% MBA Second Semester (Human Resource Management) AUC UNIT 3 Training and Executive Development SSS iii eee Ree UL ey 3.1.1. Meaning and Definition of Training Human resource management has various functions such as manpower planning, recruitment, selection, compensation, etc. but training is one of the most important functions of human resource management. Training can be defined as the systematic attempt to enhance the specific skills, desired behaviour, and knowledge of employees which are necessary for performing a job effectively. Employee training begins soon after the orientation process. It is for a short time period and it is for non-managerial personnel. It is essential for the growth of the organisation as well as for the employees. According to Dale S. Beach, “Training is the organised procedure by which people learn knowledge and/or skill for a definite purpose” According to H. John Bernardin, “Training is any attempt to improve employee performance on a currently held job or one related to it”. According to Edwin B. Flippo, “Training is an act of increasing the knowledge and skills of an employee for doing a particular job”. According to Planty, Cord and Efferson, “Training is the continuous, systematic development among all levels of employees of that knowledge and their skills and attitude which contribute to their welfare and that of the company” 3.1.2. Features of Training Features of training are as follows: 1) Specific Dimensions: Training is the procedure which has clear and definite dimensions. It has a well- defined beginning and end points. Training activities are organised in such a manner that there is a Roticeable progressive movement and development of the process itself. All the activities in the training process are coordinated in a cordial way. 2) Planned Sequence of Events: Training is a planned series of activities that m: to do things which they have not done before. The whole process is su certain learning objectives. ake it possible for the trainees pported by the programme that has 3) Makes Optimal Use of Opportunities for Learning: It can also be viewed as the process of providing ample opportunities for the employees to learn and grow. It aims to enhance the enthusiasin of the employees by polishing their skills to do a particular task. 4) Promotes Behavioural Changes: Training helps in bringing a positive change in the behaviour of employees by imparting special skills and helping them to perform better. It helps in improving the quality Of the social and personal life of employees, which enhances their work quality and leads to self improvement. Thus, it expands its area of applicability much wider than the work environment. 5) Enhancing Capabilities: Training is not only restricted to acquiring a particular skill for doing a particular assigned task, but at the same time it is also related to the development of the overall capabilities to manage the complex situations and problems. A trainee should be aware about how to develop and adapt capabilities, by using his wisdom, to accomplish the given task efficiently,‘ening and Exccutive Development (Unit 3) [a 6 Lesieht xe aoe Self: The most important aspect of the training is that it not only improves the gaining sls y 'So explores the hidden talent within the employees and motivates them to perform well... a ployees aware about their strengths and weaknesses. It also aims to help the employees to overcome their weaknesses, and leads to self-development and growth. 7? eer een Blocks: Training helps in clearing the doubts and insecurities of trainees about their job so that 'y can put their best possible effort to make maximum utilisation of their potential and abil 8) Gives Pverpes as well as Unintended Results: Training helps not only in achieving those benefits which = e xpected = Sometimes it also yields many benefits which are not intentionally meant to be achieved. 1¢ benefits from the training may vary from organisation-to-organisation and individual-to-individual depending upon the type of training 9) Establishes Relationship between Theory and Practice: Training makes it possible forthe tei link the acquired theoretical knowledge and practical application of their knowledge. Training fa this by making the employees aware of the methods through which they can apply their learned capabilities to their work. es 10 3.1.3. Scope of Training ‘The concept of training has a very broad scope and thus covers variety of areas. Some of them are as follows: 1) Training in Company Policies and Procedures: When new employees are appointed in any company, the first step taken by management is to familiarise them with the culture of the organisation. The customs of the company include the rules and regulations to be followed, the people they have to work with, their superiors, colleagues, working environment, etc. But the drawback of this training is that it may not have any impact on the development of an employee’s ability to speed-up the organisational process. 2) Training in Particular Skills: Training in particular skills mainly focuses on the development of any specific ability of an employee related to his job. For example, induction training to newly recruited candidates in sales, production or mechanical skills, etc. The main purpose of providing this training is to ensure a significant performance of an individual by making him proficient. 3) Training in Human Relations Skills: This training has a great positive impact both on the individuals and on the organisation. This training process focuses on treating employees as human beings not as machines, land tries to mould their outlook and behaviour in such a way that the working conditions can be improved land made comfortable. This training not only helps the employees in enhancing their interpersonal skills fand self-learning ability, but also increases their efficiency, which in tum maximises the productivity of the organisation. 4) in Solving Skills: As the name suggests, this training is used to solve various s organisational replete Many organisations follow this training concept under which all the managers and supervisors of different departments or branches are called upon ata particular place to discuss about the concerned problems and their solutions. When they all come together they not only try to search out for the teercrtation but also exchange their ideas and viewpoints which may prove out to be beneficial for the organisation in the future. vi is Managerial and Supervisory Skills: If an organisation hires people for supervisory or ° noel posts, mefously the management will prefer those candidates who have a particular set of skills rage for that post. Technical and theoretical knowledge are mandatory for the position of managers Truce py several companies provide waning tothe employees on basic management functions which Trade nedmang. organising. staffing, directing and conolling, Besides that, che people enlisted for the post of supervisors are given training on operation, management, research and development, finance, Tnanufacturing and human resources management, ete 3.1.4. Need for Training. season A to the following . a for taining ares ith, Employee Specifications: An employee may not fulfil the exact requirements of Match Job Criteria wn He may be qualified enough when it comes tothe respective degres or 1e job le oremquirements of the organisation may vary from the existing skills of the employees Tesi reed ied to fill these wide gaps so that employees are able to perform their duties etficient'y.B MBA Second Semester (Human Resource Management) AUC 2) Organisational Sustainability and Transformation Process: The very basic purpose of every organisation is the long-term survival in the market, But organisational survival is influenced by various factors. The organisation is required to adapt to the changes within the environment in which it is operating, else its market share will decrease. The productivity of the organisation can only be increased if the employees are capable enough to contribute to the innovative practices of the organisation. It can only be done by the proper provision of training for the employees. Training helps in smooth functioning of organisational process and development. Organisational productivity can be enhanced by developing the effectiveness of the transformation process which is dependent on improvement of the present level of competencies and knowledge of the employees, which can be achieved by sufficient training. 