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BHARATHIAR UNIVERSITY MBA (HR) COURSE 2.2
METHODOLOGY TRAINING & OF DEVELOPMENT (Notes For Examination)
Prepared By
Dr Abbas T. P
[email protected] 1|Page
2.2 – Methodology Methodology of Training & Development
2.2. METHODOLOGY OF TRAINING & DEVELOPMENT UNIT I Q.1. TRAINING AND DEVELOPMENT Training and Development is an integral part of the human resource development activity. It ensures continuous skill development of employees working in an organisation. Importance of Training: Training offers innumerable benefits to both employees and employers Benefits to Employers:
1. Faster learning of new skills by employees. 2. Increased productivity by increasing the skill of the employees. 3. Training can help the standardization of operating procedures. 4. Trained employees need lesser supervision. 5. Trained personnel willequipment be able to and make better and economical use of the materials and the reduce wastage. 6. The morale of employees is increased as training programme can mould employees’ attitudes towards organizational activities activities 7. Management can identify the talents, who can be groomed as managers for assigning responsibility in the organizations. Benefits to Employees:
1. Creates a feeling of confidence in the minds of employees. 2. Develops skills, which serves as a valuable personal asset of a worker. 3. Employees can develop for Career advancement. 4. A highly trained trained emp employee loyee ca can n earn hi higher gher sala salary ry in the job market. 5. Develops adaptability among workers. 6. Trained workers handle the machines safely and thus they are less prone to accidents Methods of Training There is a wide range of training methods and techniques that are suitable for different catego categories ries of people in the organiza organization. tion. On-the-job training (OJT) On-the-job training (OJT) is considered to be the most effective method of 2.2 – 2.2 – Methodology of Training & Development
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training the operative personnel because it is planned, organized, and conducted at the employee's worksite. The worker is given training by his immediate supervisor and is based on the principle of learning by doing’. doing’. ‘
Following are important on-the-job training methods: 1. Job Instruction Training (JIT): The JIT is a four-step instructional process where a trainer, supervisor or co-worker acts as the coach.
1. Preparati Preparation on:: The trainee receives an overview of the job.
2. Presentation Presentation:: The trainer demonstrates the job.
3. Performance Performance Try Out Out:: The employee is permitted to copy the trainer’s way. way. 4. Follow-Up: Follow-Up: The employee does the job independently without supervision 2.Coaching : Coaching is a kind of informal, unplanned daily training and feedback given to employees by immediate supervisors. In coaching, the supervisor
explains things and answers questions; throws light on why things are done the way they are; offers a model for trainees to copy; conducts lot of decision making meetings with trainees;
3.Mentoring : Mentoring is a relationship in which a senior manager in an organization assumes the responsibility for grooming a junior person. Technical, interpersonal and political skills are generally conveyed in such a relationship from the more experienced person. 4.Job Rotation: This kind of training involves the movement of trainee
from oneorganization job to another. This helps him to have a general understanding of how the functions. 5.Committee Assignments: In this method, trainees are assigned to important committees and are asked to solve an actual organizational problem.
