MBA606_Human Resource Management(Draft 3) (1)

RECRUITMENTPROCESS Recruitment is a process of finding and attracting the potential resources for filling up the vacantpositions in an organization. It sources the candidates with the abilities and attitude, which arerequiredforachievingtheobjectivesofanorganization. Recruitment process is a process of identifying the jobs vacancy, analyzing the job requirements,reviewing applications,screening,shortlisting andselecting therightcandidate. To increase the efficiency of hiring, it is recommended that the HR team of an organization followsthefivebestpractices(asshowninthefollowingimage).Thesefivepracticesensuresuccessful recruitmentwithoutanyinterruptions.Inaddition,thesepracticesalsoensureconsistencyand complianceintherecruitment process. Fig4.1RECRUITMENTPROCESS Recruitment process is the first step in creating a powerful resource base. The process undergoes asystematic procedure startingfrom sourcing the resources to arranging and conductinginterviewsandfinallyselectingthe rightcandidates. RecruitmentPlanning Recruitment planning is the first step of the recruitment process, where the vacant positions areanalyzed and described. It includes job specifications and its nature, experience, qualifications andskillsrequiredforthejob,etc. Mona This table is in color [it may have 45 beenliftedfromthenetdirectly].Pleasemakei tblack and white so that the printing CUIDOLSELFLEARNINGMATERIAL(SLM) ispossible as the writing is in white color.Ifcolorsareremoved - thenprintingwillnotbe clear.

A structured recruitment plan is mandatory to attract potential candidates from a pool of candidates.Thepotentialcandidatesshouldbequalified,experiencedwithacapabilitytotaketheresponsibili tiesrequiredtoachievethe objectivesoftheorganization. IdentifyingVacancy The first and foremost process of recruitment plan is identifying the vacancy. This process beginswith receiving the requisition for recruitments from different department of the organization to theHRDepartment,whichcontains−  Number ofpoststo be filled  Number ofpositions  Dutiesandresponsibilitiestobeperformed  Qualificationandexperiencerequired When a vacancy is identified, it the responsibility of the sourcing manager to ascertain whether theposition is required or not, permanent or temporary, full-time or part-time, etc. These parametersshould be evaluated before commencing recruitment. Proper identifying, planning and evaluatingleadstohiringofthe rightresource fortheteamandtheorganization. JobAnalysis Job analysis is a process of identifying, analyzing, and determining the duties, responsibilities, skills,abilities, and work environmentof a specific job. These factors help in identifying whata jobdemandsandwhatanemployeemustpossessinperforming ajobproductively. Jobanalysishelpsinunderstandingwhattasksareimportantandhowtoperformthem.Itspurposeis to establish and document the job relatedness of employment procedures such as selection,training,compensation,andperformanceappraisal. Thefollowingstepsareimportantinanalyzingajob−  Recordingandcollectingjobinformation  Accuracyincheckingthejobinformation  Generatingjobdescriptionbasedontheinformation  Determining the skills, knowledge and skills, which are required for the jobThe immediate products of job analysis are job descriptions and job specifications.JobDescription Job description is an important document, which is descriptive in nature and contains the finalstatementofthejobanalysis. Thisdescriptionisveryimportantforasuccessfulrecruitmentprocess. 46 CUIDOLSELFLEARNINGMATERIAL(SLM)

Jobdescriptionprovidesinformationaboutthescopeofjobroles,responsibilitiesandthepositioning of the job in the organization. And this data gives the employer and the organization aclearideaofwhatanemployeemustdo tomeet therequirementofhisjobresponsibilities. Jobdescriptionisgeneratedforfulfillingthefollowingprocesses−  Classificationandrankingofjobs  Placing and orientationofnewresources  Promotionsandtransfers  Describingthecareerpath  Futuredevelopmentofworkstandards Ajobdescriptionprovidesinformationonthefollowingelements−  JobTitle/JobIdentification/OrganizationPosition  JobLocation  SummaryofJob  JobDuties  Machines,MaterialsandEquipment  ProcessofSupervision  WorkingConditions  HealthHazards JobSpecification Job specification focuses on the specifications of the candidate, whom the HR team is going to hire.The first step in job specification is preparing the list of all jobs in the organization and its locations.The secondstepistogeneratethe informationofeachjob. This informationabouteachjobinanorganizationisasfollows−  Physicalspecifications  Mentalspecifications  Physicalfeatures  Emotionalspecifications  Behavioralspecifications Ajobspecificationdocumentprovides informationonthefollowingelements−  Qualification  Experiences 47 CUIDOLSELFLEARNINGMATERIAL(SLM)

 Traininganddevelopment  Skillsrequirements  Workresponsibilities  Emotionalcharacteristics  Planning ofcareer Job Evaluation Jobevaluationisacomparativeprocessofanalyzing,assessing,anddeterminingtherelativevalue/worthofaj obinrelationtotheotherjobsinanorganization. The main objective of job evaluation is to analyze and determine which job commands how muchpay. There are several methods such as job grading, job classifications, job ranking, etc., whichareinvolvedinjobevaluation.Jobevaluation formsthebasisfor salaryand wagenegotiations. RecruitmentStrategy Recruitment strategy is the second step of the recruitment process, where a strategy is prepared forhiring the resources. After completing the preparation of job descriptions and job specifications, thenextstepistodecidewhichstrategytoadoptforrecruitingthepotentialcandidatesfortheorganization. Whilepreparingarecruitmentstrategy,theHRteamconsidersthefollowingpoints−  Makeorbuyemployees  Typesofrecruitment  Geographicalarea  Recruitmentsources Thedevelopmentofarecruitmentstrategyisalongprocess,buthavingarightstrategyismandatory to attract the right candidates. The steps involved in developing a recruitment strategyinclude−  Settingupa boardteam  Analyzing HR strategy  Collectionofavailabledata  Analyzingthecollecteddata  Settingtherecruitmentstrategy SearchingtheRightCandidates 48 CUIDOLSELFLEARNINGMATERIAL(SLM)

Searchingistheprocessofrecruitmentwheretheresourcesaresourceddependingupontherequirement of the job. After the recruitment strategy is done, the searching of candidates will beinitialized.Thisprocessconsistsoftwosteps −  Source activation − Once the line manager verifies and permits the existence of the vacancy,the searchforcandidatesstarts.  Selling − Here, the organization selects the media through which the communication ofvacanciesreaches theprospectivecandidates. Searching involves attracting the job seekers to the vacancies. The sources are broadly divided intotwocategories:InternalSourcesandExternalSources. InternalSources Internalsourcesofrecruitmentrefer tohiringemployeeswithintheorganizationthrough−  Promotions  Transfers  FormerEmployees  InternalAdvertisements(JobPosting)  EmployeeReferrals  PreviousApplicants ExternalSources Externalsourcesofrecruitmentrefer tohiringemployeesoutsidetheorganizationthrough−  DirectRecruitment  EmploymentExchanges  EmploymentAgencies  Advertisements  ProfessionalAssociations  CampusRecruitment  WordofMouth Screening/ Shortlisting Screening starts after completion of the process of sourcing the candidates. Screening is the processoffilteringtheapplicationsofthecandidatesforfurtherselectionprocess. Screening is an integral part of recruitment process that helps in removing unqualified or irrelevantcandidates, which were received through sourcing. The screening process of recruitment consists ofthreesteps − 49 CUIDOLSELFLEARNINGMATERIAL(SLM)

ReviewingofResumesand CoverLetters Reviewing is the first step of screening candidates. In this process, the resumes of the candidates arereviewed and checkedfor the candidates’ education,work experience,and overallbackgroundmatchingtherequirementofthejob While reviewing the resumes, an HR executive must keep the following points in mind, to ensurebetterscreeningofthepotentialcandidates−  Reasonforchangeofjob  Longevitywitheachorganization  Longgaps inemployment  Job-hopping  Lack ofcareerprogression ConductingTelephonicorVideoInterview Conducting telephonic or video interviews is the second step of screening candidates. In this process,after the resumes are screened, the candidates are contacted through phone or video by the hiringmanager.This screeningprocess hastwooutcomes−  Ithelps inverifyingthecandidates, whethertheyareactiveandavailable.  Italsohelps ingivingaquickinsightaboutthecandidate’sattitude,abilitytoanswerinterview questions,andcommunicationskills. Identifying thetopcandidates Identifying the top candidates is the final step of screening the resumes/candidates. In this process,the cream/top layer of resumes are shortlisted, which makes it easy for the hiring manager to take adecision.This processhas thefollowingthreeoutcomes−  Shortlisting5to10resumesforreview bythe hiringmanagers  Providinginsightsandrecommendationstothehiringmanager  Helpsthehiringmanagerstotakeadecisioninhiringtherightcandidate EvaluationandControl Evaluationandcontrolarethelaststageintheprocessofrecruitment.Inthisprocess,theeffectiveness and the validity of the process and methods are assessed. Recruitment is a costlyprocess;henceitisimportantthattheperformanceoftherecruitmentprocessisthoroughlyevaluated. The costs incurred in the recruitment process are to be evaluated and controlled effectively. Theseinclude thefollowing− 50 CUIDOLSELFLEARNINGMATERIAL(SLM)

