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the goals of each other are met. The role of HR manager is shifting from that of a protector and
screener to the role of a planner and change agent. Personnel directors are the new corporate
heroes. The name of the game today in business is personnel. Nowadays it is not possible to
show a good financial or operating report unless your personnel relations are in order.
Over the years, highly skilled and knowledge based jobs are increasing while low skilled jobs are
decreasing. This calls for future skill mapping through proper HRM initiatives.
Indian organizations are also witnessing a change in systems, management cultures and
philosophy due to the global alignment of Indian organizations. There is a need for multi skill
development. Role of HRM is becoming all the more important.
Some of the recent trends that are being observed are as follows:
The recent quality management standards ISO 9001 and ISO 9004 of 2000 focus more on people
centric organizations. Organizations now need to prepare themselves in order to address people
centered issues with commitment from the top management, with renewed thrust on HR issues,
more particularly on training.
Charles Handy also advocated future organizational models like Shamrock, Federal and Triple I.
Such organizational models also refocus on people centric issues and call for redefining the
future role of HR professionals.
To leapfrog ahead of competition in this world of uncertainty, organizations have introduced sixsigma practices. Six- sigma uses rigorous analytical tools with leadership from the top and
develops a method for sustainable improvement. These practices improve organizational values
and helps in creating defect free product or services at minimum cost.
Human resource outsourcing is a new accession that makes a traditional HR department
redundant in an organization. Exult, the international pioneer in HR BPO already roped in Bank
of America, international players BP Amoco & over the years plan to spread their business to
most of the Fortune 500 companies.
With the increase of global job mobility, recruiting competent people is also increasingly
becoming difficult, especially in India. Therefore by creating an enabling culture, organizations
are also required to work out a retention strategy for the existing skilled manpower.
NEW TRENDS IN INTERNATIONAL HRM
International HRM places greater emphasis on a number of responsibilities and functions such as
relocation, orientation and translation services to help employees adapt to a new and different
environment outside their own country.
Selection of employees requires careful evaluation of the personal characteristics of the
candidate and his/her spouse.
Training and development extends beyond information and orientation training to include
sensitivity training and field experiences that will enable the manager to understand cultural
differences better. Managers need to be protected from career development risks, re-entry
problems and culture shock.
To balance the pros and cons of home country and host country evaluations, performance
evaluations should combine the two sources of appraisal information.
Compensation systems should support the overall strategic intent of the organization but should
be customized for local conditions.
In many European countries - Germany for one, law establishes representation. Organizations
typically negotiate the agreement with the unions at a national level. In Europe it is more likely
for salaried employees and managers to be unionized.
HR Managers should do the following things to ensure successUse workforce skills and abilities in order to exploit environmental opportunities and neutralize
threats.
Employ innovative reward plans that recognize employee contributions and grant enhancements.
Indulge in continuous quality improvement through TQM and HR contributions like training,
development, counseling, etc
Utilize people with distinctive capabilities to create unsurpassed competence in an area, e.g.
Xerox in photocopiers, 3M in adhesives, Telco in trucks etc.
Decentralize operations and rely on self-managed teams to deliver goods in difficult times e.g.
Motorola is famous for short product development cycles. It has quickly commercialized ideas
from its research labs.
Lay off workers in a smooth way explaining facts to unions, workers and other affected groups
e.g. IBM , Kodak, Xerox, etc.
HR Managers today are focusing attention on the followinga) Policies- HR policies based on trust, openness, equity and consensus.
b) Motivation- Create conditions in which people are willing to work with zeal, initiative and
enthusiasm; make people feel like winners.
c) Relations- Fair treatment of people and prompt redress of grievances would pave the way for
healthy work-place relations.
d) Change agent- Prepare workers to accept technological changes by clarifying doubts.
e) Quality Consciousness- Commitment to quality in all aspects of personnel administration will
ensure success.
Due to the new trends in HR, in a nutshell the HR manager should treat people as resources,
reward them equitably, and integrate their aspirations with corporate goals through suitable HR
policies.
One way to define Job Satisfaction may be to say that it is the end state of feeling. The word 'end'
emphasises the fact that the feeling is experienced after a task is accomplished or an activity has
taken place whether it is highly individualistic effort of writing a book or a collective endeavour
of constructing a building. These activities may be minute or large. But in all cases, they satisfy a
certain need. The feeling could be positive or negative depending upon whether need is satisfied
or not & could be a function of the effort of the individual on one hand & on the other the
situational opportunities available to him.
This can be better understood by taking example of a foreman in an engineering industry. He has
been assigned the task to complete a special order by a certain, deadline. Person may experience
positive job satisfaction because he has been chosen to complete the task. It gives him a special
status & feeling that he has been trusted and given a special task, he likes such kind of rush job
and it may get him extra wages. The same could be the sources of his dissatisfaction if he does
not like rush work, has no need for extra wages. Each one of these variables lead to an end state
of feeling, called satisfaction.
Sinha (1974) defines Job Satisfaction an 'a reintegration of affect produced by individual's
perception of fulfillment of his needs in relation to his work & the situations surrounding it'.