Off-The-Job Training In off-the-job training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. The workers are free of tension of work while they are learning.There are several off-the-job methods of training and development as described below: 1.Vestibule training: Vestibule trainin training g is used to des designate ignate traini training ng in a
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cabin (or a classroom) for semi-skilled jobs. In this method, actual work conditions are simulated in a class room. Material, files and equipment that are used in actual job performance are also used in the training. 2.Lecture method: The lecture is a traditional method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of a talk. An advantage of lecture method is that it is direct and can be used for a large group of trainees. 3.Role playing: In Role Playing, the participants play the role of certain characters, such as the production manager, mechanical engineer, maintenance engineers, quality control inspectors and the like. 4.Conference approach: In this method, the trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. 5.Demonstration: In this method, an experienced trainer demonstrates by performing the working activity, at pre-determined speeds, telling the trainee how to do the task, showing show ing the trainee the movements involved and
coaching the trainee while he practices. 6.Case Study: The case method is a non-directed method of study whereby trainees are provided with practical case reports to analyze. By analyzing the problems presented in the case report and developing possible solutions, trainees can be encouraged to think independently. 7.In-basket Exercises: These are more elaborate simulation exercises in which a complex organization is created in the form of an office environment. The trainees work in an office setting with their in-basket full of interdepartmental memos, letters, reports and other data on their desks, as one receives in an office. The normal pho phone ne calls, emails and face to face
meetings also keep on happening to give a real office-like environment. 8.Critical Incident Method: Under this method each employee developed in a group process. Incidents are prepared on the basis of actual situations which happened in different organizations. Each Employee in the training group is asked to study the incident and to make short term decisions in the role of a person who has to cope with the incident in the actual situation. 9.T-Group Training : The The T-Group provides participants, 10 to 15 persons, with an opportunity to learn about themselves, their impact on others and how to function more effectively in group and interpersonal situations. Usually there is no leader, no planned agenda and stated goal. The trainees
can be interaction. given any assignment like case study, play, etc., leads the group The participants would be role encouraged to that be thoughtful and understanding towards the feeling of others. 2.2 – 2.2 – Methodology of Training & Development
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UNIT II Q.2. MANAGEM MANAGEMENT ENT DEVELOPMENT Management development is a planned, systematic and continuous process of learning by which managers develop their conceptual and analytical abilities to manage. Types of Managemen Managementt Development Management development can be divided into three categories: a. Informal managerial development
The characteristics of this type of management development include:
It occur within managerial activities The explicit intention is task performance There are no clear c lear development obj objectives ectives It is unstructured in development terms It is not planned in advance
The consequences of this type management development is that development learning is real, direct, unconscious andofinsufficient b. Integrated managerial development
This management development process has the following characteristics:
It occur within managerial activities The explicit intention is both task performance and development It has clear development objectives It is structured for development by boss and subordinate It is planned beforehand
The development conscious and moreconsequence substantial of this is that learning is real, direct, c. Formal manageme m anagement nt development
These processes have the following characteristics:
They are often away from normal managerial activities The explicit intention is development There are clear development objectives They are structured for development by developers They are planned beforehand
The development consequences these are that learninginfrequent. may be real or detached and is more likely to beofconscious and relatively Methods of Developing Managers Managers 5|Page
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Different types of techniques are used to acquire and develop various types of managerial skills and knowledge. They are 1. Decision-M Decision-Making aking Skills: The decision-making skills of managers can c an be enhanced through various techniques such as: a. In-basket Training: In-basket training is a form of simulation exercises in which a complex organization is created in the form of an office
environment. The trainees work in anand office setting their desks, in-basket full of interdepartmental memos, letters other datawith on their as one receives in an office. b. Business Games: In this method, trainees are presented with information about the concern – its its market, products, workforce, financial position, etc. – etc. – and and the trainees assume given management roles usually in groups. These groups then run the company making decisions, dealing with people and taking action. c. Case Study: The case method is a non-directed method of study whereby trainees are provided with practical case reports to analyze. By analyzing
the problems presented in the and developing possible solutions, trainees can be encouraged to case thinkreport independently. 2. Interpersonal Skills: Managerial skills in the area of inter-personal relations can be enhanced through the following techniques: a. Role play: In Role Playing, the participants play the role of certain characters, such as the production manager, mechanical engineer, maintenance engineers and the like. b. T-Group Training : The The T-Group provides participants, 10 to 15 persons, person s, with an opportunity to learn about themselves, their impact on others and how to function more effectively in group and interpersonal situations.