 SalariestotheRecruiters  Advertisementscostandothercostsincurred inrecruitmentmethods,i.e.,agencyfees.  AdministrativeexpensesandRecruitment overheads  OvertimeandOutstandingcosts,whilethevacanciesremain unfilled  Costincurredinrecruitingsuitablecandidatesforthefinalselectionprocess  Timespentby theManagementandtheProfessionalsin preparingjob description,jobspecifications,andconductinginterviews. Finally, the question that is to be asked is, whether the recruitment methods used are valid or not?And whether the recruitment process itself is effective or not? Statistical information on the costsincurredfortheprocessofrecruitmentshouldbe effective. SOURCESOFRECRUITMENT Once the job analysis is completed and the job specification or behavioural competencies areidentified, the next stage is to consider how to attract people who meet the requirements. A keydecision is about whether to recruit internally or externally. Before an organisation actively beginsrecruiting applicants, it should have a knowledge of the sources of supply and methods of tappingthem.Thesourcesofsupplydonotremainconstantbutvaryfromtimetotime.Thesourcesofsupplyof manpowercanbedividedintotwogroups—internalandexternalsources.Internalsourcesrelate to the existing working force of an enterprise while external sources relate to the employmentexchanges, colleges, institutes, and universities. The particular sources and means by which workersare recruited vary greatly. It depends upon management policy, the types of jobs involved, the supplyof labour relative to demand, and labour market. In deciding which recruitment source to use,consider (a) the nature and size of the company; (b) the level of vacancies to be filled up; (c) thenumber of vacancies to be filled up; (d) budget allocation; and (e) the time period to fill the vacancy.Internal Sources: Internal sources are the most obvious sources. These include personnel already onthe pay-roll of an organisation, i.e., its present working force. Whenever any vacancy occurs,somebodyfromwithintheorganisation isupgraded,transferred,promotedorsometimesdemoted. Internalrecruitmentseeksapplicantsforpositionfromamongthosewhoarecurrentlyemployed. Theuse ofinternalsearch,onthe whole,has somemerits:  Itimprovesthemoraleofemployees.  Theemployerisinabetterpositiontoevaluatethosepresentlyemployedthanoutsidecandidates. 3. It promotes loyalty among the employees, for it gives them a sense of jobsecurityandopportunitiesforadvancement.  Itislessexpensiveandjobopeningscanbefilledmorequickly.  Internal candidates are more familiar with organisational policies and practices, and thusrequireless orientationandtraining. 51 CUIDOLSELFLEARNINGMATERIAL(SLM)

However,thissystemsuffersfromcertaindefectsaswell.  Itoftenleadstoinbreeding, anddiscouragesnewbloodfromenteringanorganisation.  Therearepossibilitiesthatinternalsources may“dryup”,anditmaybedifficulttofindtherequisite personnelfromwithinanorganisation.  Aspromotionis basedonseniority,thedangeristhatreallycapablehands maynotbechosen. Internalrecruitmentcanleadtoproblems,however,whenapositionbecomesvacant,manyemployees may be considered for that slot. The likes and dislikes of the managementmay also playan important role in the selection of personnel. Usually, internal sources can be used effectively if thenumber of vacancies is not very large, adequate employee records are maintained, and employeeshave preparedthemselvesforpromotions. Becauseinternalmethods areoften notsufficienttosupply asuitablepool of applicants,mostorganisations make use of external sources to attract potential recruits. External recruitment brings inindividualsfromoutside. External Sources: Among the external sources are included the employment agencies, educationaland technical institutes, casual labour, trade unions, application files and other sources. Externalsourcesprovidetherequisitetypeofpersonnelforanorganisation,havingskill,trainingandeducatio n up to the required standard. Since persons are recruited from a large market, the bestselection can be made without any distinction of caste, sex or creed. However, this system suffersfrom whatis calledthe“braindrain.”Theadvantages of internal recruitmentarebasically thedisadvantages of external recruitment. Labour market considerations are very important in externalsearch. A labour market is a geographic area within which workers seek employment and employersrecruit workers. It is the place where the forces of supply and demand interact. A labour market tendsto be unstructured for the most part; it is unorganised. The procedures by which a company recruitsworkers and the methods by which workers go about obtaining jobs are highly variable. Lack oflabour mobility is still another characteristic of a labour market. One important reason for lack ofmobility is that the average workingman possesses quiteincomplete andinaccurate knowledgeofjob opportunitiesin hislabour market. Wage rate data are not generally made public.A labourmarket is characterised by a great diversity of wage rates for the same occupations. This variation inwages for the same kind of work is caused by many factors. Principal ones are differences among theemployers in their ability to pay, productivity, and management attitude towards wage rates. Certainnon- wagefactorssuchasgreaterjobsecurity,maystillattractandholdtheemployees.Anorganisation mustdecide whether to recruitemployees internally or externally. External recruitmentis limited primarily to entry-level jobs. Jobs above the entry level are usually filled with currentemployees through promotions. Promotional opportunities lead to reduced turnover, increased jobsatisfaction,andbetterjobperformance. 52 CUIDOLSELFLEARNINGMATERIAL(SLM)

RECRUITMENTPRACTICESININDIA. Since1991,thebusinessenvironmentinIndiahasbeendynamicandcontinuouslychanging.Businessorganiz ationshavebeengrowingatveryrapidpaceandglobalizing.Consequently,organizations are now looking for globally competitive workforce. These changing expectations andrequirements have compelled the Indian industrial management to introduce changes in every sphereofhumanresourceactivity,includingrecruitmentandselection. ThefeaturesofrecruitmentinIndiaarethefollowing: 1. Our industrial labour force consists almost entirely of persons with little experience or noexperienceofindustrial lifeandwork.They keepstill stronginfluencesthetradition andvalues of their rural or pre-industrial background. Often thenew recruits to the industriallabour force have great difficulty in adjusting themselves to the rhythm, discipline and socialrelationships in the industrial undertaking, and to the new way of life in the community ofwhich the undertaking forms a part. Their acceptance of the new environment proceeds at aslow pace, and this is often expressed through absenteeism, high labour turnover stoppages ofwork and other facts of protest. Such factors generally become more important when moreadvanced technology is introduced and new problem of manpower replacement are created bythe higherskillsrequired. 2. There is a great disproportion between the number of positions available and the number ofaspirants.Sometimes,theratioisinasmuchas1:100orevenmore.Notonlyistheexpenditure and inconvenience involved in examining a large number of candidates Page 123for a few positions great, but also the spectacle of so many persons making applications andgetting disappointed is a dismal one.Furthermore, the large number of applications thatneedto be processed and the equally large number of candidates who need to be examined andevaluated is an important source of delays. On account of the present conditions of acuteunemployment the chances of incorrect matching of the job and the individual are higher herethan in the developed western countries. The reason for this is that a man whose choice ofemployment is very limited accepts any job that falls to his lot irrespective of his attitude andsuitability. 3. Under the existing statutes dismissal of employees is very difficult, because it requires certainelaborate procedure involving considerable time and money to be followed by a manager. Nomanager likes to follow this procedure. This means a person once recruited is going to bearound longer on any given job and it is not possible to rely on replacement to improve thequality of the work group. The managementmustcountmore on utilizing the skills andabilitiesoftheemployeesthatare alreadypresent thanonreplacing themby more ableones. The above features make systematic manpower planning and will be understood, fair and objectivecriteria for recruitment of special significance to us. But manpower planning has not yet becomepopular and is practiced only by a few big companies in the public and private sectors. Publicundertakingsarebelieved tobegenerallyoverstaffedand havefrequentlybeencriticized bythe 53 CUIDOLSELFLEARNINGMATERIAL(SLM)