Another Theories of Job-Satisfaction :
There are 3 major theories of job satisfaction.
dissatisfaction of workers. When one set of conditions (called 'motivator') is present in the
organisation, workers feel motivated but its absence does not dissatisfy them. Similarly, when
another set of conditions (called hygiene factors) is absent in the organisation, the workers feel
dissatisfied but its presence does not motivate them. The two sets are unidirectional, that is, their
effect can be seen in one direction only.
According to Herzberg following factors acts as motivators:
Achievement, Recognition, Advancement, Work itself, Possibility of growth & Responsibility.
Hygiene factors are : Company policy & administration, Technical supervision, Inter-personal
relations with supervisors, peers & Subordinates, Salary. Job security, Personal life, Working
Conditions, & Status.
Herzberg used semi-structured interviews (the method is called critical incident method). In this
technique subjects were asked to describe those events on the job which had made them
extremely satisfied or dissatisfied. Herzberg found that events which led people to extreme
satisfaction were generally characterised by 'motivators' & those which led people to extreme
dissatisfaction were generally characterized by a totally different set of factors which were called
'hygiene factors'.
Hygiene factors are those factors which remove pain from the environment. Hence, they are also
known as job - environment or job - context factors. Motivators are factors which result in
psychological growth. They are mostly job - centered. Hence they are also known as job content factors.
The theory postulated that motivators and hygiene factors are independent & absence of one does
not mean presence of the other. In pleasant situations motivators appear more frequently than
hygiene factors while their predominance is reversed in unpleasant situations.
Need Fulfillment Theory :
Under the need-fulfillment theory it is believed that a person is satisfied if he gets what he wants
& the more he wants something or the more important it is to him, the more satisfied he is when
he gets it & the more dissatisfied he is when he does not get it. Needs may be need for personal
achievement, social achievement & for influence.
a) Need for Personal Achievement :
Desires for personal career development, improvement in one's own life standards, better
education & prospects for children & desire for improving one's own work performance.
b) Need for Social Achievement :
A drive for some kind of collective success is relation to some standards of excellence. It is
indexed in terms of desires to increase overall productivity, increased national prosperity, better
life community & safety for everyone.
c) Need for Influence :
A desire to influence other people & surroundings environment. In the works situation, it means
to have power status & being important as reflected in initiative taking and participation in
decision making.
In summary, this theory tell us that job satisfaction is a function of, or is positively related to the
degree to which one's personal & social needs are fulfilled in the job situation.
Social References - Group Theory :
It takes into account the point of view & opinions of the group to whom the individual looks for
the guidance. Such groups are defined as the 'reference-group' for the individual in that they
define the way in which he should look at the world and evaluate various phenomena in the
environment (including himself). It would be predicted, according to this theory that if a job
meets the interest, desires and requirements of a person's reference group, he will like it & if it
does not, he will not like it.
A good example of this theory has been given by C.L. Hulin. He measures the effects of
community characteristics on job satisfaction of female clerical workers employed in 300
different catalogue order offices. He found that with job conditions held constant job satisfaction
was less among persons living in a well-to-do neighborhood than among those whose
neighborhood was poor. Hulin, thus provides strong evidence that such frames of reference for
evaluation may be provided by one's social groups and general social environment.
To sum up, we can say, Job satisfaction is a function of or is positively related to the degree to
which the characteristics of the job meet with approved & the desires of the group to which the
individual looks for guidance in evaluating the world & defining social reality.
Relationship among Motivation, Attitude and Job Satisfaction :
Motivation implies the willingness to work or produce. A person may be talented and equipped
with all kinds of abilities & skills but may have no will to work. Satisfaction, on the other hand,
implies a positive emotional state which may be totally unrelated to productivity. Similarly in the
literature the terms job attitude and job satisfaction are used interchangeably. However a closer
analysis may reveal that perhaps, they measure two different anchor points. Attitudes are
predispositions that make the individual behave in a characteristic way across the situations.
They are precursors to behaviour & determine its intensity and direction. Job satisfaction, on the
other hand is an end state of feeling which may influence subsequent behaviour. In this respect,
job attitude and job satisfaction may have something in common. But if we freeze behaviour,
attitude would initiate it which job satisfaction would result from it.
Relationship Between Morale & Job Satisfaction :
According to Seashore (1959), morale is a condition which exists in a context where people are :
a) motivated towards high productivity.
b) want to remain with organization.
c) act effectively in crisis.
d) accept necessary changes without resentment or resistance.
organisation should be more concerned about maximizing the positive relationship between
performance and reward. It should be ensured that the poor performers do not get more rewards
than the good performers. Thus, when a better performer gets more rewards he will naturally feel
more satisfied.
Job Satisfaction and Absenteeism :
One can find a consistent negative relationship between satisfaction and absenteeism, but the
correlation is moderate-usually less than 0.40. While it certainly makes sense that dissatisfied
Sales Persons are more likely to miss work, other factors have an impact on the relationship and
reduce the correlation coefficient. e.g. Organizations that provide liberal sick leave benefits are
encouraging all their Sales Persons, including those who are highly satisfied, to take days off. So,
outside factors can act to reduce the correlation.
Job Satisfaction and Turnover :
Satisfaction is also negatively related to turnover, but the correlation is stronger than what we
found for absenteeism. Yet, again, other factors such as labour market conditions, expectations
about alternative job opportunities, and length of tenure with the organization are important
constraints on the actual decision to leave one's current job.