3) Technical Progress: Nowadays, organisations are updating themselves in the field of technology, i.., ‘mechanisation, computerisation and automation on a regular basis. If the organisations will not adopt the modern system of working, they will be liable to become obsolete in the long-term. On the other hand, technology alone will not work for better results; the people who will be responsible for managing and Utilising the technology for the betterment are also required. Training is the mode by which we can upgrade the skills of such people. 4) Complicated Nature of Organisation: As the new technology is knocking the doors of modern industry, the system of working in modern organisation is becoming complex day-by-day. Employees are required to be more adaptable to the latest system of organisational hierarchy. Organisational effectiveness can only be achieved by the provision of proper training so that the employees can act as a change agent for the whole process of bringing organisational effectiveness. 5) Job Profile Modifications: It is a very common practice to promote or transfer the employee from one Position to another. There is also a possibility that due to promotion or transfer, the employee may be given anew job which may have some new roles and responsibilities. Training is required to train such employees so that they can discharge their responsibilities effectively in the long run, 6) Cordial Human Relations: There has been tremendous change in the attitude of management toward their employees. Gone are the days when the employees were merely considered as one of the factors of production. Now-a-days, for any organisation to be successful in the market in all aspects, maintaining healthy relations with their employees is equally important alongwith other important factors. Training equips the employees to deal with problems and to sustain a healthy environment of working. 3.1.5. Purposes of Training Purposes of training are 2s follows: 1) To Increase Employee Efficirsw-»: Tsaining aims to inerease the efficiency of the employee by imparting the skills needed to perform the iask in a better way. It reduces the gap between the actual and desired performance. 2) To Upgrade Employee's Skills: In this ever changing environment of technical advancement, ‘organisations are required to keep a close watch on the different activities and changes occurring within is eavironment. Here, the job of keeping the employee fully armed with the information and skill needed for the performance of a specific task becomes more necessary. Training is essential to keep the employee updated in advance and incorporate the technological changes in accordance with the systems and procedures of the organisation. 3) To Avoid or Delay Managerial Obsolescence: I there is no initiative taken on the part of the managers in adopting the recent trends of technology, it will be considered as a failure of the management to cope UP with the changes within the environment. This failure also reduces the organisational performance howe training aims to avoid such situation in the organisation. . : 4) To Prepare Employees for Undertaking Higher Positions: Training generally aims to prepar employees to handle more responsibilities by imparting additional skills required for the Petes re challenging task. It increases the confidence of employees to perform in a better way. 5) To Reduce the Employee Turnover: Training aims to reduce the employee attition rate by simply infusing enthusiasm and motivating them to perform their job in a smooth manner. At the sone moc,‘ining and Executive Development (Unt 3) o loyees are rest assured a a icyers for the Goleman, {Pe career progress. Training stimulates and restores dedication among the especially for the bright employees, ‘Ss Managers are supposed to facilitate proper training programmes, Achieve Organisati ) Ladera results in oy Boe xcellence: Training sharpens the existing skills of the employees which the machines and ultimate oranee of the employees, reduced rate of accidents, lower breakdowns of Y @ more competitive organisation with a skilled workforce. All these factors enhance the organisational sustainability by i , the organisation in managing the competitive ogee ‘ pool of educated and skilled workforce who can help 3.1.6. Types of Training a ae reas OF ting and development programmes that are followed by the companies. Some of 1) Induction Training: Induction training, also known as orientation training is conducted with an aim to introduce the new employees to the organisation and its culture. This training plays a very important role in making them comfortable and settling them quickly within the environment of the organisation. Under this training method, new staff is introduced with the goals and objectives of the company, rules and regulations to be followed, activities to be performed by them, expectations from them, policies to be undertaken, etc. 2) Competency-Based Training (CBT): It is a kind of vocational training in which new employees are trained according to the standards of the organisation. It does not focus on the individual development, but determines the capabilities of the individual at the workplace after giving proper training. It prepares the new employees for the competitions that they may face in future. 3) Knowledge Training: Employees working in any corporation must have thorough knowledge about the job they are going to perform. Thus, knowledge training is given to new employees to improve their knowledge and understanding regarding any particular issue of the organisation. This type of training not only motivates the employees to perform better, but also helps in maintaining more efficient and attentive staff that further prepares the organisation against various competitions. 4). Skills Training: There are certain basic skills that are required by an individual in his entire working period in the company. These skills such as self-management, coordination, leadership, computations, ‘communication, etc. are imparted through lectures, workshops, counselling, apprenticeship and various other methods within the company itself This kind of training programme is very common in organisations. 5) Cross-Functional Training: It is usually given to the employees who can undertake job responsibilities of cther departments easily. There are few methods by which this type of training can be given to the employees, like job rotation, in which the employees are asked to perform different jobs of same functional ‘area, in different sections of the organisation for certain time duration, so that they can Indertend the working of other departments also. Besides this, good performers can also guide other ‘employees on how to deal with other departmental functions, 6 : tasks and group processes are the two fields which come in this type of training. : omeat tasks” ead ‘at specifying the objectives ofthe team such as cost management, profit-making, and problem-solving, etc. While the aim of “group processes” isto reveal the manner in which the group ae er aot a team, the way of interaction, resolve conflicts, etc. Organisations adopt various taining Math ake taventure learning in order to develop esprit de corps among the group members. PB «In today’s competitive world, every organisation needs innovative and experienced ) Covetir ernie in ny. One vp thinks out of the box is considered as most creative person and this es eee mae core searching for. Thus, the corporate sectors use various brainstorming methods and xia oganisaionsriqucs to provide such tnining to new employers, which make them pioneer, and more competent with outstanding performance, 8) Di “Training: Diversity taining focuses on increasing awareness about cultural