parliamentarycommitteesforthis.Inastudy,itwasfoundthatonly20%oftheAmericansubsidiaries and 7% of the local firms undertake manpower planning. Those few companies which doundertakemanpowerplanningutilizenotonlyhistoricaldataonmanpowerbutalsovariousforecasting methods to evaluate their future manpower requirements in term of both quantity andquality. A brief description of how Hindustan Lever a private undertaking performs this function isgivenbelow: First, an audit of internal resources is carried out. This indicates the number of persons who possessdifferent or higher levels of responsibilities. It also reveals the overall deficit or surplus of personnelfordifferentlevelsduringthe planningperiod. Second, with the help of a detailed organization chart it is determined that how many people, at whatlevel, at what positions and with what kind of experience and training would be needed to meet thebusinessobjectivesduringthe optimumplanningperiodof5years. Finally, taking into account the actual retirements and estimated loss due to death, ill-health andturnover, based on past experience and future outlook in relation to company’s expansion and futuregrowthpatternthefinalfigures arearrivedat. The planning is done every year for the coming 5 years. For instance, a plan is made from thebeginning of 1990 to the end of 1994 and the next year the plan covers from the beginning of 1991 tothe endof1995.Thisreducesinaccuracyinforecasting. DIFFERENTIATEBETWEENRECRUITMENTANDSELECTION The recruitment and selection can be differentiated from the following points:Difference Recruitment: (1) Objective–Itaimstoattractmorepeopleforthevacantjobs inorganization (2) Nature–Itisapositiveprocessbecauseitattractspeopleforjobs (3) Meaning–Itisaprocessofsearchingforsuitablecandidates (4) Process–Itinvolvessearching (5) Procedure– Theorganizationnotifiestherequirementsofmanpowerthoughadvertisement,etc.andgives prospectivecandidatesformsetc. (6) Contractofservice– Thereisnotcontractualobligationtotakethecandidateswhohaveapplied.Infact,itis onlya communicationtocandidatestoapplyforjobs DifferenceSelection: (1) Objective–Itaimstopickupthenmostsuitablecandidates forthejob (2) Nature–Itisanegativeprocessasitrejectsnotsogoodforthejob (3) Meaning–Itisaprocessofchoosingfromthelotthebestcandidates. (4) Process–Itinvolvescomparisonsand selection (5) Procedure– TheHRdepartmentaskscandidateswhohaveappliedtopassthetestsevolvedforselectioninstages andthengetselectedforthejob CUIDOLSELFLEARNINGMATERIAL(SLM)

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(6) Contractof service–Selection succeedsrecruitmentand Step8 selected Step7 the thecandidates are given contract of service between the company job andselectedemployee. and give SELECTIONPROCESS Step6 interview The sequence of steps in selection process may also vary from job Step5 people.re Step4 toOrganization to Organization. For example, some Organizations Step3 ception, Step2 maymoreimportancetotestingwhileothersgivemoreemphasistointervie Step1 ws and reference checks. Similarly, a single brief selectionmightbeenoughforapplicantsforlowerlevelpositions,whileap plicants for managerial jobs might be interviewed by a number ofThere are eightstepsin the selection processfollowedbymanyCompanies.Thestepsare screening interview, HIRINGDECISION applicationblank,selection test,selectioninterview,medicaltest,refere nce checks,andfinally thehiringdecision.Lookatfigure 5.1which shows thestepsinselectionprocess. PEFERENCECHECKS MEDICALSTATE SELECTIONINTERVIEW SELECTIONTEST APPLICATIONBLANK SCREENINGINTERVIEW RECEPTION Fig4.2SelectionProcess Reception:ACompanyisknownbythepeopleitemploys.Inordertoattractpeoplewithtalents,skillsandexperi Mona enceaCompanyhastocreateafavourableimpressionontheapplicants’rightfrom -----------------t-h--e---s-t-a-g--e---o--f--r-e--c-e--p--t-ion.Whoevermeetstheapplicantinitiallyshouldbetactfulandabletoextendhelp Pleasechangethe tablesetting.The entirepirntworkhasingoanferiaewnrdylyasanthdeccoouprietedousway. table is over lapping the text already CUIDOLSELFLEARNINGMATERIAL(SLM) 55

onthepage. CUIDOLSELFLEARNINGMATERIAL(SLM)

Screening interview: A preliminary interview is generally planned by large organizations to cut thecost of selection by allowing only eligible candidates to go through the further stages in selection. AjuniorexecutivefromthePersonnelDepartmentmayelicitresponsesfromtheapplicantsonimportantitems determiningthesuitabilityofanapplicantforajobsuchasage,education,experience,payexpectations,aptitu de,locationchoiceetc. Application blank: Application blank or form is one of the most common methods used to collectinformation on the various aspects of the applicants’ academic, social, demographic, work relatedbackgroundandreferences.Itisa briefhistorysheetofa candidate’sbackground. Selectiontesting:Selectiontestattemptstoassessintelligence,abilities,personalitytraitandperformancethr oughsimulationtestsincludingworksamplingandthetestsadministeredatassessment centres. A test is a standardized, objective measure of a person’s behaviour, performanceor attitude. It tries to measure individual differences in a scientific way giving very little room forindividualbiasandinterpretation.Some ofthe commonlyusedemploymenttestsare: Intelligence Tests: These are mental ability tests. They measure the incumbent’s learning ability andthe abilitytounderstandinstructions andmakejudgments. AptitudeTest:Aptitudetestmeasuresanindividual’spotentialtolearncertainskillsclerical,mechanical,ma thematical,etc. Personality Test: It refers to methods of measuring personality factors and the relationship betweenpersonalityfactors andactualjobcriteria. Selection interview:Interviewis the oral examination of candidatesfor employment. Thisis themost essential step in the selection process. In this step the interviewer matches the informationobtained about the candidates through various means to the job requirements and to the informationobtainedthroughhisownobservationsduringtheinterview.Interviewgivestherecruiteranoppo rtunity to examine the personality of the candidate. Interview is an art. It demands a positiveframe of mind on part of the interviewers. Interviewees must be treated properly so as to leave a goodimpressionabouttheCompanyintheirminds. Medical Test:Certain jobs require physical qualitieslike clear vision,perfecthearing, unusualstamina,tolerance of hard-working conditions,clear tone,etc. Medical examination reveals whetherornotacandidate possesses thesequalities. Referencechecks:Oncetheinterviewandmedicalexaminationofthecandidateisover,thepersonnel departmentwill engagein checking references.Candidates are required to give 2 or 3namesforreferencesintheirapplicationforms.Thesereferencesmaybefromtheindividualswhoare familiar with the candidate’s academic achievements or from the applicant’s previous employer,who is well versed with the applicant’s job performance and sometimes from the co-workers. In casethe reference check is from the previous employer, information in the areas such as job title, jobdescription, period of employment, pay and allowances, gross emoluments, benefits provided, rate ofabsence, candidate’s regularity atwork, character, progress, etc can alsobe obtained. Referencechecksare takenasamatterofroutine and treatedcasuallyoromittedentirelyin manyOrganizations. 56 CUIDOLSELFLEARNINGMATERIAL(SLM)

