need to devise a multi-pronged instructional strategy to suit your learners’ learning styles and preferences. In short, if you want your training program to be effective, you need to recognize the different types of learners.

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