diversity among the employees Training: ‘easant working condition can be developed ina cross-cultural working environment. ‘Ths typ of warning helps employees to cope Up withthe cross-cultural sensitivity issue of0 MBA Second Semester (Human Resource Management) AUC 3.1.7. Training Methods Organisation makes a lot of investment every year on various training and development programmes of its employees. The main purpose of the organisation for doing so is to augment the productivity of the company by enhancing the skills and knowledge of the employees. At one point or another, need for training arises, as the possibility of getting most eligible and trained person every time is very less. Thus, in order to make the employees skilful, training is provided to them by using various training methods. These training methods not only motivate the employees to develop their skills, but also prepare them to meet the upcoming organisational demands. Thus, companies adopt various methods to train their employees. Some of them are as follows: ‘Training Methods ——S aoe On-the-Job Methods | | Off-the-Job Methods Job Met Job Instruction Training ee at ‘Case Study Apprenticeship Role-Play Job Rotation ‘In-Basket Exercise Coaching Conferences | oe ‘Seminar : Group Disceson ‘Sensitivity Training [Link]. On-the-Job Methods On-the-job training methods are based on the concept of learning by doing. In this method, trainees are provided with real job settings to do their jobs. In some situations, they are given sole responsibility to handle the issues on their own and this is how they learn by doing their task. Also, the new employees gain knowledge of what is to be done from the existing employees and improve their skills under the guidarice of experienced ones. This type of training method has become very popular and is used by most of the corporations. Some of the crucial on-the-job training methods are discussed below: 1) Job Instruction Training (JIT): Under this training process, trainees are given instructions systematically ‘one-by-one, These instructions are given by the experienced trainers who are well-known with the techniques and procedures to be used and the functions to be performed during the job. In this training method, the learnets first observe their instructors while performing the task and then follow them by performing the task on their own. This helps the trainers to easily point out the faults committed by the trainees and rectify them as soon as possible. 2) Apprenticeship: It follows the principle of “earning while learning”. In this method, an expert and experienced person gives his knowledge and skills to the trainee who desires to learn that skill. Once the trainee has completed apprenticeship programme, trainee can apply for the permanent job, if there is any. 3) Job Rotation: It is that process in which the employees are given the opportunity to perform the functions of other departments in the organisation. When the employees are rotated from one department to another department or from one division to other division, they gain new knowledge and experience about the 4ifferent jobs performed by different people in the organisation. Job rotation .akes place either in the form of promotions in which the employees are promoted from lower level to higher level or in the form of lateral transfers, in which only the job responsibility changes, but not the position of the employee. Thus, this training method is the best way to transform an employee to an expert. “ 4) Coaching: The guidance given by the superiors of the organisation to their subordinates is called coaching Besides being an unofficial and unplanned training method, it improves the bonding between the employees and their superiors, The senior manager acts as a coach or instructor and guides the employees about how (0 Perform the task and how the mistakes done can be rectified. Later, they also evaluate the performance of these employees. 5) Understudy: It is the method of preparing the trainees to perform the responsibilities of his trainer of 0 occupy the position of his senior in future. In this method, when the superior or manager is about to get‘raining and Executive Development (Unit 3) sn ted fr icate ci fia we crpanisation due to the reasons of transfers, resignation, retirement etc., his position is ae te eezee, Who has received traning under him. This method is different from coaching in ‘anager can select employee from his department for understudy. 6 ets oe method, training is given by a specialised and experienced person. In organisations, ly done by senior employees where they try to enhance the skills of junior employees. Many organisations use mentoring as a nurturi i ibeir employees. if aS a nurturing tool which fosters the understanding and proficiency of [Link]. Off-the-Job Methods Unlike on-the-job training methods, off-the-job training methods are not based on the concept of ‘leaming by doing’ but it follows the rule of “learning by gaining knowledge’. Under this method, the trainees are called upon in a classroom which may be situated inside the company or some outside place such as institutes oF centres to provide the training. Because of outside location, trainee can lear freely without the stress of job work. The main focus of this guidance is to improve the knowledge of the new employees. Some of the well- known off-the-job training methods are as follows: 1) Lectures: When there is a requirement of imparting technical knowledge to the new employees, lecture method proves to be the best way to clear the notion, ideas and hypothesis to the trainee. It is a one-way communication method in which the mentor collects the entire relevant data for the trainees and conveys 8 lecture using various teaching aids such as models, chart papers, visual aids, audio aids, etc. Thus, itis the simplest method of providing knowledge to the trainees. 2) Simulations: This training method depicts a real-life situation of the job that may have happened in the organisation in the past such as damage to any valuable thing, any serious enquiry that may have adversely affected the company, any mistake that had costed the company a lot, etc. Several realistic examples can be shown to the trainees to prepare them to handle the situations accordingly. By this, the organisation prepares the trainees well in advance about what may happen on the job and how they have to deal with these types of situations. This method is used in those industries where on-the-job training can be expensive or destructive, such as, in an aeronautical industry. 3) Case Study: Under this method, the real business cases are framed and they are provided to trainees Trainees have to discuss it and give their ideas on how they would have tackled that situation. This method is called case study method and is one of the very common ways of imparting knowledge based on actual business situations. 4) Role-Play: In this method, trainees are provided with an imaginary or real problem which is generally concerned with the organisation. They are asked to assume identity of a particular person ‘and behave as if they are in that particular situation. In order to enhance their managerial skills, employees can make use of ae a val as and tips given by their mentor while executing their performance. 