But a good reference check, when used sincerely, will fetch useful and reliable information to theOrganization. Hiring decision: The interviewer has to make the final decision – whether to select or reject acandidate aftersoliciting the requiredinformation through differenttechniques.A careless decisionof rejecting a candidate would impair the morale of the people and they may suspect the selectionprocedure. THESELECTIONPROCESSININDIA The selection processin Indiaisillogical. Becauselarge organization are continuously developingandstandardizingacarefulselectionprocesstochoosethebestpossibleemployeesfortheirorgani zations and the other hand small organization mostly satisfy them with an ordinary process toselect their employees.In fact, quite a few small organizations appointemployeesfor unskilledcadreswithoutputtingthemintoanyofthe formalstepsinthe selectionprocess SUMMARY  Recruitmentis the process of locating and encouraging potential applicants toapply forexisting or anticipated job openings. Certain influences restrain (the freedom of) managerswhile choosing a recruiting source such as: image of the company, attractiveness of the job,internalpolicies,budgetarysupport,governmentpolicies,etc.  Recruitmentisinfluencedbyavarietyofenvironmentalfactors- economic,social,technological,political,legal,etc. The sources of recruitmentmay bebroadly dividedintotwocategories:internalsourcesandexternalsources.Bothhavetheirownmeritsanddeme rits  Recruitment forms a significant function in the personnel process. It involves seeking andattracting qualified candidates from a wide variety of internal and external sources for jobvacancies.  There is little agreement over the relative effectiveness of these sources; each has uniqueadvantagesanddisadvantagesthatdependonthe particularpositiontobefilled.  Questions that are addressed in the recruitment process include: “What are the sources ofqualified personnel?” “How are these qualified personnel to be recruited?”, “Who is to beinvolved in the recruitment process?” “And what inducement does the organisation have toattract qualified personnel?” Indeed, without a sufficient flow of qualified candidates to buildup anefficientworkingforce,the enterprise cannotfunctionefficiently.  Aneffectiverecruitmentprogrammenecessitatesawell-definedpolicy,aproperorganisational structure,effectiveproceduresforlocatingsources,propertechniquesandmethodsfortappingthem,a ndconstantassessment andimprovement.  Selection is the process of choosing appropriate candidate from the obtained application tomatchtherequirements ofthejob. 57 CUIDOLSELFLEARNINGMATERIAL(SLM)

 The purpose of selection is topick up the most suitable candidate who would meet therequirementsofthejobinanOrganizationinthe bestpossibleway.  Themainobjectiveofselectionistohirepeoplehavingcompetenceandcommitment.  Thestepsinvolvedintheselectionprocessinclude:reception,screeninginterview,applicationblank, selectiontest,selectioninterview,medical test,referencechecks,andfinallythehiringdecision.  HiredcandidatesareintroducedtothejobandOrganizationthrough inductionprocess. KEYWORDS/ABBREVIATIONS  Selection:istheprocessofchoosingappropriatecandidatefromtheobtainedapplicationtomatcht herequirements ofthejob.  Recruitment:Theprocessofsearchingthecandidatesforemploymentandmotivatingthemtoappl yforjobsintheOrganization.  Outsourcing:Transferringtheselectionprocesstoathirdparty.  Poaching:Attractingexperiencedemployeesfromcompetingfirms.  E-Recruitment:Takingthehelpofinternetanddatabasesforrecruitmentprocess.  A Competence based Approach: It means that the competencies defined for a role aregenerallyusedastheframeworkforselectionprocess.  Agency sites: These are run by special recruitment agencies. Candidates register online butmay be expected to discuss their details in person before their details are forwarded to theemployer.  Attracting Candidates: This is primarily a matter of identifying, evaluating and using themostappropriatesourcesofapplicants.  Employee Leasing: Hiring permanent employees of another company who possess certainspecialized skills on lease basis to meet short-term requirements- although not popular inIndia. LEARNINGACTIVITY 1. Whataretheimportant methodsusedinyourorganizationforrecruitingmanagementtrainees,managerial,andsupervisoryp ersonnel? ………………………………………………………………………………………………………… ………………………………………………………………........................................... 2. Recallyourfirstappointmenttothepresentorganizationandwritebelowwhichoftheabove- mentionedsourcesofrecruitmentwas usedbythe organization. ………………………………………………………………………………………………………… …………………………………………………………………………………………. 58 CUIDOLSELFLEARNINGMATERIAL(SLM)

UNITENDQUESTIONS(MCQANDDESCRIPTIVE) A. DescriptiveTypesQuestions 1. Identifyand discussthestepsinvolvedintheselectionprocessofanincumbent 2. What is recruitment? List the most important merits and demerits of various sources ofrecruitment. 3. DistinguishbetweenRecruitment andselection. 4. Discusscriticallythevarioussourcesofrecruitments.Howcananorganisationevaluatethe worthofthesesources? 5. Forrecruitingdiverse workforce,whatcriteriadoyousuggesttoadopt? 6. Outlinethe legal,economic,socialandpoliticalconsiderationsinrecruitment. B. MultipleChoiceQuestions 1. Theprocessofchoosingthemostsuitablecandidateforajobamongtheavailableapplica ntsiscalled a. Selection b. Recruitment c. Humanresourceplanning d. Jobanalysis 2. Allofthefollowingare sourcesofinternalrecruitingexcept: a. Transfers b. Promotions c. Advertisements d. jobposting 3. To give an overview of the organization; To informs Organization Vision / Mission andObjectives statement, its structure and hierarchy; To give an overview of the HR policiesand processes and introduction to the Facilities team, IT team and other relevant teams perthelocationofjoining.Followingareobjectivesof:Selectthecorrectoption: a. Induction b. Selection c. Recruitment d. Placement 4. To give an overview of the organization; To give an overview of the HR policies andprocesses and introduction to the Facilities team, IT team and other relevant teams per thelocationofjoining.Following are objectivesof:Selectthe correctoption: 59 CUIDOLSELFLEARNINGMATERIAL(SLM)

a. Induction b. Selection c. Recruitment d. Placement Answers: 1-a,2-c,3-a,4-a REFERENCES  Duari,Pravin.(2010). HumanResourceManagement. NewYork:PearsonEducation.  Dessler,G.(2013).HumanResourceManagement.Delhi:Prentice-Hall.  Flippo, Edwin B. (1966). Personnel/Human Resource Management. New Delhi: TataMcGraw Hills.  Haldar, U.K. AndSarkar.(2012).HumanResourceManagement. NewDelhi:Oxford&IBH.  Dessler, Gary(2000),HumanResourceManagement,(8thEd).NewDelhi:PearsonEducation.  Henderson,R.(1994),CompensationManagementandRewardingPerformance.NewJers ey;PrenticeHall.  https://www.yourarticlelibrary.com  http://en.wikipedia.org/wiki/Recruitment  http://www.michaelpage.com/content/203-human-resources-recruitment.html  http://en.wikipedia.org/wiki/Human_resources  http://www.mavenworkforce.com/recruitment-process.aspx 60 CUIDOLSELFLEARNINGMATERIAL(SLM)

UNIT–5 TRAININGANDDEVELOPMENT Structure Learning ObjectivesIntroducti on Difference between Training and DevelopmentTrainingProcess TrainingMethods Management Development ProcessMethodsofDevelopment. Summary KeyWords/Abbreviations LearningActivity Unit EndQuestions(MCQand Descriptive)References LEARNINGOBJECTIVES Afterstudyingthisunit,youwillbeableto:  Statethedifferencebetweentraining& development  Analysetheprocessoftraininganddevelopmentfunction  Outlinethemethodsoftraininganddevelopmentfunction  Discussmanagementdevelopmentprocess  Identifymethodsofdevelopment INTRODUCTION Every organization needs tohave well trained and experienced people toperform the activitiesrequired to be undertaken. It is necessary to raise the skill levels and increase the versatilities andadaptability of employees to the requirements of an organization in the changing world. Inadequatejob performance results in a decline in productivity of changes. Job redesigning or a technologicalbreak- through require some type of training and development effort. In a rapidly changing society,traininganddevelopmentisnotonly anactivity thatisdesirablebutalsoanactivity thatanorganizationmustcommitresourcesfor maintaining aviableand knowledgeableworkforce. Alltypesofjobsrequiresomesortoftrainingforefficientperformance. Therefore, alltheemployees,new and old, should be trained or retained. Every new employee regardless of his previous trainingand experience needs to be introduced to the work-environment of his new Job and taught how toperformspecifictasks.Moreover,specificoccasionsforretrainingarisewhenan employeeis 61 CUIDOLSELFLEARNINGMATERIAL(SLM)