Usually there is no leader, no planned agenda and stated goal. The trainees can be given any assignment like case study, role play, etc., that leads the group interaction. 3. Job Knowledge: Managers can acquire job knowledge through the following techniques: a. Behaviour Modelling : This is an approach that demonstrates desired behaviour, gives trainees the chance to practice and role-play those behaviours and receive feedback. b. On the Job Training: This is a four-step instructional process in which
a trainer, supervisor or co-worker acts as the coach: 1. Preparation Preparation:: The trainee receives an overview of the job. 2.2 – 2.2 – Methodology of Training & Development
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2. Presentation Presentation:: The trainer demonstrates the job. 3. Performance Performance Try Out Out:: The employee is permitted to copy the trainer’s way. way. 4. Follow-Up Follow-Up:: The employee does the job independently c. Coaching : Coaching is a kind of informal, unplanned daily training and feedback given to employees by immediate supervisors. In coaching, the
supervisor
explains things and answers questions; throws light on why things are done the way they are; offers a model for trainees to copy; conducts lot of decision making meetings with trainees;
d. Understudy: An understudy understudy is a p person erson who is in training training to assume at a future time, the full responsibility of the position currently held by his superior. An understudy is usually chosen by the head of a particular department. The head will then teach him what all his job involves and involves him in decision-making decision -making by discussing the daily operating problems.
4. Organisational Knowledge: Managers can organizational knowledge through techniques such as:
acquire
various
a. Job Rotation: This kind of training involves the movement of trainee from one job to another. This helps him to have a general understanding of how the organization functions. b. Multiple Management: Multiple management is a system in which permanent advisory committees of managers study problems of the company and make recommendations to higher management.
5. General Knowledge: Managers can acquire the required general knowledge through techniques such as: a. Special courses: Special courses – like the workshops or executive development programmes help the trainees to acquire general knowledge. b. Special meetings: Special meetings organised in Consumers’ Forums, Voluntary Voluntar y Orga Organisations, nisations, etc., help the trainees develop their general knowledge. c. Specific readings: Specific articles published by various journals, specific portions of important books are provided to the trainees to improve their general knowled knowledge ge
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UNIT III Q.3. LEARNING ORGANIZATIONS A learning orga organization nization is the term given to an organizati organization on which facilitates the learning of its employees so that the organization can continuously transforms itself to remain competitive in the present day business environment. The learning organization concept was coined through the work and research of Peter Senge and his colleagues in 1990. Peter Senge has defined the learning organization as the organization “in which you cannot not cannot not learn because learning is so implied into the fabric of life.” In a learning organization, learning achieved by individuals and groups can be shared across the organization and incorporated into its practices, beliefs, beli efs, policies, structure and culture. Characteristics of a Learning Organization The five main character characteristics istics of a learning organization are 1. Systems thinking thinking The idea of the learning organization developed from a body of work called systems thinking. Systems thinking is the discipline that integrates all the employees of the organization, fusing them into a coherent body of theory and practice. Learning organization uses this method of thinking when assessing the organization. 2. Personal mastery mastery The commitment by an individual to the process of learning is known as personal mastery. Individual learning is acquired through employee’s training, development and continuous self-improvement. A learning orga organization nization has been described as the sum of individ individual ual learning, but there must be mechanisms for individual learning to be transferred into organizational learning. 3. Mental Mental models models The assumptions held by individuals and organizations are called mental models. To become a learning organization, these models must be challenged and it is necessary for the employees to learn new skills and develop new orientations. 4. Building shared vision vision The development of a shared vision is important in motivating the employees to learn. The most successful visions normally build on the 2.2 – 2.2 – Methodology of Training & Development
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individual visions of the employees at all levels of the organization. The creation of a shared vision can be hindered by traditional structures and a learning organization, therefore, have flat, decentralized organizational structure. 5. Team learning learning The accumulation of individual learning constitutes team learning. A learning such organization has structures thatopenness. facilitate Since team team learning with features as boundary crossing and learning requires individuals to engage in dialogue and discussion, the team members must develop open communication, shared meaning, and shared understanding. Essentials for Developing a Learning Organisation The are 2 essentials for developing a Learning Organisation: 1. Solid Foundation: Before a Learning Organisations can be implemented, a solid foundation must be made by taking into account the following:
Awareness Awareness:: Organisations must be aware that learning at all levels is
necessary before they can develop into a Learning Organisation.
Environment: A more flexible, flatter organi organicc struct structure ure that promotes passing of information between workers must be formed.