Evidence indicates that an important moderator of the satisfaction-turnover relationship is the
Sales Person's level of performance. Specifically, level of satisfaction is less important in
predicting turnover for superior performers because the organization typically makes
considerable efforts to keep these people. Just the opposite tends to apply to poor performers.
Few attempts are made by the organization to retain them. So one could expect, therefore, that
job satisfaction is more important in influencing poor performers to stay than superior
performers.
Job Satisfaction and Adjustment :
It the Sales Person is facing problems in general adjustment, it is likely to affect his work life.
Although it is difficult to define adjustment, most psychologists and organisational behaviourists
have been able to narrow it down to what they call neuroticism and anxiety.
Generally deviation from socially expected behaviour has come to be identified as neurotic
behaviour. Though it may be easy to identify symptoms of neuroticism, it is very difficult to
know what causes. Family tensions, job tensions, social isolation, emotional stress, fear, anxiety
or any such sources could be a source of neuroticism.
Anxiety, on the other hand, has a little more clearer base. It is generally seen as a mental state of
vague fear and apprehension which influences the mode of thinking. Anxiety usually shows itself
in such mental state as depression, impulsiveness, excessive worry and nervousness. While
everyone aspires for a perfect state of peace and tranquility, the fact is that some anxiety is
almost necessary for an individual to be effective because it provides the necessary push for
efforts to achieve excellence.
Adjustment problems usually show themselves in the level of job satisfaction. For long, both
theorists and practitioners have been concerned with Sales Persons' adjustment and have
provided vocational guidance and training to them to minimise it's impact on work behaviour.
Most literature, in this area, generally suggests a positive relationship between adjustment and
job satisfaction. People with lower level of anxiety and low neuroticism have been found to be
more satisfied with their jobs.
Determinants of Job Satisfaction :
According to Abrahan A. Korman, there are two types of variables which determine the job
satisfaction of an individual. These are :
1) Organisational variables ; and
2) Personal Variables.
Organisational Variable :
1) Occupational Level :
The higher the level of the job, the greater is the satisfaction of the individual. This is because
higher level jobs carry greater prestige and self control.
2) Job Content :
Greater the variation in job content and the less repetitiveness with which the tasks must be
performed, the greater is the satisfaction of the individual involved.
3) Considerate Leadership :
People like to be treated with consideration. Hence considerate leadership results in higher job
satisfaction than inconsiderate leadership.
4) Pay and Promotional Opportunities :
All other things being equal these two variables are positively related to job satisfaction.
5) Interaction in the work group :
Here the question is : When is interaction in the work group a source of job satisfaction and
when it is not ? Interaction is most satisfying when (a) It results in the cognition that other person's attitudes are similar to one's own. Since this
permits the ready calculability of the others behaviour and constitutes a validation of one's self ;
(b) It results in being accepted by others ; and
(c) It facilitates the achievements of goals.
Personal Variables :
For some people, it appears most jobs will be dissatisfying irrespective of the organisational
condition involved, whereas for others, most jobs will be satisfying. Personal variables like age,
educational level, sex, etc. are responsible for this difference.
(1) Age :
Most of the evidence on the relation between age and job satisfaction, holding such factors as
occupational level constant, seems to indicate that there is generally a positive relationship
between the two variales up to the pre-retirement years and then there is a sharp decrease in
satisfaction. An individual aspires for better and more prestigious jobs in later years of his life.
Finding his channels for advancement blocked, his satisfaction declines.
(2) Educational Level :
With occupational level held constant there is a negative relationship between the educational
level and job satisfaction. The higher the education, the higher the reference group which the
individual looks to for guidance to evaluate his job rewards.
(3) Role Perception :
Different individuals hold different perceptions about their role, i.e. the kind of activities and
behaviours they should engage in to perform there job successfully. Job satisfaction is
determined by this factor also. The more accurate the role perception of an individual, the greater
his satisfaction.
(4) Sex :
There is as yet no consistent evidence as to whether women are more satisfied with their jobs
than men, holding such factors as job and occupational level constant. One might predict this to
be the case, considering the generally low occupational aspiration of women.
Some other determines of job satisfaction are as follows:
(i) General Working Conditions.
(ii) Grievance handling procedure.
(iii) Fair evaluation of work done.
(iv) Job security.
(v) Company prestige.
Voice
Destructive
Constructive
Neglect
Loyalty
Passive
So job satisfaction is very important. For management, a satisfied work force translates into
higher productivity due to fewer disruptions caused by absenteeism or good Sales Persons
quitting, as well as into lower medical and life insurance costs. Additionally, there are benefits
for society in general. Satisfaction on the job carries over to the Sales Person's off the job hours.
So the goal of high job satisfaction for Sales Persons can be defended in terms of both money
and social responsibility.
Concentrates on individual employees; changing what employees know, how they work,
their attitudes toward their work or their interactions with their co-workers or supervisors
Tends to be more narrowly focused and oriented toward short-term performance concerns.
Training is necessary when a person moves from one job to another (transfer). After
training, the' employee can change jobs quickly, improve his performance levels and achieve
career goals comfortably
Training is necessary to make employees mobile and versatile. They can be placed on
various jobs depending on organizational needs.