transferred or promoted or when jobs change. Training is valuable to the new comer in terms ofbetter job security and greater opportunity for advancement. A skill thus, acquired by the new entrantthroughtrainingis anassettotheorganization. Meaning: Training comes next to recruitment selection and placement. It normally relates to the job assignedand is in form of guidance/instructions of performing the job safely and efficiently. It is necessaryand useful in the case of all categories of operative employees, supervisory staff and managers.Training raises their skills and creates confidence and ability to perform job efficiently. It alsofacilitates self-development and career development of employees. In fact, the main purpose oftraining is to develop the human resources within the organisation. Training is the watchword ofpresent dynamic business world. Training is necessary due to technological changes rapidly takingplacein theindustrial field.New machines,newmethods and new techniquesare introduced intheproduction,marketingandotheraspectsofbusiness.Trainingisamustforusingnewmachinesandne w techniquesinbusinessmanagement. Training is normally regarded as a short-term process which non-managerial/operative personnelacquire the technical knowledge and skills for efficientconductof jobs assigned. Itleads toefficient and skilled behaviour of employees. Such training is necessary for rising overall efficientofanorganisationandalsoforachievingorganisationobjectives. Development focuses upon the activities that an organization employing the individual, or that theindividualispart of,maypartakeinthefuture,andisalmostimpossibletoevaluate. Typical roles in the field include executive and supervisory/management development, new- employee orientation, professional-skills training, technical/job training, customer-service training,sales-and-marketing training, and health-and-safety training. Job titles may include vice- presidentoforganizational effectiveness, training manager or director, management developmentspecialist, blended-learning designer, training- needs analyst, chief learning officer, and individualcareer-developmentadvisor. Talentdevelopmentis the process of changing an organization,its employees,its stakeholders,and groups of people within it, using planned and unplanned learning, in order to achieve andmaintain a competitive advantage for the organization.Rothwell notes that the name may well bea term in search of a meaning, like so much in management, and suggests that it be thought of asselectiveattentionpaidto thetop10%ofemployees,eitherbypotentialorperformance. DIFFERENCEBETWEENTRAININGAND DEVELOPMENT Developmentisalong- termeducationalprocessutilizinganorganizedandsystematicprocedurebywhichmanagerialpersonnellearns conceptualandtheoreticalknowledgeforgeneralpurpose. 62 CUIDOLSELFLEARNINGMATERIAL(SLM)

Itcoversnotonlythoseactivitieswhichimprovejobperformancebutalsothoseactivitieswhichimprove thepersonalityofanemployee. Managementdevelopmentreferstoteaching managersandprofessionalstoincreaseknowledge,skills,attitude,neededforbothpresentandfuture jobs. KoontzandWeihrichsaid,“Managementdevelopmentistheprocessapersonmakesinlearninghowtoman ageeffectively.” DaleYodersaid,“Managementdevelopmentistheprocessbywhichfirmsandagenciesseektodevelopmana gers.” Points Training Development 1.Definition Trainingistheprocessofteachingem Managementdevelopmentreferstoteach ployees the basic skills theyneed ingmanagersandprofessionalstoincreas toperformtheirjobs. eknowledge,skills,attitude,neededforfu ture jobs. 2.Present/Future Trainingispresent-dayoriented. Developmentisfuturedayoriented. 3.Participant Trainingprogramsarearranged Developmentprogramsarearrangedforex foremployees. ecutives. 4.Level Itisthelowerlevellearningpr Itisa higher-levellearningprogram. ogram. 5.Area Training is imbibed for Developmentisimbibedforenhancingsp enhancingmuchmoreskillsandknow ecific skills and knowledge to ledgetothe employees. theexecutives. 63 CUIDOLSELFLEARNINGMATERIAL(SLM)

6. Change Skill level is changed Behavior level is changed throughTraining. throughDevelopment. 7.Focused Trainingisanarrowerconceptfo Developmentisabroaderconceptfocu cusedon job-relatedskills sedonpersonalitydevelopment. 8.Aimed Trainingisaimedatimprovingjob- The development aims at relatedefficiencyandperformance. overallpersonaleffectivenessincludi ngjobefficiencies. 9. Instruction Trainingrefersonlytoinstructionin Development refers to technical and thephilosophical,theoreticala mechanicaloperations. ndeducationalconcept. 10.Period Training courses are Development involves a typicallydesignedforashort- broadereducationforlongtermpur termperiod. poses. TRAININGPROCESS: Training programmeneeds tobe prepared andas perthe specificneedsif the organisation.Secondly, training process/ programme needs to be implemented in an orderly manner, failingwhich the net result of training will not be positive/ effective. Training process is lengthy and timeconsuming.It startswiththeidentificationofare actually verifiedthoughevaluationtechnique. Thesteps involvedinthetrainingprocess/programmeareasnotedinthechartgivenbelow: 1. IdentifyingTrainingNeeds: Discovering/identifying the training needs of an organisation is the first step in the systematictraining process/programme. All training activities should be related to the specific needs of theorganisationandalsooftheindividualemployees.Thetrainingshouldstartaftercarefulassessment of the training needs, failing which training process will be misdirected and positivebenefits will not be available. The effectiveness of a training process can judge only with the helpoftraining needsidentifiedinadvance.Fortheidentificationoftrainingneeds,thegapbetween 64 CUIDOLSELFLEARNINGMATERIAL(SLM)

the existing level knowledge, skills, performance and aptitudes of employees and the requiredlevels of knowledge, skills, performance and aptitudes should clearly specified. The program areasthat can be resolved through training process should also be clearly identified. Here, “the troublespots” are to be noted where training may be needed. It should be noted that training is not cure-alltechnique. Trainingneedscanbeidentifiedclearlythroughthefollowing typesofanalysis: a) OrganisationAnalysis, b) OperationsAnalysis,and c) ManpowerAnalysis Organisation analysis relates to the determination of the organization’s goals,its resources andtheallocation as they relate to theorganizational goals.Theanalysis (detailedstudy)of theorganizational goals established the framework within which training needs can be defined moreclearly. The purpose of organizational analysis is to determine where training emphasis should beplaced within the organization. The scope of organizational analysis is wide and includes: 1.Analysisof objectives,2.Recoursesutilizationanalysis,3.Organization climateanalysis,4.Environmentalscanning. Operations Analysis focuses attention on the task or job regardless of the employee doing the job.This type of analysis includes the determination with which the worker must perform the job andthe specific worker behaviour requiredin order toidentify job perform thejob effectively. Thejobsarealsoanalysedinordertoidentifyjobcontents,knowledge,skills,performanceandaptitudesreq uiredandtheworkbehaviour.Asregardsthejobholder,particularattentionshouldbe paid to the tasks tobe performed,the methods tobe used and the performance standardsrequired of employees. The purpose of operations analysis is to decide what should be taught toemployeesforpromisingresults. Manpower analysis reviews the knowledge, attitudes and skills of the worker in each positionanddetermineswhatknowledge,attitudes/skillshemustacquireandwhat adjustments/alterationsin his behaviour he must introduce if he is to contribute substantially to the attainment oforganizational objectives. Thus, in this analysis, the employees to be trained and the changesrequired in the knowledge, skills and attitudes of an employee are determined for giving training.Training can be effective (relevant and viable) if the three types of analysis (noted above) arecarried on continuously. In addition, the conclusions from this analysis should be integrated in aproperlydesignedandexecutedtrainingprogramme. 2. SettingTrainingObjectivesand Policy: After deciding the training needs, the next logical step in the training process is to set training anddevelopment objectives in concrete terms. In fact, without clearly set objectives/goals, it is notpossible to design a well-planned training programme which is to be executed and also evaluatedforjudgingitseffectiveness.Training objectivesdecided shouldbetangible,verified and 65 CUIDOLSELFLEARNINGMATERIAL(SLM)

measurable.Someobjectives(e.g.skills)aretangiblewhilesomeothers(e.g.behaviouralobjectives)aredi fferenttostateprecisely. The overall training objective is to fill in the gap between the existing and the desired pool ofknowledge,skillsandaptitudes.Definingtrainingobjectivesinquantitativeandqualitativetermsisusef ul fordesigning,executing and alsoforevaluationofthetrainingprogramme. Importantobjectivesoftraining areasnotedbelow: a) To impart basic knowledge and skills requiredfor performingjobs efficiently in the caseofnewentrants. b) To assist employees to function more effectively in their presentjobs by providing themthe latest concepts, information and techniques and by developing skills which they need in theirareasofwork/activity. c) To build up a second line of capable, trustworthy and competent officers and make themreadytooccupymoreresponsiblepositionsas andwhenrequired. d) To broaden the minds of senior managers through exchange of views, information andexperience (within and outside) so as tocorrect their narrow outlook developed due to overspecialization.Suchbroadmindedandmaturedmanagersgivepropertonetotheentireorganisationan draiseitsproductivity. 3. DesigningTrainingPolicy/Programme: Afterfinalizing the objectives of training, the next step in the training process/programme isdesigningof trainingprogrammewhichactsasabaseof actual trainingtoemployees.Forachieving training objectives, an appropriate training is absolutely essential. This policy representsthecommitmentof topmanagementtoemployeetraininganddevelopment.Trainingpolicyinvolvesrules andprocedurerelatingtotrainingactivity. Suchpolicyindicatesthefollowing: a) Trainingpolicyindicatescompany’shonestintentiontotrainanddevelopitsemployees. b) Itguidesthedesignandexecutionoftrainingprogrammes. c) Itidentifiesthecriticalareaswheretrainingistobeprovidedonprioritybasisforachievin gtheobjectives. d) Itprovidesappropriateopportunitiestoemployeesfortheirself-improvement anddevelopment. Designingtrainingprogrammebecomeseasy,oncetrainingobjectivesandtrainingpolicyareclearlydecid ed. 4. PreparingtheLearner: The learner is made to feel at home. He must not feel nervous at the training centre. Relevantintroduction about the training is provided. Training is linked with his nature of job. In order toinstall confidence, the learner may be asked to say few words about what he already knows aboutthe job. Presentingoperationsandknowledge: 66 CUIDOLSELFLEARNINGMATERIAL(SLM)