5) In-Basket Exercise: In this method, the trainee is given all the relevant things like letters, reports, records, te. that are needed by managers. The trainee is given a specific situation which managers confront vecularly, He is asked t assess the situation, prioritise th things, jusiy his reasons and give final decision on the issues raised during the exercise. ‘The exercise gives the manager a snapshot of leaner’ ability to perform the executive functions and roles in the jb. The whole ‘exercise is video-recorded and the concerned ‘candidates are tested on the grounds of proposed set oftheir skills and abilities such as of problem-solving ability, time management, ete 6) Conferences: A structured method of communicating thoughts to large numberof audiences who are Conferences: A siti conference. Expert fom specific elds come together to share ther views tending toe and also obtain answers to their questions, if they have any. 2) Seminars Another word for ‘Seminar’ is “Seed Plot” which means itis « base ground for gaining knowledge ‘These are conducted by ‘experienced and expert people who not only prepare the topic of Knowledge. Thess it in front of leamers but also help them to share thet ideas and explore their views discussion and ef iscusson. Since it focussed on any particular topic, lamers are able to understand the things more clearly and respond effectively.2 MBA Second Semester (Human Resource Management) AUC 8) Group Discussion: It is one of the very common training methods adopted by numerous organisations Under this method, a topic is given to the group of trainees and they are asked to actively participate in it and give their outlook towards the issue. The discussion topic is given on the spot and thus, no time is given to the trainees to prepare the topic. This method not only helps in solving the problem related to an organisation but also creates a higher rate of interest and enthusiasm among the trainees as they are able to share good experience and gain new ideas and knowledge about the subject. 9) Sensitivity Training: As by name, sensitivity training, it is very clear that this training is related to emotions and sentiments. It is also called as T-group training or laboratory training. The assessment is based on the behaviour of ‘one for the other’. This training is carried out to make employees get aware of and respect the feelings and emotions of other co-trainees. 10) Syndicates: Syndicate training method has proved to be very useful for training higher management. In this training method the employees form a group and get united to execute any particular function. This method includes numerous groups who work altogether to achieve the organisational training goals. 11) Simulation: Simulation is a training method that represents a real-life situation, with trainees making decisions resulting in outcomes that mirror what would happen on the job. It means it is a technique which duplicates, as nearly as possible, the actual conditions encountered on a job. Simulation techniques have been most widely used in the aeronautical industry. This training is essential in cases in which actual on the job practice might result in a serious inquiry, a costly error, or the destruction of valuable materials or resources. Simulations enable trainees to see the impact of their decisions in an artificial, risk-free environment. They are used to teaching production and process skills as well as ‘management and interpersonal skills. [Link]. Advantages and Disadvantages of On-the-Job and Off-the-Job Training On-the-Job Training Off-the-Job Training ‘Advantages ] 1) No extra cost is incurred as training is given in normal | Plenty of time is available for training to take place. | office setting and by the same officials. 2) Proper teaching methods are not needed. Individual attention can be given to trainees’ problems and areas of improvement. | 3) Instead of replicated work settings, actual situation is | Favourable for learning as the atmosphere is calm and given to trainees to work upon. stress-free. 4) Trainees become familiar to job setting right from the | No scope of disturbance is there: hence wainees can feel beginning. more concentrated. | 5) It proves fruitful for the organisation as trainees also | It is less risky to implement ideas and suggestions given contribute in departmental works. by trainees, as itis done on simulated work settings. 6) Training can be steered as per the current needs. Itinspires the trainees to work upon their own growth and development. | Disadvantages 4)_Its difficult to identify the cost incured in taining. [ Cost is incured in various extemal avangements, 2) Due to actual job setting, threat persists to machinery | Trainees cannot get acquainted with actual job setting and other office equipment. and the real work situations. 3) Training may not be very effective as itis not imparted | It might be challenging i might be cl \g to create a replicated work by any professional trainer. environment. " 4) Less time is given to trainees as the employees also | Trainees might face issues as they have | some heed to tackle their routine work simultaneous! other place. vaneesay 5) Its difficult to adjust with some odd, irregular, and It might be problematic for trainees to appl ‘unconventional characteristics of trainees. eas training knowledge in actual work settings as they are being trained in simulated settings {tis a time-taking process and involves various additional expenses. ©) Trainees might feel pressurised in working among experienced employees.ET sod Executive Development (Unit 3) = 41.74, _ Difference between On-the-Job & Off-the-Job Training ‘On-the-Job Training Offahe-Job Training | Tr is non-economical method and requires separate investment. for training rooms, trainers, tools and Te a raining meio employee od are walned while Sorting inthe organisation. Thus the peoaucton sng Productivity fs not This waining method provides quick Wesaha as GOW Employees Mart performing their functions ay soon as sible ry "The working of the tanees Ts obseed By Tet management or the supervisors. We? a ‘equipment for the training process. ‘Under this method, employees are taken away from the job pressures and thus, there is no productivity during that period, The new employecs may have a nec ‘qualification first and then they are their function. ‘acquire Knowledge and guidance under a wel -d to acquire the | lowed to perform Hi 3 The taining process may get disturbed due to disruptions created by people or machines. experienced and specialised instructor. There are no chances of disturbance as the (raining process takes place far away from the organisational Lectures, conferences, group discussion, ease studies are examples of off-the-job training. r Examples of on-the-job training methods are job rotation, apprenticeship, mentoring, etc. 3.18. Process of Training There are various steps in the training process that should be followed systematically, so that the training can become successful. These steps are shown in figure 3.1: 1) Assessment of Organisational Objectives and = Strategies: Before starting taining process, it is Ss important to assess the objectives and strategies of the + organisation. Organisations should be clear about their Exablishment of Training Goals business goals, strategies, and their vision. Unless and t until all these things are clear, the organisation will not be SS ee ale to assess the potential and weakness of its workforce. poe rere 2) Training Needs Assessment: Many organisations Se spend a lot of money on various training and = — 1e Progra development courses. But such a huge investment on these processes is useless until the management is aware about" the needs of these training programmes. <= Therefore, training needs should be identified to help : the employees to deal with present as well as future challenges of the company. 3) Establishment of Training Goals: The goals of training programme play a significant role as without them may taining moeramme eannot be constructed and the effectiveness of that programme cannot be Fea ee ee araenyesessing the needs of the training, itis necessary to establish apparent and assessable ‘purpose that can be understood easily by the employees. Though the altitude of any individual is Purpose that cai ng up a certain standard can help the organisation to achieve the expected results. So ypu Programme: Once the goals or he tinng series are established Designing Training and Devcon! Poe prs fort screaming and Sevlopnen programe al cr fea oh arf mon top ate that ry most OxPeri chin the programme. It includes a brief introduction about the entire programme and that may be ruired within th Pra the need for this taining, how this taining can prove fo be eee ails are et impact this training is going to have on their skill improvement, ete. BY : After designing of instructional programme, it is the time f Execution of Traini > : we for the chesulion of thik programme, To carry-out training Process, firstly an organisation has to search for a come oF thls Progra tainees can be called and then the other arrangements are done such as timings, Fee ere rogram is conducted under the uidance of expert and the progress of trainees is fed by the supervisors. Evaluation of Results |: Process of Training84 MBA Second Semester (Human Resource Management) AUC. The trainers engaged for this programme should have perfect knowledge about the company’s history, its objectives, and its working environment, He should also have good communication and creative skills. But implementation of any training programme is not an easy task and thus brings certain problems with it Sometimes, the problems are related to the managers as they do not want to waste their efforts in such training programmes and hence it becomes really difficult to find appropriate instructors. 