Training is needed to bridge the gap between what the employee has and what the job
demands.
Training is needed to make employees more productive and useful in the long-run.
Training is needed for employees to gain acceptance from peers (learning a job quickly and
being able to pull their own weight is one of the best ways for them to gain acceptance).
Importance
Training offers innumerable benefits to both employees and employers. It makes the employee
more productive and more useful to an organization. The importance of training can be studied
under the following heads:
Benefits to the business:
Trained workers can work more efficiently. They use machines, tools, and materials in a proper
way. Wastage is thus eliminated to a large extent.
There will be fewer accidents. Training improves the knowledge of employees regarding the use
of machines and equipment. Hence, trained workers need not be put under close supervision, as
they know how to handle operations properly.
Trained workers can show superior performance. They can turn out better performance. They can
turn out better quality goods by putting the materials, tools and equipment to good use.
Training makes employees more loyal to an organization. They will be less inclined to leave the
unit where there are growth opportunities
Benefits to the employees:
Training makes an employee more useful to a firm. Hence, he will find employment more easily.
Training makes employees more efficient and effective. By combining materials, tools and
equipment in a right way, they can produce more with minimum effort.
Training enables employees to secure promotions easily. They can realise their career goals
comfortably.
Training helps an employee to move from one organization to another easily. He can be more
mobile and pursue career goals actively.
Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They
will be more satisfied on their jobs. Their morale would be high.
Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and
lower labour turnover. Also, it can enable employees to cope with organizational, social and
technological change. Effective training is an invaluable investment in the human resources of an
organization.
Learning Principles: The Philosophy of Training
Training is essential for job success. It can lead to higher production, fewer mistakes, greater job
satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if
managers understand the principles behind the training process. To this end, training efforts must
invariably follow certain learning-oriented guidelines.
Modelling
Modeling is simply copying someone else's behavior. Passive classroom learning does not leave
any room for modeling. If we want to change people, it would be a good idea to have videotapes
of people showing the desired behavior. The selected model should provide the right kind of
behavior to be copied by others. A great deal of human behaviour is learned by modelling others.
Children learn by modelling parents and older children, they are quite comfortable with the
process by the time they grow up. As experts put it. "managers tend to manage as they were
managed"
Motivation
For learning to take place, intention to learn is important. When the employee is motivated, he
pays attention to what is being said, done and presented. Motivation to learn is influenced by the
answers to questions such as: How important is my job to me? How important is the
information? Will learning help me progress in the company? etc. People learn more quickly
when the material is important and relevant to them. Learning is usually quicker and long-lasting
when the learner participates actively. Most people, for example, never forget how to ride a
bicycle because they took an active part in the learning process.
Reinforcement
spaced practice is usually the best. This incremental approach to skill acquisition minimises the
physical fatigue that deters learning.
Whole Learning
The concept of whole learning suggests that employees learn better if the job information is
explained as an entire logical process, so that they can see how the various actions fit together
into the 'big picture'. A broad overview of what the trainee would be doing on the job should be
given top priority, if learning has to take place quickly. Research studies have also indicated that
it is more efficient to practice a whole task all at once rather than trying to master the various
components of the task at different intervals.
Active Practice
'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water
instead of simply reading about swimming or looking at films of the worlds' best swimmers.
Learning is enhanced when trainees are provided ample opportunities to repeat the task. For
maximum benefit, practice sessions should be distributed over time.
Applicability of Training
Training should be as real as possible so that trainees can successfully transfer the new
knowledge to their jobs. The training situations should be set up so that trainees can visualise and identify with - the types of situations they can come across on the job.
Environment
Finally, environment plays a major role in training. It is natural that workers who are exposed to
training in comfortable environments with adequate, well spaced rest periods are more likely to
learn than employees whose training conditions are less than ideal. Generally speaking, learning
is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for
improvement taper off.
Areas of Training
The Areas of Training in which training is offered may be classified into the following
categories.
Knowledge
Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or services offered by the company. The aim is to make the new employee fully aware
of what goes on inside and outside the company.
Technical Skills
The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that
he can acquire that skill and contribute meaningfully.
Social Skills
The employee is made to learn about himself and others, and to develop a right mental attitude
towards the job, colleagues and the company. The principal focus is on teaching the employee
how to be a team member and get ahead.
Techniques
This involves the application of knowledge and skill to various on-the-job situations.
In addition to improving the skills and knowledge of employees, training aims at moulding
employee attitudes: When administered properly, a training programme will go a long way in
obt8ining employee loyalty, support and commitment to company activities.
Types of Training
There are many approaches to training. We focus here on the types of training that are commonly
employed in present-day organisations.
Skills training: This type of training is most common in organisations. The process here is fairly
simple. The need for training in basic skills (such as reading, writing, computing, speaking,
listening, problem solving, managing oneself, knowing how to learn, working as part of a team,
leading others) is identified through assessment. Specific training objectives are set and training
content is developed to meet those objectives. Several methods are available for imparting these
basic skills in modern organisations (such as lectures, apprenticeship, on-the-job, coaching etc.).
Before employing these methods, managers should:
explain how the training will help the trainees in their jobs.
Refresher training: Rapid changes in technology may force companies to go in for this
kind of training. By organising short-term courses which incorporate the latest
developments in a particular field, the company may keep its employees up-to-date and
ready to take on emerging challenges.