Leadership: Leaders should foster the Systems Thinking concept and encourage learning to help both the individual and organisation in learning.
Empowerment: The locus of control shifts from managers to workers. The workers become responsible for their actions. The Management needs to encourage, enthuse and co-ordinate the workers.
2. Clear and Well-defined Strategy
There are three generic strategies for developing Learning Organisations
Accidental: Some organizations may already be taking steps to achieve
their business busine ss goals that fit the framework for implementing a Learning Organisation. This is the accidental approach.
Subversive : Once an organisation has discovered the Learning Subversive: Organisation philosophy, the organization while not openly endorsing the Learning Organisation ideal, it exploit the ideas and techniques.
Declared Declared:: In the declared approach, the principles of Learning
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manifest openly in all company initiatives. Activities for Transformin Transforming g an Organizat Organization ion into a Le Learning arning Organization
Association of individua individuall and orga organizational nizational per performance. formance. Continuously aware of and interact with their environment. Enthusiastic borrow
Give confidence testing with new approaches
Give constant learning opportunities.
Guarantee flow of new ideas
Inducement for risk taking
Insisting on data based decision rather than supposition
Learning from own experiences
Learning from past history
Learning from the best practices of others
Learning from the experiences
Personnel rotation programs
Problem solving in a organized approach
Professional training programs
Projects demonstration
Quick transfer of knowledge throughout the organization
Support people to share openly and take risks.
Systematical thinking
Use learning approach to reach their goals.
Using statistical tools Benefits of a learning organ organization ization The main benefits of a learning organization are as follows.
Maintaining levels of innovation and remaining competitive
Being better placed to respond to external pressures
Having the knowledge to better link resources to customer needs
Improving quality of outputs at all the levels
Improving the corporate image of the organization by becoming more people oriented
Increasing the pace of change within the organization
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UNIT IV Q.4. PERFORMANCE APPRAISAL APPRAISAL People differ in their abilities and their aptitudes. There is always some difference between the quality and quantity of the same work being done by two different people. Therefore, performance appraisal is necessary to understand each employee’s abilities, abilities, competencies and relative worth for the organization. After the candidat candidates es are recruited, selected, placed and trained they are given certain standards to maintain and targets to achieve over a predetermined period of time. Performance appraisal evaluates the employee’s performance employee’s performance over a period of time against these standards and targets Objectives of Performance Appraisal: Below are the main objectives of performance appraisal (1) Pay Rise: It plays a role in making decision about salary increase.
(2) Promotions: It plays a role in making decision about promotion. (3) Feedback System: It provides feedback to employees about their performance. (4) Training and development program : The information collected from performance appraisal can be used for devising training and development programmes. (5) Improves Supervision: Since performance appraisal happens periodically, supervisors observe their subordinates closely and continuously.
Planning : Performance appraisal facilitates career planning (6) Career for the employees.
(7) Healthy and Productive work environment: Since the achievements and hard work of the employees are identified and awarded, there is a sense of satisfaction amongst the workers and are motivated to achieve higher standards and quality. (8) Improves communication: Being a continuous process, performance appraisal improves communication between the supervisor and the subordinate. Performance Appraisal Process: Performance appraisal can be undertaken either on informal basis or on formal and systematic basis. Following is the steps in the systematic performance appraisal
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1. Defining Objectives: Whether the appraisal is reward providing appraisal, such as salary revision or promotion or it is an appraisal for training and development. 2. Defining Appraisal Norms: Appraisal is done in the context of certain standards. These may be in the form of various traits of the appraisee or their expected work performan performance ce results.
Programme In the design for appraisal appraisal 3. Designing programme, Appraisal types of personnel to : act as appraisers, methodology and types of appraisal are all to be decided.