The success of training programme largely depends on the trainer’s ability to tell, show, illustrateand question by practice across of new knowledge and operations. The trainee should be madefamiliar with the sequence of the entire job. The important components of the job should beexplained one by one. Audio-visual aids can be profitably used to make the learning process easierfor trainees. Questions should be encouraged from the trainees. This will indicate the level ofunderstanding of the trainees. Oral or written tests can be conducted to determine success oftraining programme. The trainer is given free hand to find out whether the trainees have learnedwhateverhasbeenimpartedthem. 5. Implementing/ExecutingtheTrainingProgramme: After designing the training programme, the same is to be implementing as per the details decided.This means actual imparting training to trainees. Programmeimplementinginvolves concreteactiononthefollowingpoints: a) Organizingtrainingandotherfacilitiesanddecidingthelocationoftrainingwheretrainingactivit yis tobearranged. b) Arrangingthescheduleoftrainingprogrammewhichwillmaketrainingeffectiveandalsoofferco nveniencetoparticipants andtrainers. c) Conductingtrainingprogrammeasperthedesignedprepared. d) Monitoring theprocessofthetraining programme/processaswellasthe progressoftrainees. Active participation of trainees in the training programme is a must. However, many managers arenot willing to participate actively in the training programme. Suitable academic background isalsonecessaryinthe caseinthe caseof trainees. 6. Follow-upandEvaluationofTrainingProcess/Programme: This is the last step in the training process/programme. Here, the training programme is alreadycomplete and the trainees go back, to their departments or positions and start doing their workassigned. However, the management feels that training/development is a means not the end initself. Training is essentially for achieving certain objectives. Management will like to knowactual results/benefits of training. For this,follow-up of training in the form of evaluation oftrainingisessential.Managementspenthugemoneyontrainingofemployeesandthisexpenditure should give positive return in terms of higher efficiency, productivity, high morale,cordialindustrialrelationsandsoon.Forthis,criticalevaluationoftrainingprogrammeisessential. Thisindicatestheeffectiveness oftraining. TRAININGMETHODS There are a number of methods through which the trainees are trained. The methods normally usedfortrainingofoperativeandsupervisorypersonnelareclassifiedinto“onthejob”and“off-the- job”trainingmethods. A. OntheJobTrainingMethods 67 CUIDOLSELFLEARNINGMATERIAL(SLM)

The worker by these methods learns to master the operations involved, on the actual job situation,under the supervision of his immediate boss who undertakes the responsibility of conducting training.On-the-job training has the advantage of giving first-hand knowledge and experience under the actualworking conditions. The emphasis is placed on rendering services in the most effective manner ratherthanlearninghowtoperformthejob. 1) On Specific Job: The most common or formal on-the-job training programme is training for aspecific job. Current practice in job training was first designed to improve the job performancethroughjobinstruction.On-the-jobtrainingis conductedthrough: a) Experience: This is the oldest method of on-the-job training. But as an exclusive approach, it iswasteful, time consuming and inefficient. It has been observed that it should be followed by othertraining methods to make it more effective. On the-job problem-solving and colleague interactionswere promptedasmostimportantforprofessionalgrowth. b) Coaching: On-the-job coaching by a superior is an important and potentially effective approach, ifsuperior is properly trained and oriented. The supervisor provides feed-back to the trainee on hisperformance and offers him some suggestions for improvement. Often the trainee shares his thoughts,views and apprehensions about the duties and responsibilities with the boss and thus gets relief andrelieves him of his burden. A limitation of this method of training is that the trainee may not have thefreedomofopportunityto expresshisownideasbecausethetrainerhappenstobehisimmediateboss. c) Understudy: The understudy method is considered a somewhat different approach from thosedescribed above, that a certain person is specifically designated as the heir-apparent. The understudymethod makes the trainee an assistant to the current job holder. The trainee learns by experience,observation and imitation of the style of the person he asked to work with. The trainee is informedaboutthepolicies,methods,techniquesetc.Theadvantageofthismethodisthattrainingisconducted inapracticalandrealisticsituation. 2) Position Rotation: The major objective of job rotation is the broadening of the background oftraineeintheorganisations.Thistypeoftraininginvolvesthemovementofthetraineefromonejobtoanother. The trainee receives thejob knowledge and gainsexperiencefrom hissupervisorortrainer in each of the different job assignments. This method gives an opportunity to the trainee tounderstand the operational dynamics of a variety of jobs. There are certain disadvantages of thismethod. The productive work can suffer because of the obvious disruption caused by such changes.Rotations become less useful as specialisation proceeds, for few people have the breadth of technicalknowledge andskills tomovefromonefunctionalareatoanother. 68 CUIDOLSELFLEARNINGMATERIAL(SLM)

3) Special Projects: This is a very flexible training device. Such special project assignments growordinarily out of an individual analysis of weaknesses. The trainee may be asked to perform specialassignment; thereby he learns the work procedure. Trainees not only acquire knowledge about theassignmentactivities,butalsolearnhowtoworkwithothers. 4) Selective Readings: Individuals in the organisation can gather and advance their knowledge andbackground through selective reading. The readings may include professional journals and books.Various business organisations maintain libraries for theirstaff. Many executives becomemembersof professional associations and they exchange their ideas with others. This is a good method ofassimilating knowledge. However, some executives claim that it is very difficult to find time to domuchreadingotherthanabsolutelyrequiredintheperformance oftheirjobs. 5) Apprenticeship: Apprentice training can be traced back to medieval times when those intended oflearning trade skill bound themselves to a master craftsman to learn by doing the work under hisguidance. In earlier periods, apprenticeship was not restricted to ascertains, but was used in trainingfor the professions including medicine, law, dentistry, teaching, etc. Today’s industrial organisationsrequire large number of skilled craftsmen who can be trained by this system. Such training is eitherprovided by the organisation or itis imparted by governmental agencies. Most states now haveapprenticeshiplaws with supervised plans.Such training arrangements usually provide amixedprogramme ofclassroomandjobexperience. 6) Vestibule Schools: Large organisations are frequently provided with what is described as vestibuleschools, a preliminary to actual shop experience. As far as possible, shop conditions are duplicated,under the close watch of the instructors. Vestibule schools are widely used in training for clerical andoffice jobs as well as for factory production jobs. Such training is through shorter and less complexbut is relatively expensive. However, the costs are justified if the volume of training is large and high-standardresults areachieved. B. Off-the-jobTrainingMethods In these methods, trainees have to leave their work-place and devote their entire time to thedevelopment objective. In these methods development of trainees is primarily and any usable workproducedduringtrainingissecondary. Sincethetraineeis notinstructedbyjobrequirements, hecanplacehisentireconcentrationonlearning thejobratherthanspendinghistimeinperformingit. There is an opportunity for freedom of expression for the trainees. Off-the-job training methods areasfollows: 69 CUIDOLSELFLEARNINGMATERIAL(SLM)