6) Evaluation of Results: Since an organisation invests a lot of money on training and development process, their results have a great impact on the productivity of the organisation, therefore, evaluation of training js necessary. Evaluation results mainly ensure whether the training process’has proved to be useful to the employees as well as to the organisation or not. Though, there are large numbers of organisations who take this process very leniently, but if the assessment is done systematically it enhances the performance of the employees as well the organisation. 3.1.9. Benefits/Importance of Training Importance of training can be underlined as follows: 1) Decrease in Production Expenditure: Training helps the employees to do their work to the best of their abilities in the most economic way. It results in maximum use of resources available within the organisation. This helps the organisation to cut their cost on re-work and non-economical methods, 2) Reduces Chances of Accident: A trained person uses machines very efficiently; as he has been taught to use it to the full capacity, which reduces the chances of accident or mishaps. 3) Steadiness in the Organisation: Training helps the employees to work efficiently. This helps the organisation to free a person, who is supervising them. It also boosts confidence of the employees, who work without absenteeism and with dedication. 4) Increases Employee’s Confidence: The trained workers are able to do their jobs in appropriate ways and can understand the procedures and methods without any difficulty. Hence, employees gain confidence and start working with their full potential to attain job satisfaction. 5) Improved Levels of Quantity and Quality: Training leads to better production of the goods in large quantity, which are qualitatively superior as well. : 6) Identification of Efficient and Non-Efficient Employees: Training helps to differentiate between an efficient and non-efficient person. With the help of training, it is easy to find the person who is able to learn and perform the tasks quickly and those who are slow learner and performers. 7) Minimum Need of Supervision: If a trained person is operating machinery, there will be no need of supervisor; as the employee himself is sufficient enough to do a good job. 8) Useful for Managers: As managers are free from the workload of supervision, it becomes easier for them to focus on other vital issues of an organisation. 9) Improves Understanding Power: Training gives the person better understanding of the procedure in which he is involved. One can understand the technical details of the procedure on his own, which helps in delivering better results3.1.11. Resistance to Training In the corporate world, resistance to training is a big hurdle for many trainers and instructional designers. Resistance is a term applied by trainers in context of reluctance of employees to learn new ideas, concepts and patterns. Employee training is much needed for achieving success. Despite the significance of training in the success of employee and the organisation, training is generally resisted by both the managers and the employees. They may argue that training has nothing wo do with their work improvement but it is only distracting them. However, it is the responsibility of the trainer to make them realise that training is an {important part of their employment and it is essential for them. Different sources of resistance to training are discussed below: 1) Group Resistance: If the objectives of the training programme are assumed to be conflicting with the group objectives, then any person co-operating with the trainer is seen as a traitor. For example, 3 teamwork programme aimed at improving the productivity might be seen as responsible for lay-offs im the organisation. Under such circumstances, employees may collectively protest against the programme and this should be tackled in the following manner: i) By taking the issue head-on and not avoiding it. ii) By dealing with the opponents when there is no reconcilement. iii) By not blaming a particular person. iv) By pointing out feelings and beliefs and confirming that some people may have problem. ¥)_ By showing interest in employees’ grievances. y Resistance to Change: People will initially find it very dificult to adopt altogether new approaches for they have been accustomed to their work in a certain way Under such circumstances, one may adopt following strategies to tackle resistance to change by: i) Motivating individuals to adopt smatler changes . ii) Motivating them 10 adopt and practice new skills without fear of being masked Pon. iii) Discovering the reason for resistance and encouraging interaction oo dhe subject i) Showing the new practice by doing it oneself and geting opinion on it ) Collecting the positive opinion of individuals and propagating 3) Fe A ring Foolish: A person may not uy 2 new idea or practice because of the inherent fear of s sang epreering folish in font of bers. Te fear of embarrass may 09 Povple Hors wloping mone productive techniques of work. Following strategies may be adopted to tackle this situation by i) Developing at understanding that taking isk is essential for suscess ii) Discouraging negative alsnosphere inthe organisation, itty ing the atmosphere light and lively without any pressure on employees,~ 86 MBA Second Semester (Hunan Resource Mangement at 4) Uncertain Goals and Objectives: Generally, many individuals are sent to the workshop with incomplee oF no information about the objectives of training. Under such a situation, they may become aggressive particularly when their training has limited application in their field. They may withdraw from the training Programme or become unresponsive, thereby creating negative influence over others. Following are some of the strategies for tackling this situation: i) Speaking with the participant and empathising with them to find a solution to their problem, ii) Offering to help in their problem by joining their learning requirement with the programme and allowing them to share their experiences with others. iii) Offering to help after sometime when their present problems cannot be resolved quickly. iv) Re-negotiating the objectives of learning programme and modifying them to bring them in conformity with those of the leamers. If not possible, atleast individuals should be given an opportunity to express thei3.4. EXECUTIVE DEVELOPMENT PROGRAMME 3.4.1. Meaning and Definition of Executive Development Now-a-days, more than ever, the focus of organisations is on human resource, and in this competitive global business environment, human resource is an asset that plays a predominant role in positioning the company on the top of the others. Today businesses are in a state of dynamism and flux in every field. If organisations want to succeed and grow, efficient managers and executives who are capable of enhancing and updating their skills to match fast-changing needs are required in such a business environment. Executive development or management development is defined as a systematic process that enables the managers to develop their abilities in order to attain sustained development and growth. Management development is an educational process with the long-term objectives of imparting theoretical and conceptual knowledge to managerial staff. It is not concerned with developing operational skills and technical know-how. ‘Thus, it focuses on a broader educational canvas and has long-term outcomes as goals. ‘According to Dale S. Beach, “Management development is a systematic process of training and growth by Which individuals gain and apply knowledge, skills, insights and attitudes to manage orientation effectively”. According to Flippo, “Management development includes the processes by which managers and executives acquire not only skills and competency in their present jobs but also capacities for future managerial tasks”. Accordi tz and Donnell, “Manager Development concerns the means by which a person cultivates those skis Such application will improve the efficiency and effectiveness with which the anticipated results of a particular organisational segment are achieved". 