4. Implementation: In implementing appraisal appraisal is conducted by the appraisers.
programme,
the
5. Appraisal Feedback: The The appraisal feedback with plus and minus points should be listed out and communicated to the appraisees. 6. Post – Appraisal Action: Rewards, promotions, training, etc., follow in the post-appraisal action Methods of Performance Appraisal There are several methods of performance appraisal that can be broadly classified into 1. Traditi Traditional onal methods of perform performance ance appraisal a) Ranking Method: In ranking, a person is ranked against others oth ers on the basis of certain traits or characteristics. This is very simple method when the number of persons to be ranked is small. b) Paired comparison: In this method, each person is compared with other persons taking only one at a time. The appraiser puts a tick mark against the per son whom person considers the the two, andisthe final ranking is determined byhethe number ofbetter timesofthat person judged better than others. c) Grading: This is a method where certain categories of abilities of performance are defined de fined well in advance. Persons are put in a particu particular lar category depending on their traits and characteristics. The categories may be outstanding, good, average, poor, very poor or may be in terms of letter like A,B,C,D etc., with A indicating the best and D indicating the worst. d) Forced Distribution Method: As Method: As there is a te tendency ndency to rank m many any of the employees high, the conforms basic assumption in this methoddistribution. is that the employee’s performance to a normal statistical For example, 10 percent of the employees may be rated as excellent, 20 2.2 – 2.2 – Methodology of Training & Development
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per cent as above average, 40 per cent as average, 20 per cent below average and 10 per cent as poor. e) Forced – Choice Method: This system is adopted to avoid subjectivity and the tendency of the rater to give consistently high high or low ratings to the employees. The rater will wi ll be given a group of statements ou outt of which he will have to choose the one that best describes the characteristics of the employee being evaluated. The choices may consist of both negative and positive statements. f) Check List Method: Under this method HR department prepares a series of questions. Each question has alternative answers ‘Yes’ or ‘No’. The appraiser concerned concerne d has to tick appropriate answers relevant to the appraisals. g) Critical Incidence Method: This Method: This method involves three steps. A test of noteworthy on the job behaviour (good or bad) is prepared. A group of experts then assigns assign s scale values depending on the de degree gree of desirabili desirability ty for the job. Finally, a check list of incidents which define good and bad employees is prepared. The appraiser is given this checklist for rating. h) Graphic Scale Method: In this method, a printed appraisal form is used for each appraisee. The form contains various employee characteristics and his job performance information. The degree of quality may be measured on three point or five point scale. On five fiv e point scale, ‘excellent, very good, average, poor or very poor’ may be used for measurements. 2. Modern methods of performance appraisal a) Appraisal by Resul Results ts or Objec Objectives: tives: Apprais Appraisal al by results draws its root from management by objective. b) BARS: Behaviorally anchored rating scales (BARS) approach measures observable, critical behaviors that are related to specific job dimensions. c) Assessment Centre Meth Method: od: This method is to test candidates in a social situation situatio n by a number of assessors, using a variety of criteria. The assessors or evaluators e valuators are drawn from experienced executives, working at different levels of management. d) 360 Degree Appraisal: In 3600 appraisal, appraisal of an employee is done by his superior, his peers, his subordinates clients and outsiders with whom he interacts in the course of his job performance. In this appraisal, besides appraising the performance of the assessee, his other attributes such as talents, behaviour, values, and technical considerations are also subjected to appraisal.
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UNIT V Q.5. CAREER CA REER PLANNING & DEVELOPMENT Human Capital (HC) forms the basis of Human Resource Development (HRD) and Human Resource Management (HRM). Career planning and development is an important aspect of HRM and HRD. The topic of career planning and development consists of the terms the career planning, career development, and career management. management. When we speak of career planning, planning , we mean the steps an individual goes through to direct his or her own career in ways that will be personally satisfying. The process of career development development is an ongoing effort of both individuals and organizations to expand career opportunities and realize career goals. As such, career development includes both individual career planning and organizational career management. Career management refers to the organization’s efforts to manage the flow of individuals through positions over time in ways that will best meet both organizational and individual goals. Career Planning A career is a sequence of positions held by a person during the course of a lifetime. Career planning is the process through which individuals identify and implement steps to attain their career goals. Career Planning Process: Process: There are five basic steps in the career planning process: 1.Self-Assessment: In the self-assessment phase the individual begins by examining his or her own personal interests, skills, values, and abilities 2.Opportunity Exploration: The second phase of career caree r planning involves investigating a range of career opportunities to determine which skills, interests, and abilities are required. Basically, this is an informationgathering step, and many sources may be used, including friends, family members, and business associates as well as written sources 3. Goal Setting : Goal Setting is the process of using what has been learned through self-assessment and the investigation of career opportunities to decide which job/occupational opportunities fit both personal interests and
skills/abilities. The goals set should be specific and measurable as well as reasonably attainable within a specified time frame.