It is conducted at regular intervals by taking the help of outside consultants who specialise
in a particular descriptive.
able to perform under a different set of constraints (4) A broader perspective increases
workers' understanding of the business and reduces the need for supervision (5) when
workers can fill in for other workers who are absent, it is easier to use flexible scheduling,
which is increasingly in demand as more employees want to spend more time with their
families. Eli Lilly and Company (India), for example, encourages cross-functional
movements to make the organisation equally attractive to both specialists and generalists.
Team Training: Team training generally covers two areas; content tasks and group
processes. Content tasks specify the team's goals such as cost control and problem solving.
Group processes reflect the way members function as a team - for example how they
interact with each other, how they sort out differences, how they participate etc. Companies
are investing heavy amounts, nowadays, in training new employees to listen to each other
and to cooperate. They are using outdoor experiential training techniques to develop
teamwork and team spirit among their employees (such as scaling a mountain, preparing
recipes for colleagues at a restaurant, sailing through uncharted waters, crossing a jungle
etc.). The training basically throws light on (i) how members should communicate with each
other (ii) how they have to cooperate and get ahead (iii) how they should deal with conflictfull situations (iv) how they should find their way, using collective wisdom and experience
to good advantage.
Diversity Training: Diversity training considers all of the diverse dimensions in the
workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and
backgrounds - while designing a training programme. It aims to create better cross-cultural
sensitivity with the aim of fostering more harmonious and fruitful working relationships
among a firm's employees.
The programme covers two things: (i) awareness building, which helps employees
appreciate the key benefits of diversity, and (ii) skill building, which offers the knowledge,
skills and abilities required for working with people having varied backgrounds.
Literacy Training: Inability to write, speak and work well with others could often
come in the way of discharging duties, especially at the lower levels. Workers, in such
situations, may fail to understand safety messages, appreciate the importance of sticking to
rules, and commit avoidable mistakes. Functional illiteracy (low skill level in a particular
content area) may be a serious impediment to a firm's productivity and competitiveness.
Functional literacy programmes focus on the basic skills required to perform a job
adequately and capitalise on most workers' motivation to get help in a particular area.
Tutorial programmes, home assignments, reading and writing exercises, simple
mathematical tests, etc., are generally used in all company in-house programmes meant to
improve the literacy levels of employees with weak reading, writing or arithmetic skills.
Training Methods
Training methods are usually classified by the location of instruction. On the job training is
provided when the workers are taught relevant knowledge, skills and abilities at the actual
workplace; off-the-job training, on the other hand, requires that trainees learn at a location other
than the real work spot. Some of the widely used training methods are listed below.
1. Job Instruction Training (JlT)
The JIT method (developed during World War II) is a four-step instructional process involving
preparation, presentation, performance try out and follow up. It is used primarily to teach
workers how to do their current jobs. A trainer, supervisor or co-worker acts as the coach. The
four steps followed in the JIT methods are:
1.
The trainee receives an overview of the job, its purpose and its desired outcomes,
with a clear focus on the relevance of training.
2.
The trainer demonstrates the job in order to give the employee a model to copy.
The trainer shows a right way to handle the job.
3.
Next, the employee is permitted to copy the trainer's way. Demonstrations by the
trainer and practice by the trainee are repeated until the trainee masters the right
way to handle the job.
4.
Merits:
Trainee learns fast through practice and observation.
It is economical as it does not require any special settings. Also, mistakes can be corrected
immediately.
The trainee gains confidence quickly as he does the work himself in actual setting with help
from supervisor.
It is most suitable for unskilled and semi-skilled jobs where the job operations are simple; easy
to explain and demonstrate within a short span of time.
Demerits:
The trainee should be as good as the trainer if the trainer is not good, transference of
knowledge and skills will be poor.
While learning, trainee may damage equipment, waste materials, cause accidents frequently,
Experienced workers cannot use the machinery while it is being used for training.
2. Coaching:
Coaching is a kind of daily training and feedback given to employees by immediate supervisors.
It involves a continuous process of learning by doing. It may be defined as an informal,
unplanned training and development activity provided by supervisors and peers. In coaching, the
supervisor explains things and answers questions; he throws light on why things are done the
way they are; he offers a model for trainees to copy; conducts lot of decision making meetings
with trainees; procedures are agreed upon and the trainee is given enough authority to make
divisions and even commit mistakes. Of course, coaching can be a taxing job in that the coach
may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full
day's work may be more important than putting the learner on track.
When to use coaching usefully? Coaching could be put to good use when:
an employee needs help with a new skill following a formal training programme.
following up
3. Mentoring :
Mentoring is a relationship in which a senior manager in an organisation 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. A mentor is a
teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and most
importantly, supporter and facilitator in the realisation of the vision the young person (protege)
has about the kind of 1ife he wants as an adult.
The main objective is to he1p an employee attain psychological maturity and effectiveness and
get integrated with the organisation. In a work situation, such mentoring can take place at both
formal and informal levels, depending on the prevailing work culture and the commitment from
the top management. Formal mentoring can be very fruitful, if management invests time and
money in such relationship building exercises.
Career functions: Career functions are those aspects of the relationship that enhance
career advancement. These include:
1.
Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for
promotions or desirable positions.
2.
Exposure and visibility: Where mentors offer opportunities for mentees to interact
with senior executives, demonstrate their abilities and exploit their potential.
3.
Coaching: Mentors help mentees to analyse how they are doing their work and to
define their aspirations. Here mentors offer practical advice on how to accomplish
objectives and gain recognition from others.
4.
5.
Psychological functions: Psychological functions are those aspects that enhance the
mentees sense of competence, and identify effectiveness in a professional role. These
include:
6.
7.
Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate
Acceptance and confirmation: mentors offer support, guidance and
encouragement to mentees so that they can solve the problems independently and gain
confidence in course of time. Mentors also help people to learn about the
organisation's culture and understand why things are done in certain ways.
8.
Counseling: Mentors help mentees work out their personal problems, learn
about what to do and what not to do, offer advice on what works and what doesn't, and
do everything to demonstrate improved performance and prepare themselves for
greater responsibility.
9.
Friendship: Mentors offer practical help and support to mentees so that they can indulge
in mutually satisfying social interactions (with peers, subordinates, bosses and
customers)
Mentoring in India is based on the time-honoured guru-shishya relationship where the guru
would do everything to develop the personality of the shishya, offering emotional support, and
guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-Cola India have
used mentoring systems to good effect in recent times (Economic Times, 25 Oct., 2002).
Organisations like General Electric, Intel, Proctor & Gamble have given a lot of importance to
mentoring programmes, going even gone to the extent of penalising senior managers if they fail
to develop leadership skills among subordinates. Of course, mentoring is not without its
problems. Mentors who are dissatisfied with their jobs and though who teach or narrow or
distorted view of events may not help a protege's development. Not all mentors are well prepared
to transfer their skills and wisdom to their junior colleagues. When young people are bombarded
with conflicting viewpoints - about how things should go - from a series of advisors, they may
find it difficult to get ahead with confidence. Mentoring can succeed if (i) there is genuine
support and commitment from top management (ii) mentors take up their job seriously and
transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole
process and carry out things in an appropriate manner.
4. 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 organisation functions. The purpose of job rotation is to
provide trainees with a larger organisational perspective and a greater understanding of different
functional areas as well as a better sense of their own career objectives and interests. Apart from
relieving boredom, job rotation allows trainees to build rapport with a wide range of individuals
within the organisation, facilitating future cooperation among departments. The cross-trained
personnel offer a great amount of flexibility for organisations when transfers, promotions or
replacements become inevitable.
Job rotation may pose several problems, especially when the trainees are rolled on various jobs at
frequent intervals. In such a case, trainees do not usually stay long enough in any single phase of
the operation to develop a high degree of expertise. For slow learners, there is little room to
integrate resources properly. Trainees can become confused when they are exposed to rotating
managers, with contrasting styles of operation. Today's manager's commands may be replaced by
another set from another manager! Further, job rotation can be quite expensive. A substantial
amount of managerial time is lost when trainees change positions, because they must be
acquainted with different people and techniques in each department. Development costs can go
up and productivity is reduced by moving a trainee into a new position when his efficiency levels
begin to improve at the prior job. Inexperienced trainees may fail to handle new tasks in an
efficient way. Intelligent and aggressive trainees, on the offer hand, may find the system to be
thoroughly boring as they continue to perform more or less similar jobs without any stretch, pull
and challenge. To get the best results out of the system, it should be tailored to the needs,
interests and capabilities of the individual trainee, and not be a standard sequence that all trainees
undergo.
5
Apprenticeship Training
Most craft workers such as plumbers and carpenters are trained through formal apprenticeship
programmes. Apprentices are trainees who spend a prescribed amount of time working with an
experienced guide, coach or trainer. Assistantships and internships are similar to apprenticeships
because they also demand high levels of participation from the trainee. An internship is a kind of
on-the-job training that usually combines job training with classroom instruction in trade
schools, colleges or universities. Coaching, as explained above, is similar to apprenticeship
because the coach attempts to provide a model for the trainee to copy. One important
disadvantage ofthe apprenticeship methods is the uniform period of training offered to trainees.
People have different abilities and learn at varied rates. Those who learn fast may quit the
programme in frustration. Slow learners may need additional training time. It is also likely that in
these days of rapid changes in technology, old skills may get outdated quickly. Trainees who
spend years learning specific skills may find, upon completion of their programmes, that the job
skills they acquired are no longer appropriate.
6 Committee Assignments
In this method, trainees are asked to solve an actual organisational problem. The trainees have to
work together and offer solution to the problem. Assigning talented employees to important
committees can give these employees a broadening experience and can help them to understand
the personalities, issues and processes governing the organisation. It helps them to develop team
spirit and work unitedly toward common goals. However, managers should very well understand
that committee assignments could become notorious time wasting activities. The above on-thejob methods are cost effective. Workers actually produce while they learn. Since immediat.e
feedback is available, they motivate trainees to observe and learn the right way of doing things.
Very few problems arise in the case of transfer of training because the employees learn in the
actual work environment where the skills that are learnt are actually used. On-the-job methods
may cause disruptions in production schedules. Experienced workers cannot use the facilities
that are used in training. Poor learners may damage machinery and equipment. Finally, if the
trainer does not possess teaching skills, there is very little benefit to the trainee.