3.4.2. Characteristics of Executive Development fi development are as. follows | DOnguing proce Mealy, CPhelopment of managers is Ga ongoing procedure, spanning the whole iy cr of the managejnent personnel of an organisation. However in India, management occupational career OF te an unsYetematic and periodic activity, failing to fulfil the desired organisational development vas peaizan philosophy has considered management development to be a systematic and needs. In contrast, ongoing process in any organisation «activity: (Organisational goals and needs are in @ continuous state of chan a Senate ‘Activity: Organi : fea Ca vanagers to be ever to update and enhance their skills and knowledge) Managemen juiring managers t0 opment processes necd 10 tap the potential of managers and develop their skills and Knowledge so as fevelopment s nk to fill the gap between # Process as organisations move "I heir present competencies and the future demands. This should be a continuous p the ladder of changeET - - MBA Second Semester (Human Resource Management) ale 9) Change in Attitude and Perception: Attitudes and traits of human beings are the basis of thei decisions and actions. The complexity of actions cannot be understood without understanding the attitudes underiying these actions. Management development programmes are directed towards understanding the anders attitudinal and behavioural perspectives with the help of simulating sessions. Once these eee Properly planned management development programmes can be undertaken to achieve the age in attitudes With change in perceptions and attitudes, meaningful behaviour and improved interpersonal skills can be achieved, which are essential for effective management, 4) Achievement of Greater Managerial Competence: It is necessary to devise management development Programmes considering issues like employees’ age mix, situations leading to confusions aT needs of motivation, and habits ‘Gosh Programmes bring about improvement in managerial functions, making managers and executives more competent, effective and result oxen order to optimally utilise the potential of managers and executives, they need to be accustomed with the complexities of managerial Stress and strain through various management development programmes for achieving organisational goals, 5) Scaling Down Deficienciess(Managerial development programmes are directed towards determining work. related individual deficiencies and identifying the measures to overcome them.)This enables the organisation to reap immense benefits in terms of obtaining better function :! output from it managers and executives. 6) Promoting Self-Development: Simulation sessions re-enact live situations in classrooms. This helps to sharpen interpersonal skills and the likes, before managers actually face such live situations. Thus, (management development prepares them to face future ctalleages Jntration between managers facilitates learning from each other. Thus, these management development programmes(promote self-development through simulation and observatioity 3.4.3. Objectives of Executive Development Objectives of executive development for various levels of management are given below: 1) Top Management i) To widen the perception of every manager about his position, role and responsibilities within the organisation and outside it. ii) To enhance ihe thought process and the ability to analyse in order to. pinpoint the problems and make the best decisions which are for organisation's good. iii) To recognise technical, institutional and economic influences in order to tackle business related issues. iv) To determine various problems generally faced by the organisation and foresee future problems so that precautionary actions can be taken. v) To gain knowledge about problems related to human relationships. 2) Middle Line Management i) To be absolutely clear about managerial duties and activities. ii) To develop problem-analysing abilities and corresponding competencies to take the required action. ii) To acquaint managers with the effects of business laws, financial accounting and business statistics on managerial functioning. 1v) To impart knowledge of all aspects of managerial problems and be acquainted with, and be aware of the importance of interdepartmental relations. ¥) To understand the role of motivation and interpersonal relationships in performing management functions efficiently. vi) To inculcate a sense of responsibility among managers to play leadership roles effectively. 3) Middle Functional Executive and Specialists i) To enhance the knowledge of business operations and functions in particular areas like marketing. finance, production, and human resource. ii) To increase the level of expertise in management techniques like operations research, quality control, work study, ete. iii) To stimulate out-of-the-box thinking so as to establish improved methods and procedures. iv) To understand various organisational functions, ¥) To comprehend problems related to human relations. ¥i) To develop problem-solving ability in one’s functional domain.3.4.6. Common Practices/Methods of Executive Development The methods of executive development are as follows: ‘Methods of Executive Development ee arr Oft-the-Job Methods [coaching |~case Sty sion Incident Method {Understudy Role Playing [Mentoring In-Basket Method [Commitee Assignments Business Games [Planned Progression Sensitivity Training + Creation of “assstan1o" Positions Paper eai rmlation Temporary Promotions Temporary Grid Training Conferences Lectures Special Projects 3.46.1. On-the-Job Methods Various on-the-job methods include the following: 1) Coaching: In this method, {he trainee is coached by a supervisor who instructs the trainee and imparts job- related knowledge to hist)‘taining and Executive Development (Unit 3) ” 2) Job Rotation: Job rotation is a method of development which is specifically used for to match : el wi pecifically used for managers the manager's present skills and the skills which are necessary for the future job. 3) Understudy: This technique isa type of management modelling in which a present or prospective manager is assigned to Work with a senior manager for a particular time duration. An individual may undergo the process of understudy when the organisation aims to develop an individual for a higher managerial post. For obtaining broader base and perspective, understudies are rotated among various managers. 4) Mentoring: Mentor is defined as a wise and trusted guide or advisor(In an organisation, a senior manager acts as @ mentor to a junior member of staff) Thus, mentoring has a vital role in conveying knowledge and skills from a senior manager to a junior employee. Such skill sets may include technical know-how, relationship skills, tact and diplomacy. Mentoring is therefore ({mportant for the growth of both the management personnel and the organisation, > 5) Committee Assignments: It is also referred to as junior board or multiple management.(A junior board is set-up to act as a shadow of the board of directors)to enable young managers get some insight into the intricacies involved in managing a company insights about decision-making, strategy conceptualisation and policy formulation(The junior board is aimed at grooming young and energetic managers for efficiently shouldering higher responsibilities in future, which also helps succession planning.) 