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4.Action Planning : The The action plan outlines all steps needed to reach a specific career goal - formal training, internships, job search strategy development, network building, further career exploration, etc. 5.Evaluation: Evaluation reviews progress toward one’s career goals. Evaluation keeps planning on track and can also help identify strengths and weaknesses in a career plan, realism of goals, and accuracy/currency of selfassessment.
Career Development Career Development is the process of planning the series of possible jobs which an individual may hold in the organization over time and developing strategies designed to provide necessary job skills as the opportunity arises. Objectives of Career Development: The purposes and objectives of career development programme are:
1. To attract and retain effective persons in an organization. 2. To utilize human resources optimally.
3. 4. 5. 6. 7. 8.
To improve morale and motivation level of employees. To reduce employee turnover. To practice a balanced balanced ‘promotion from within’ policy. To make employees adaptable to changes. To increase employees’ loyalty and commitment c ommitment to the organizations. To maintain harmonious industrial relations.
9. To inculcate equitable employment practices providing equal career progression opportunities to women and minorities. Stages of career developme development nt process: career development stages may be grouped under following four categories: 1.Exploratory Stage: This stage starts when a new employee joins the organization. An employee with his qualification and knowledge when joins an organization finds him in an apparent mismatch condition. It takes quite some time for him after thorough training to become adaptable with the organization and more particularly with his job assignment. Therefore, it is essential for the organization to sustain the behavioural as well as operational deficiencies to help him to develop in the course of time. The best solution at this stage is to allow the new entrant to perform some specific job and to confer freedom in functioning. This will help the new entrant to gradually develop to the requirements of the organization. Some companies even allow the new entrant to undergo a compulsory job rotation for reasonable time period. The purpose of such job rotation is to allow the employee to select his preferred job from a wide range of available jobs in 15 | P a g e
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the organization. 2.Maintenance Stage: This is a mid-career stage for employees, who strive
hard to retain their established name and fame. Therefore, at this stage employees need to put their continuo continuous us efforts for self-developm self-development. ent. For an organization, career development process at this stage, therefore, calls for renewing and updating the skills of employees particularly in the context of changing environment to help employees to overcome their mid-career crisis. This stage is crucial and unless the organization adopts suitable career development programme, it may face high employee turnover, who are in their mid-age group. 3.Stage of Decline: Employees at this stage being prepared for retirement,
get scared from possible threat of reduced role of responsibilities in the organization. Such complexity is behaviourally associated with old age of the employees which, unless set right through suitable career development programme, may even render such employees inefficient or misfit for the organization. Career Development process at this stage, therefore, should aim at helping the employees to get mentally prepared for retirement rituals, particularly to prepare them to accept a reduced role and responsibilities, so that, they can find them accommodative with family and society in later part of their life. Advantages Advanta ges of Career Pl Planning anning & Development Benefits to employee: The employee has advance knowledge of career opportunities within the company. He knows where he stands, where he wants to go, who is ahead of him, how to scale the corporate ladder. This helps him set his career goals more realistically and take appropriate steps to realize them. Benefits to organization: Organizations can base their decisions more systematically.
Fast tracks for stars could be arranged, training to slow movers can be provided,
Replacements can be planned in advance,
Job assignments can be made based on merit, etc.