1) Special Course and Lectures: Lecturing is the most traditional form of formal training method.Special courses and lecturers can be organised by organisations in numerous ways as part of theirdevelopment programmes. First, there are courses which the organisations themselves establish tobe taught by members of the organisations. Some organisations have regularinstructors assignedto their training and development departments. A second approach to special courses and lecturersis for organisations to work with universities or institutes in establishing a course or series ofcourses to be taught by instructors of these institutions. A third approach is for the organisations tosend personnel to programmes organised by the universities, institutes and other bodies. Suchcoursesareorganisedfora shortperiodrangingfrom2-3daystoa fewweeks. 2) Conferences:Thisis an oldbutstill afavourite trainingmethod.In order toescape thelimitationsofstraightlecturingmanyorganisationshaveadoptedguided- discussiontypeofconferences in their training programmes. In this method, the participants pool their ideas andexperiences in attempting to arrive at improved methods of dealing with the problems, which arecommon subjectof discussion. Conferences may include buzz sessions thatdivide conferencesinto small groups of four or five for intensive discussion. These small groups then report back tothe wholeconference withtheirconclusions orquestions. 3) Case Studies: This technique,which has been developed and popularised by the HarvardBusiness School, USA is one of the most common forms of training. A case is written account oftrained reporter or analystseeking todescribe an actual situation. Cases are widely usedin avariety of programmes. This method increases the trainee’s power of observation, helping him toask better questions and to look for a broader range of problems. A well-chosen case may promoteobjective discussion, but the lack of emotional involvement may make it difficult to effect anybasic changeinthebehaviourandattitudeoftrainees. 4) Brainstorming: This is the method of stimulating trainees to creative thinking: this approachdeveloped by Alex Osborn seeks to reduce inhibiting forces by providing for a maximum of groupparticipation and a minimum of criticism.A problem is posed andideas are sought. Quantityrather than quality is the primary objective. Ideas are encouraged and criticism of any idea isdiscouraged. Chain reaction from idea to idea is often developed. Later, these ideas are criticallyexamined. There is notrainerin brainstorming. Brainstormingfrankly favours divergence, andthis factmaybesufficienttoexplainwhybrainstormingissolittleusedyetindeveloping 70 CUIDOLSELFLEARNINGMATERIAL(SLM)

countries where new solutions ought to carry the highest premium. It is virtually untried eventhoughitsimmediate useislimited tonewideasonly,not changein behaviour. 5) Laboratory Training: Laboratory training adds to conventional training by providing situations,which the trainees themselves experience through their own interaction. In this way, they more orlessexperimenttheconditionsonthemselves.Laboratorytrainingismoreconcernedaboutchangingindi vidualbehaviourandattitude.Itisgenerallymoresuccessfulinchangingjobperformance than conventional training methods. There are two methods of laboratory trainingnamelysimulationandsensitivitytrainingas explainedunder: a) Simulation: An increasingly popular technique of management development is simulation ofperformance. In this method, instead of taking participants into the field there can be simulated inthe training session itself. Simulation is the presentation of real situation of organisations in thetraining session.It covers situations of varyingcomplexities and rolesfor the participants.Itcreates a whole field organisation, relates participants through key roles in it, and asks them dealwith specific situations of a kind they encounter in real life. There are two common simulationmethodsoftraining:role-playingisone andbusiness gameistheother. i) Role-playing:Role-playingisalaboratorymethod,whichcanbeusedrathereasilyasasupplement to conventional trainingmethods.Its purpose is toincrease the trainees’ skill indealing with other people. One of its greatest uses is in connection with human relations trainingbut it is also used in sales training as well. It is spontaneous acting of realistic situation involvingtwoormorepersonsunderclassroomsituations.Dialoguespontaneouslygrowsoutofthesituati on, as it is developed by the trainees as singed to it. Other trainees in the group serve asobservers or critics. Since people take role every day, they are somewhatexperienced in the art,and with a certain amount of imagination, they can project themselves into roles other than theirown. By this method, a trainee can broaden his experience by trying different approaches. Role-playing also has weaknesses which partly offset its values. It is time consuming and expensive. Itrequiresexperiencedtrainersbecauseitcaneasilyturnsourwithouteffectivedirection.Nevertheless,the se weaknessesdonotundermine the strengthsofthismethod. ii) Gaming: Gaming has been devised to simulate the problems of running a company or even aparticulardepartment.Ithasbeen usedfora variety of trainingobjectives,from investmentstrategy,collective bargaining techniques,to the morale of clerical personnel.It has been 71 CUIDOLSELFLEARNINGMATERIAL(SLM)

used atalllevelsfrom thetopexecutivestotheproduction supervisors.Gamingisalaboratorymethodin 72 CUIDOLSELFLEARNINGMATERIAL(SLM)

which role-playing exists but its difference is that it forces attention on administrative problems,while role-playing tends to emphasise mostly on interaction. Gaming involves several teams eachof which is given afirm to operate for a specified period. Usually, the periodis a short one, sayone year or so. In each period, each team makes decisions on various matters such as fixation ofprice, level of production, inventory level, and so forth. Since each team is competing with others,each firm’s decisions will affect the results of all others. All the firm decisions are fed into acomputer, which is programmed to behave somewhatlike a real market. The computer providesthe results and the winner is the team which has accumulated largest profit. In the light of suchresults,strengths andweaknesses ofdecisionsareanalysed. b) SensitivityTraining:Itisthemostcontroversiallaboratory trainingmethod.Many ofitsadvocates have an almost religious zeal in their enhancement with the training group experience.Some of its critics match this fervour in their attacks on the technique. As a result of criticism andexperience, a somewhat revised approach, often described as “team development” training, hasappeared. It was first used by National Training Laboratories at Bethal, USA. The training groupsare called T- group. Sensitivity training is a small-group interaction under stress in an unstructuredencounter group which requires people to become sensitive to one another’s feeling in order todevelop reasonable group activity.T-Group hasseveral characteristicfeatures: (i)T-group isgenerally, small, from ten to twenty members; (ii) the group begins its activity with no formalagenda; (iii) the role of trainer is primarily to call attention from time to time to the on- goingprocesswithinthegroup;and(iv)theproceduretendstodevelopintrospectionandself-examination, with emotional levels of involvement. The objectives of such training are concernfor others, increased tolerance for individual differences, less ethnic prejudice, understanding of agroupprocess,enhancedlisteningskills,increasedtrustandsupport. 6) Programmed Instruction: This method has become popular in recent years. The subject matterto be learned is presented in a series of carefully planned sequential units. These units are arrangedfrom simpletomorecomplexlevels of instruction.Thetraineegoes through theseunitsbyansweringquestionsorfillingtheblanks. Thismethodis, thus,expensiveandtime- consuming. 7) E-learning: It allows trainees to improve their skills and knowledge at their own comfortablepace. The trainee participates actively and is able to upgrade skills in a timebound manner. Ofcourse, e-training requires top management support, uninterrupted internet access, investments inestablishinglearningportalsandis notsuitablefor impartingbehaviouralskillstotrainees. 73 CUIDOLSELFLEARNINGMATERIAL(SLM)

Technologybarrierslikebandwidthwillrestrictandhampertheeffectivenessofe-learning.Learning effectivenessmightnevermatchthelevelofclassroomfora longtime. 8) Behaviourally Experienced Training:Some training programmesfocus on emotional andbehavioural learning. Here employees can learn about behaviour by role playing in which the roleplayers attempt to act their part in respect of a case, as they would behave in a real-life situation.Businessgames,cases,incidents,groupdiscussionsandshortassignmentsarealsousedinbehavi ourally-experiencedlearningmethods.Sensitivitytrainingorlaboratorytrainingisanexampleof amethodusedforemotionallearning.Thefocusof experientialmethodsisonachieving,throughgroupprocesses,abetterunderstandingofoneselfandothers. MANAGEMENTDEVELOPMENTPROCESS Management development programme must be conducted effectively. In this process, many stepsaretobetakenbythemanagement. The followinginter-relatedstepsareinvolvedinMDprocess: Step1.OrganisationalPlanning: This step is concerned with ascertaining development needs that calls for organisational planningandforecastofitsneedsforpresentandfuturegrowth.Thisisgenerallybaseduponacomprehensiv eprogramme ofjobdescription,jobspecificationandjobanalysis. The management should ascertain well in advance the future course of organisational development,the kind of executives needed and kind of education, experience, training, special knowledge, skill,personal traits, etc., requiredfor each work. Mostcompanies train their own executives exceptwhentheyexperienceacriticalshortageofspecialisedhigh- leveltalent.Inthelattercase,executivesarehiredfromoutside. Step2.AssessmentofPresentManagementTalent: It is made with a view to determine qualitatively the type of personnel that is available within anorganisation itself. The performance of a management individual is compared with the standardexpected of him. His personal traits are also analysed so thata value judgementmay be made ofhispotentialforadvancement. Step3.PreparationofManagementManpowerInventory: Itis,preparedforthepurposeofgettingcompleteinformationabouteachmanagementindividual’s biodata and educational qualifications, the result of tests and performance appraisal.Theinformationisgenerallymaintainedon cards,oneforeachindividual.Itmayalsobe 74 CUIDOLSELFLEARNINGMATERIAL(SLM)