6) Planned Progression it is a method used by organisations to give managers a clear picture of their way to growth and developmeni gers are made aware of their present status vis-a-vis their skills, knowledge and performance and aso of a corresponding idea about the future. A manager thereby knows the inputs that may be required for progress to the achievement of his goal. For example, a Junior Engineer may have information about his progress path from his present position to becoming a Senior Engineer and then a Head of Department and finally Works Manager. It may be erroneously viewed by the progressing manager as a frictionless path to the top; however, actually it is a Stepwise approach that requires various tasks to be performed efficiently at every stage. A negative point in this approach is that the employee’s attention on the next level may tum out to be a distraction for the present task, affecting his present performance. 2) Creation of “Assistant-to” Positions:(Creating an “Assistantto” position is often opted for in order to widen the outlook of a trainee by assigning him a position that enables him to assist and work closely with an experienced manager,)who can then observe the trainee closely to determine his developmental needs. ‘The manager can assigo%pecific jobs to the trainee with an aim to evaluate the trainee's competency on the specific job, as well as his decision-making abilities. This method can give better results if the manager is avo an adept trainer, as he can develop skills of the trainee until the trainee becomes capable of shouldering ‘managerial responsibilities. 8) Temporary Promotions: Many a times, én individual is appointed as an “acting” manager in of a manager who, e., may be on a leave or on an outstation duty or when a post has fallen vacant femporary promotion is a win-win situation for the organisation and the acting manager) Organisation gets benefited as the managerial post is now being looked after and is no more empty, whifé in turn the acting manager gets the benefit of experience and developmental opportunities. Such a practical experience, in contrast to theoretical knowledge, can be extremely valuable for the acting managers because they get on-the-job training for a senior-position task. However, if the acting manager is lacking the enthusiasm to learn or the skills te deliver results, neither the acting manager nor the organisation gets benefited. 34.6.2. Off-the-Job Methods Following are the off-the-job methods of management development: 1) Case Study: Case study is a very useful technique, particularly for developing an executive's decision- ‘making and analytical skills. 2) Incident Method: Incident technique, devised by Pay! Pigors, aims to develop intellectual ability, practical judgement chills, and social awareness of managersClncidents are modelled on the basis of actual situations that had occurred in other organisations. In this technique, trainees are developed using a group process.) 2) Role-Playing: Role-playing is @ technique that helps the executives to understand individuals better. is Methed etic tinves to learn from imaginary experiences that they get through role-play98 ‘MBA Second Semester (Human Resource Management) AUC 4) In-Basket Technique: This method helps to develop organising, planning and problem-solving skills. The in basket technique places executives in real-life situations wherein they are asked to execute typical management activities and tasks which are required to be carried-out on a daily basis, in the normal course of their job. 5) Business Games:(This method helps to develop organisational ability, quick thinking and responses, and Jeadership qualities: 6) Sensitivity Traininig( Sensitivity training aims to develop an executive's ability to respond to effective changes in his interpersonal environment. It includes sensitivity to emotional feelings of self and others. An important benefit desired is increased awareness in executives about their own behaviour and how ottiers see their actions, better sensitivity to other's behaviours, and a better understanding of various group processes 7) Simulation{ Simulation effectively helps to develop decision-making skills, which can be put to good use for solving problems in the shortest possible time,) 8) Grid Training: The managerial grid, a six-phase technique, was conceptualised by R.R. Blake and Jane S. Mouton of U.S.A. It takes into account five principal managerial styles; these styles represent different combinations of the two attributes, viz, (concem for people” and “concer for production”)This technique helps to develop quality of leadership in eXecutives over a long timeframe. 9) Conferences: Attitudes are deeply ingrained in a person’s psyche; hence it is difficult to bring about radical changes in attitudes. This method@evelops an executive’s ability to modify his attitudes, as and when need arises, for the benefit of the organisation.) 10) Lectures Lecture is a mode of delivery of information from a lecturer to the audienes> It is used for management development since earlier times. This is best suited to transmit more knowledge in a short time period to a large pool of managers. Its drawback is that it is a one-way transmission of information and hence does not enable active participation of the audience. 11) Special Projects: In this technique(a traince is assigned a project which is linked closely to the objectives and targets of his department. An example of such a project is the “action learning” project) which is so called because the trainees on this project can learn through action. In this project, the management generates real problems for the trainees to tackle. Trainees might also be provided a written assignment that specifically mentions the aims, target dates, action plans and the name of the supervisor for keeping an eye on the assignment until its completion. 3.4.7. Benefits/Importance of Executive Development Importance of executive development is as follows: 1) Ttenhances leadership qualities and problem-solving abilities of managers. 2) It facilitates the development of those trainees who have a good grasp of the fundamental principles of management, possess the capability of working in a team, leading a team as well as coordinating the worker's activities with time, familiar with resources and machinery to become an effective supervisor. 3) Itenhances the efficiency of supervisors in training and developing their workers, both old and new. This is done to make them competent to perform their present and future tasks to adapt according to the changing strategies and goals of the organisation, 4) It promotes and maintains good relations between managers and labour by fostering better understanding of organisational rules and policies, including the correct interpretation and implementation of the collective bargaining agreements. 5) Itpromotes and helps to maintain excellent employee relations by providing training with regard to interpersonal relationships, inspiring them to achieve better performance by understanding their strengths, weaknesses and personal characteristics, and by encouraging them to maintain proper attitude towards their work. 3.4.8. Limitations of Executive Development ‘Though a company receives many benefits from these development processes but there are several drawbacks of administration development procedure. Some of its limitations are as under: 1) Lack of Top Management Support: Each and every function taking place in an organisation needs the guidance and supervision of the higher authority. Without the cooperation and coordination of higher authority, accomplishment of goals becomes a bit difficult. In simple words, it can be said that support of‘Training and Executive Development (Unit 3) ° top management is essential for any development programme to become successful. There are two ways in which top management can help in making any development process successful. These are as follows: i) Taking initiatives to participate vigorously in any development plan of the establishment. fi) Creating a suitable atmosphere for the trainees during management development programme. 