Hard-working, talented people can be retained through offering attractive career options and compensation plans;
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Q.6. TRAINING EVALUATION EVALUATION Training is an investment whose results are not evident immediately. So, the justification justific ation of all tr training aining programmes can be made only when they are critically evaluated in terms of the advantages that an organization gets in comparison to the investment made. While the investments can be measured in terms of money, the advantages can be both monetary as well as non-monetary. The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates candidate s are able to implement their learning in their respective workplaces, or to the regular work routines. Purposes of Training Evaluation The five main purposes of training evaluation are: 1) Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. 2) Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training 3) Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. 4) Power games: At times, the top ma management nagement uses the evalua evaluative tive data to manipulate it for their own benefits. 5) Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes. Evaluation Process Training and development activities can be evaluated before, during and after the activities a.Before Training: The learner’s skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods conform to the candidates preferences and learning style. b.During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals
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c.After Training: It is the phase when learner’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.
Types of Evaluati Evaluation on Evaluations are normally divided into two, formative and summative (1) Formative evaluation: It It is a method of judging the worth of a program while the program activities are in progress. This part of the evaluation focuses on the process. They permit the learner and the instructor to monitor how well the instructional objectives are being met. This allows the learner to master the required skills and knowledge. (2) Summative Evaluation: The summative of a program is at the end of the program activities. The focus is on the outcome. Criteria for evaluat evaluating ing training effectiveness The following criteria may be used to measure the effectiveness of training: (i) Reactions: Trainees’ reactions to the objectives, contents and methods of training are good indicators of effectiveness. In case the trainees considered the programme worthwhile and liked it, the training can be considered c onsidered effective effective.. (ii)
Learning : The extent to which the trainees have gained the desired knowledge and skills during the training period is a useful basis of evaluating training effectiveness.
(iii)
Behaviour: Improvement in the job behaviour of the trainees reflects the manner and extent, to which, the learning has been put to practice.
(iv)
Results: Productivity improvement, quality improvement, cost reduction, accident reduction, reduction in labor turnover and absenteeism are the outcomes of training which can be used for evaluating effectiveness.
Techniques of Evaluation Various methods can be used to collect data on the outcomes of trainin training. g. Some of these are:
Questionnaires: Comprehensive questionnaires could be used to
obtain opinions, reactions, views of trainees trainees..
Tests: Standard tests could be used to find out whether trainees have
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learnt anything during and after the training.
Interviews: Interviews could be conducted to find the usefulness of training offered to operatives.
Studies: Comprehensive studies could be carried out eliciting the opinions and judgements of trainers, superiors and peer groups about the training.
Human resource factors: Training can also be evaluated on the basis of employee satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc.
Cost benefit analysis: The costs of training (cost of hiring trainers, tools to learn, training centre, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time, improved learning, superior performance) in order to evaluate a training programme.
Feedback: After the evaluation, evaluation, the situation sho should uld be examined to
identify the probable causes for gaps in performance. The training evaluation information (about costs, time spent, outcomes, etc.) etc .) should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees’activities. The The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage.
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Q.7. PROMOTIONS, TRANSFERS AND DEMOTION DEMOTION After selecting a candid candidate, ate, he should be placed on a suitabl suitable e job. Proper placement helps an employee to get along with people easily, easily , avoid mistakes and show good performance on the job. Employee movement within an organisation, called internal mobility, may take the form of transfers, promotions, demotions or even separations. Purposes of Intern Internal al Mobilit Mobility y The purposes of internal mobility are: 1) Improve organisational effectiveness: Organisations want to be lean and clean. To this end, structural defects may have to be eliminated; unwanted positions removed and other jobs redesigned. Internal mobility increases every such change within an organisation. 2) Improve employee effectiveness: Knowledge, skills and abilities can be put to use if there is a good equation between what the person has and what the organisation demands. Through promotions and transfers, organisations try to bridge such gaps. 3) Adjust to changing business operations: During a boom, there might be a phenomenal demand for new skills. In a recession, layoffs may be needed to cut down costs and survive. Likewise, short-term adjustments may have to be carried out in case of death or illness of an employee. 4) Ensure discipline: Demotion causes loss of status and earning capacity. A demoted employee has to learn new ways of getting things done and adjust to a new setting. Demotions can be used to ensure discipline and to correct wrong placements and job assignments. Promotion Promotion refers to upward movement of an employee from current job to another that is higher in pay, responsibility and/or organisational level. Promotion brings enhanced status, better pay, increased responsibilities and better working conditions to the promotee. Promotion, unlike transfer, has in-built motivational value, as it elevates the status and power of an employee within an organisation. Purposes and Advantages of Promotion: Promotion, based either on meritorious performance or continuous service, has powerful motivational
value. It forces an employee to use his knowledge, skills and abilities fully and become eligible for vertical growth.