Off-the-Job Methods
Under this method of training, the trainee is separated from the job situation and his attention is
focused upon learning the material related to his future job performance. Since the trainee is not
distracted by job requirements, he can focus his entire concentration on learning the job rather
than spending his time in performing it. There is an opportunity for freedom of expression for the
trainees. Off-the-job training methods are as follows:
a. Vestibule training: In this
method, actual work conditions are simulated in a classroom. Material, files and equipment those that are used in actual job performance are also used in the training. This type of training is
commonly used for training personnel for clerical and semi-skilled jobs. The duration of this
training ranges from a few days to a few weeks. Theory can be related to practice in this method.
b. Role playing: It is defined as a method of human interaction that involves realistic behaviour
in imaginary situations. This method of training involves action, doing and practice. The
participants play the role of certain characters, such as the production manager, mechanical
engineer, superintendents, maintenance engineers, quality control inspectors, foreman, workers
and the like. This method is mostly used for developing interpersonal interactions and relations.
c. Lecture method: The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives it to a group of trainees in the form of a talk. To be effective, the
lecture must motivate and create interest among the trainees. An advantage of lecture method is
that it is direct and can be used for a large group of trainees. Thus, costs and time involved are
reduced. The major limitation of the lecture method is that it does not provide for transfer of
training effectively.
d.
The conference is, thus, a group-centered approach where there is a clarification of ideas,
communication of procedures and standards to the trainees. Those individuals who have a
general educational background and whatever specific skills are required such as typing,
shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided with
specific instructions to handle their respective jobs.
e.
Programmed instruction: This method has become popular in recent years. The subject
matter to be learned is presented in a series of carefully planned sequential units. These
units are arranged from simple to more complex levels of instruction. The trainee goes
through these units by answering questions or filling the blanks. This method is, thus,
expensive and time-consuming.
The specification of values forms a basis for evaluation. The basis of evaluation and the mode of
collection of information necessary for evaluation should be determined at the planning stage.
The process of training evaluation has been defined as any attempt to obtain information on the
effects of training performance and to assess the value of training in the light of that information.
Evaluation helps in controlling and correcting the training programme. Hamblin suggested five
levels at which evaluation of training can take place, viz., reactions, learning, job behaviour,
organisation and ultimate value.
1.
Reactions: Trainee's reactions to the overall usefulness of the training including the
coverage of the topics, the method of presentation, the techniques used to clarify things,
often throw light on the effectiveness of the programme. Potential questions to trainees
might include: (i) What were your learning goals for the programme? (ii) Did you achieve
them? (iii) Did you like this programme? (iv) Would you recommend it to others who have
similar learning goals? ( v) what suggestions do you have for improving the programme?
(vi) Should the organisation continue to offer it?
2.
Learning: Training programme, trainer's ability and trainee's ability are evaluated on the
basis of quantity of content learned and time in which it is learned and learner's ability to
use or apply the content learned.
3.
Job behaviour: This evaluation includes the manner and extent to which the trainee has
applied his learning to his job.
4.
Organisation: This evaluation measures the use of training, learning and change in the
job behaviour of the department/organisation in the form of increased productivity, quality,
morale, sales turnover and the like.
5.
Ultimate value: It. is the measurement of ultimate result of the contributions of the
training programme to the company goals like survival, growth, profitability, etc. and to the
individual goals like development of personality and social goals like maximising social
benefit.
Methods of Evaluation
Various methods can be used to collect data on the outcomes of training. Some of these are:
Tests: Standard tests could be used to find out whether trainees have learnt anything
during and after the training.
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, the situation should be examined to identify the probable causes
for gaps in performance. The training evaluation information (about costs, time spent, outcomes,
etc.) should be provided to the instructors, trainees and other parties concerned for control,
correction and improvement of trainees' activities. The training evaluator should follow it up
sincerely so as to ensure effective implementation of the feedback report at every stage.
Training Programme of Company
Purpose-
To establish and maintain a documented procedure for identifying and providing training to all
the employees of the organization with essential skill and knowledge so as to achieve desired
quality and productivity goals.
ScopeThis procedure is applicable to all employees. Company's personnel involved in quality system.
Training Process
Training is provided both In House and through Outside Agencies Which could be for an
individual or for group of persons as a collective training.
Training is conducted either through Planned Training Programme Emergent Training
Programme which is organized by the HRD Department
Planned TrainingThe planned training programme is drawn on annual basis both for individual and group of
persons for collective training at the beginning of Calendar Year by Manager HRD and HRD
Executive of factory. The departmental Heads drawn out the training requirements on the
training requisition slip and sent it to HID Dept. Training of the senior personnel at Factory Is
also catered for at Head Office on receipt of requirement from HRD Executive.
The annual Training Prog. at Head office is approved by from Chairman cum Managing Director.
Annual training Prog. is prepared on format and circulated to all heads of department and is
updated. If required in case of additional training needs.
Emergent Training
The Emergent training programme is a supplementary training programme both for individual
and collective persons which is imparted during the course of work to take care for unforeseen or
uncatered training requirements arisen due to installation of new machine, system, procedure etc.