2) Refusal to Change: Change is the necessity of time. Thus, to attain the organisational objectives, the changes have to be accepted by all the employees. However, the things do not move so easily. There are very few competent employees who can simply adapt themselves according to the changes in the organisation. On the other hand, there may exist certain individuals who resist modifying themselves. But, for proper implementation of any growth programme and in order to improve the working style of the authority, these employees need to adjust as per the changing situations. 3) Miscommunication: Organisation's vision about development must be clear to all the employees. For this, constant communication is required among the employees throughout the organisation. Any kind of miscommunication about the changes taking place in the company may adversely affect the positive ‘outcome of the management development. 4) Lack of an Action Plan: Action plans are very essential for incorporating any kind of change in business. Without action plans, it is impossible for the organisation to move forward in the business process. Action plans give the right direction to the organisation on which they can successfully achieve their predefined objectives and meet the deadlines. Any flaws in the action plan can cost heavily to the organisation as well 4s to growth of its staff. Thus, frequent meetings can be conducted to oversee the progress of the action plan and opportunity should be given to the employees to express their ideas about the new developmental strategies. 5) Absence of Job Security: When an organisation is unable to provide a work security and steadiness to its employees, it obviously lowers down the morale of employees and hampers their smooth functioning, which in turn negatively affects the development of the management staff. 6) Frozen Supervisors: Sometimes, limited growth opportunities are available in the company which keep the managers frozen. It adversely affects the management development as their chances of getting promotion are very less. They feel as if they are fenced within their job responsibilities and are unable to get any enrichment in their working experience. 7) Social Inhibition: Absence of job security and less chances of promotion makes the employee stressful to think about other aspects of his life such as family, friends, career, future, etc., which in tum hinders his development. 8) Stressed Industrial Relations: Cordial industrial relations between the higher authorities and the employees are very crucial for the overall development of managers. Superiors do not get enough time to motivate their subordinates because of their busy schedule which may create a relation of fear in the employees, and hence their chances of growth naturally diminish. But, if the relation between the two is smooth and adjusting, it eventually creates a suitable environment for their mutual development. Therefore, if the managers are able to build cordial relations and give congenial environment to their subordinates, they can easily retain good and quality workers for a longer period of time. 3.4.9. Difference between Training & Development Basis of Difference Training sats oo 1 Training is mainly concemed — wit velopment concerned with enhancing DRatare [eine ot practical, echnical and | thot and conceptual knowledge of manages mechanical skills ofthe trainees. “ D Emphasis | Training emphasises on the proficiency and [Development programme emphasises on the : Tring cana oe sca Sete Se eae fora specific job. ‘those functions which are of non-technical nature. It also improves the understanding of the employees, 3) Relevs Training programmes are more relevant and |The development process is more relevant for the ‘ance | beneficial forthe non-managerial staf. higher authorities such as managers and supervisors, 9) Focus “Training focuses on preparing the leamers for| Development focuses on preparing the trainees for current job opportunities. upcomizz job opportunites.Sc 100 MBA Second Semester (Human Resource Management) 3) Goals The main goal of training agenda is to atain short] Development processes aim at achieving growth aap) objectives. retaining it for a longer duration of time, 6) Orientation | The training plans are occupational by nature and | The development process is personnel-oriented ay j) are mainly job-oriented. inspires the managers and executives to become more inventive, enthusiastic and loyal towards the ‘organisation 7) Process Training is conducted for a particular duration | Development is a long-term process that continues and thus, is a short-term process. for the entire lifetime of an individual in one way oy the other a 8) Growth In training methods, the growth mainly occurs in| Development programmes focus on the overall’ Opportunity _ | the particular skills of the trainees. growth of the personnel. 9) Motivation —_| Under training programmes, the motivation is|In development programmes, the growth of an| given by the external factors such as organisation | employee completely depends upon the intemal) ___| and the trainer. motivation of the learner. _ 10) Voluntary/ | Training is not voluntary but obligatory for the | Development programme provided for m: Imposed employees to fulfil the standards of the company. | is voluntary in nature and cannot be forced on the higher level employees. | 11) Relationship | The correlation between the learning process and | The employees have clear understanding about the with Career career advancement is uncertain to _ the | association between the individual development and Development _ | employees. career advancement of the individual, _| 3.5. SELF-DEVELOPMEN 3.5.1. Meaning and Definition of Self-Development Self-development is also referred to as personal development or personal growth, which means to develop oneself or an individual. The concept of self-development is both relative and subjective. Different people cai perceive it differently. A spiritualist considers it in terms of feelings and gaining higher consciousness. On the other hand, a scientist considers it in terms of success in his scientific efforts or learning. Whereas, a sportsman considers it in terms of making new records. Self-development can be defined as development of one’s abilities. However, it should be noted that the development of an individual may not be fully achieved, i.e., the potential of his abilities is not fully realised. Self-development can be attributed to that particular behaviour which managers consciously adopt to attain certain personal objectives. Manager set goals and objectives and implements certain measures for achieving them. According to Stewart, “Self-development is defined as individuals improving their knowledge, skills, and abilities through their own self-directed efforts.” According to Pedler, Bourgoyne and Boydell, “Self-development is defined as personal development, with the manager (or employee) taking primary responsibility for her or his own learning and for choosing the means to achieve this.” 3.5.2. Need of Self-Development The need for self-development arises due to following reasons: 1) Generally, all managerial jobs demand high level of self-development. However, with changes in the environment, there is increasing requirement for a creative and flexible approach 2) Despite work pressures, managers need to maintain work effectiveness. 3) Certain managerial roles requiring extensive changes demand even greater capacity for self-development. Such roles demand technological changes, new markets, modified organisation structure, or innovative challenges. 4) Individuals aspiring to move into more challenging roles also require self-development, particularly when they are switching between different career options. 5) A high level of self-development is required when the manager strives to become more energetic, receptive. resourceful and creative.