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Promotion inspires employees to compete and get ahead of others. It encourages them to remain royal and committed to their jobs and the organisation. The organisation would also benefit immensely because people are ready to assume challenging roles by improving their skills constantly. Interest in training and development programmes would improve. The organisation would be able to utilise the skills and abilities of its personnel more effectively. Bases of Promotion: Organisations adopt different bases of promotion depending upon their nature, size, management, etc. The well-established bases of promotion are seniority and merit.
Merit-based promotions: Merit based promotions occur when an employee is promoted because of superior performance in the current job.,
Seniority-based promotions: Seniority refers to the relative length of service in the same organisation. Promoting an employee who has the
longest length of service is often widely welcomed by unions because it is fairly objective. Transfer A transfer is a change in job assignme assignment. nt. It ma may y invol involve ve a promotion or demotion or no change at all in status and responsibility. A transfer does not impl imply y any ascendi ascending ng (prom (promotion) otion) or descendin descending g (demotion) change in status or responsibility. Purposes of Transfer: Organisations resort to transfers with a view to serve the following purposes:
1) To meet the organisational requirements: Organisations may have to transfer employees due to changes in technology, changes in volume of production, production schedule, fluctuations in the market conditions, introduction of new lines, etc. All these demand the shift in job assignments with a view to place the right man on the right job. 2) To satisfy the employee e mployee needs: Employees may need transfers in order to satisfy their desire to work under a friendly superior, in a department/region where opportunities for advancement are bright, in or near their native place or place of interest, doing a job where the work itself is challengin challenging, g, etc. 3) To utilise employees better: An better: An employee may be transfer transferred red because management feels that his skills, experience and job knowledge could be put to better use elsewhere. 21 | P a g e
2.2 – Methodology Methodology of Training & Development
4) To make the employee more versatile: Employees may be rolled over different jobs to expand their capabilities. Job rotation may prepare the employee for more challenging assignments in future. 5) To adjust the workforce: Workforce may be transferred from a plant where there is less work to a plant where there is more work. 6) To provide relief: Transfers may be made to give relief to employees who are overburdened or doing hazardous work for long periods. 7) To reduce conflicts: Where employees find it difficult to get along with colleagues in a particular section, department or location – location – they they could be shifted to another place to reduce conflicts. 8) To punish employees: Transfers may be effected as disciplinary measures – measures – to shift employees indulging in undesirable activities to remote, far-flung areas. Types of Transfers: Transfers can be classified thus:
1) Production transfers: Transfers caused due to changes in production. 2) Replacement transfers: Transfers caused due to replacement of an employee working on the same job for a long time. 3) Rotation transfers: Transfers initiated to increase the versatility of employees. 4) Shift transfers: Transfers of an employee from one shift to another. 5) Remedial transfers: Transfers initiated to correct the wrong placements. 6) Penal transfers: Transfers initiated indisciplinary action of employees.
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Demotion Demotion is the downward movement of an employee in the organisational hierarchy with lower status and pay. It is a downgrading process where the employee suffers considerable emotional and financial loss in the form of lower rank, power and status, lower pay and poor working conditions. There are several factors responsible for demotions: 1) A promotee is unable unable to m meet eet the chal challenges lenges posed by a new job 2) Due to adverse business conditions, organisations may decide to lay off some and downgrade other jobs. 3) Demotion Demotionss may be used as disciplinary tools against again st errant employees 2.2 – 2.2 – Methodology of Training & Development
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