Identification of such training need is done by the concerned HOD at Head Office and
HOD/Supervisor at factory and accordingly forwards their request. The procedure as in case of
planned training is followed there after.
Conduct of Training
HRD Head at HO & HRD (Executive) at factory ensures that identified training in their
respective areas is conducted as scheduled.
In case of External training, liaison with the agency is done and dates, venue
etc. is fixed up and concerned person is intimated through Heads of
Department.
For In-House training, date/Venue is fixed up with identified faculty and
concerned individual is informed through Heads of Department. Besides,
necessary resource/infrastructure is also provided for effective training.
External Trainers for the Company are:
Father Son & Company
Skill & Thoughts
Logic Consultant
PURPOSE OF PROJECT
To know the effectiveness of the training programme conducted by the company.
To know whether employees are aware about their responsibilities and authorities or
not.
To improve Organizational Climate and increase the morale of employees.
To know whether training programme is conducted successfully or not.
The job characteristics are important factors for providing satisfaction. Reward systems,
equitable rewards, equal pay for equal work, promotion avenues, etc are satisfaction factors.
Money is important to employees having unfulfilled basic needs, i.e. they require more award
and recognition.
Fairness in promotion, unbiased attitude of management, responsibilities and social status are
the factors that are said to be providing satisfaction to employees.
Working conditions influence employee's level of satisfaction. Under conducive working
condition, people prefer to work hard while in an adverse atmosphere people avoid work.
Working condition not only include physicals of the work but also the working relationships in
the organization. The physical conditions, for example, are the light, temperature, willingness,
etc. A clerk working under routine conditions likes to work hard in an air - conditioned
atmosphere with computer facilities. It increases the working capacity of the employee.
The relationships between the employees and the managers have an important bearing on
job satisfaction.
Job satisfaction is greater in case the higher authority is sympathetic, friendly and willing
to help the employees. Employees feel satisfied when their views are listened to and regarded
by their higher authorities
Personal attitude and perceptions are the employees' angles of satisfaction, which should
be taken into consideration while motivating people to arrive at job satisfaction
Feedback from the job itself and autonomy are two of the major job-related motivational
factors. A recent found that career development was most important to both younger and
older employees.
It commonly is manifested in ways such as checking to see how well the employee is doing,
providing advice and assistance to the individual, and communicating with the associate on a
personal as well as an official level . The other dimension is participation or influence, as
illustrated by managers who allow their people to participate in decisions that affect their own
jobs. In most case, this approach leads higher job satisfaction.
of itself, keep turnover low, but it does seem to help. On the other hand, if there is considerable
job dissatisfaction, there is likely to be high turnover. Obviously, other variables enter into an
Employees decision to quit besides job satisfaction. For example, age tenure in the organization,
and commitments to the organization, may playa role. Some people cannot see them selves
working anywhere else, so they remain regardless of how dissatisfied they feel.
Another factor is the general economy, typically there will be an increase in turnover because
will being looking for better opportunities with other organization.
Satisfaction and absenteeism:
Research has only demonstrated a weak negative relationship between satisfaction and
absenteeism. As with turnover, many variables enter into the decision to stay home besides
satisfaction with the job. For example, there are moderating variables such as the degree to
which people that there job are important. For example, research among state govt. Employees
has found those who believed that there was important had lower absenteeism than did who did
not feel this way. Additionally, it is important to remember that although job satisfaction will not
necessarily result in absenteeism, low job satisfaction more likely to bring about absenteeism.
Significance of Study
Every organization desires that it will grow continuously and make and retain its position in the
competitive and continuously changing market environment. For this purpose the employees of
the organization must be skilled and talented. But all the employees may not have the desired
skills. Their skills can be improved with the help of training programs. It is an important activity
for the origination to conduct appropriate and related programme for its employees, so that may
be able to understand the terms required for the completion of his job. This also helps the
employees of the organization to know about his job and organization very well. This also helps
in better communication and relation among the organization wants to grow rapidly, then it is
essential for it to conduct periodically training programmes for its employees to improve the
skills and knowledge.
So the top management must concentrate on the training programs and organize
them in such a way that maximum number of employees wants to attend these programs. These
must be related to employees and their jobs.
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BIBLIOGRAPHY
Books:
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ANNEXURE
1)
NAME OF THE CANDIDATE:2)
COLLEGE NAME:3)
PROGRAMME ENROLLED :4)
YEAR:5)
SOURCE OF INFORMATION:Friend LeafletPoster InternetTelecall ReferralOther6)
HOW MUCH WOULD YOU RATE CMC LTD ON A SCALE OF 1-5?7)
ARE YOU SATISFIED WITH THE TRAINING IMPARTED TO YOU?YES NO8)
ARE YOU SATISFIED WITH THE PLACEMENTS OPPORTUNITIES?YES NO9)
ARE YOUR QUERIES OR PROBLEMS ATTENDED?YES NO10)
DO YOU FEEL THAT THE PROGRAMME TRAINERS/ FACULTY ARE
GOODCOMMUNICATORS?YES NO
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`11)
WOULD YOU LIKE TO REFER ANYONE TO OUR PROGRAMMES ANDCOURSES?
YES NO NO13)
SUGGEST ANY TWO AREAS FOR IMPROVEMENT?