maintained on replacement tables or charts. From these, it can be known that several capableexecutivesare availablefortrainingforhigherpositions. Step4.MDProgrammePlanning: It is undertaken to meet the needs of different individuals keeping in view the differences in theirattitudes and behaviour and in their physical, intellectual and emotional qualities. The weak andstrong points of an individual are known from his performanceappraisal reports and on the basisof these tailor-made programmes are framed and launched. Such programmes give due attention tothe interests and goals of the subordinates as well as the training and development opportunitieswhichexistwithinan organisation. Step5.ImplementationofDevelopmentProgramme: This job is done by the personnel department. A comprehensive and well-conceived programme isgenerally prepared containing concentrated brief courses. Such courses may be in the field ofhuman relations, time and motion study, creative thinking, memory training, decision making,leadership coursesandcoursesinprofessionandthe time andthe costinvolved. Step6.EvaluationofDevelopmentProgramme: The evaluation of training has been defined by Hamblin as– “Any attempt to obtain informationon the effects of training programme and to assess the value of trainingin thelightof thatinformation”. According to him, the objectives of evaluation training are – assessing the reactionsof trainees, job behaviour, improvement in performance, contribution to organisational objectives,etc.Themeansofevaluatingdevelopmentprogrammesmayinclude– observationratings,surveys,interviews,etc. If these steps are followed meticulously, the objective of MD programme will be accomplishedeffectively.Themanagersandorganisationbothwouldbebenefittedbymanagementdevel opmentprogramme. METHODSOFDEVELOPMENT There are mainly two types of techniques by which managers can acquire the knowledge,skillsand attitudes and make themselves competent managers. One is through formal training and theotheris throughon-the-jobexperiences. On-the-job training is of utmost importance as the real learning takes place only when the learneruses what he has learnt. The saying “An ounce of practice is worth tons of theory” is true whoeversaid it. But it should also be remembered that class-room training or pedagogical techniques havealsogot their own importance in gaining newknowledge, andlearningnew techniques, andbroaderconcepts. 75 CUIDOLSELFLEARNINGMATERIAL(SLM)

Learning is haphazard without background and, learning can never be called true learning if it isjust theory without practice. When on-the-job training is properly balanced with the class- roomtraining,thereallearningtakesplace. The following are some of the important on-the-job and off-the-job techniques of managementdevelopment. 1. On-the-JobTechniques: Thesearethemostwidelyusedtechniques.Noothertechniquemayinterestthetraineesomuchas these do since the location of the learner is not an artificial one as the classroom. The success ofthese techniques depends on the immediate supervisor and how good a teacher he is. On-the- jobtechniquesare especiallyusefulforcertaingroupslike scientific and technicalpersonnel. Though the costs of training initially appear to be low they may turn out to be high when wastagesofallkinds areconsideredunderthis typeoftraining. This method of learning in isolation may prove to be inadequate but in combination with the othertechniqueswillbeexcellent. Theimportanton-the-jobtrainingtechniquesare: I. Coaching, II. JobRotation, III. UnderStudy, IV. MultipleManagement. I. Coaching: In coaching the traineeis placed under a particular supervisor whoacts as an instructor andteaches job knowledge and skills to the trainee. He tells him what he wants him to do, how it canbe done andfollowsupwhileitisbeingdone andcorrectserrors. “Coachingshouldbedistinguishedfromcounselling….Counselling…involvesadiscussionbetween the boss and his subordinates of areas concerned with the man’s hopes, fears, emotions,andaspirations.Itreachesintoverypersonalanddelicatematters.Tobedonecorrectly,counselli ng demands considerable background and ability on the part of the counsellor. If carriedoutpoorly,itmaydoconsiderable damage.” The act of coaching can be done in several ways. The executive apart from asking them to do theroutine work may ask them to tackle some complex problem by giving them chance to participateindecision-making. 76 CUIDOLSELFLEARNINGMATERIAL(SLM)

One of the important limitations of this technique is that the individual cannot develop muchbeyondthelimitsofhisownboss’sabilities. II. JobRotation: The transferring of executives from job to job and from department to department in a systematicmanneriscalledJobRotation.Whenamanagerispostedtoanewjobaspartof suchaprogramme, itis notmerely an orientation assignment. He has to assume the full responsibilityandperformallkinds ofduties. The idea behind this is to give him the required diversified skills and a broader outlook, which arevery important at the senior management levels. It is up to the management to provide a variety ofjobexperiencesforthosewhohavethe potentialforhigherranksbeforetheyarepromoted. Job rotation increases the interdepartmental cooperation and reduces the monotony of work. Itmakes the executives in general management and does not allow them to confine themselves totheirspecialisedfieldonly. III. Understudy: “An understudy is a person who is in training to assume at a future time, the full responsibility ofthepositioncurrentlyheldbyhissuperior.”Thismethodsuppliestheorganisationapersonwithas much competence as the superior to fill his post which may fall vacant because of promotion,retirementortransfer. An understudy may be chosen by the department or its head. He will then teach what all his jobinvolves and gives him a feel of what his job is. This under study alsolearns decision-making ashis superior involves him in the discussion of daily operating problems as well as long- termproblems. The leadership skills can also be taught by assigning him the task of supervising two orthree peopleofthedepartment. IV. MultipleManagement: Multiple Management is a system in which permanent advisory committees of managers studyproblems of the company and make recommendations to higher management. It is also calledJunior-board of executive’s system. These committees discuss the actual problems and differentalternative solutions afterwhichthe decisions aretaken. Thetechniqueofmultiplemanagementhascertainadvantagesovertheothertechniques.Theyare : (i) Membershavetheopportunitytoacquiretheknowledgeofvariousaspectsofbusiness. (ii) Ithelpstoidentifythememberswhohavetheskillsandcapabilitiesofaneffectivemanager. 77 CUIDOLSELFLEARNINGMATERIAL(SLM)

(iii) Membershavetheopportunitytoparticipateinthegroupinteractionandtherebygainthepractica lexperienceofgroupdecision-making. (iv) Itisrelativelyaninexpensivemethod;and (v) Considerable number ofexecutivescanbedevelopedinashortspanoftime. On-the-JobExperience: Managers learnandacquirevariousskillsandknowledgebydoingthejobassigned.Thistechniquecan beused along withothertechniquesofmanagementdevelopment. 2. Off-The-JobTechniques: Because of the fact that on-the-job techniques have their own limitations, these off-the- jobtechniquesare consideredimportanttofillthosegaps. Thefollowingaresomeoftheimportantoff-the-jobtechniques: (I) Thecasestudies (II) Incidentmethod (III) Roleplaying (IV) Inbasketmethod (V) Businessgame (VI) Sensitivitytraining (VII) Simulation (VIII) Gridtraining (IX) Conferences (X) Lectures (XI) Behaviourmodelling (XII) TransactionalAnalysis (XIII) StructuredInsight (XIV) SpecialCourses (XV) SpecialMeetings 78 CUIDOLSELFLEARNINGMATERIAL(SLM)

(XVI) SpecialReadings,and (XVII) SpecificProjects. (I) TheCaseStudy: Case is a description of management problem/situation as viewed or presented to a decision- maker.Casesarepreparedonthebasisofactualbusinesssituationsthathappenedinvariousorganisations.T hetraineesaregivencasesfordiscussinganddecidinguponthecase.Thentheyareaskedtoidentifytheappar entandhiddenproblemsfor whichtheyhavetosuggestsolutions. The situation is generally described in a comprehensive manner and the trainee has to distinguishthe significant facts from the insignificant, analyse the facts, identify the different alternativesolutions, select and suggest the best. This whole exercise improves the participant’s decision-makingskillsbysharpeningtheiranalyticalandjudgingabilities. WhyCase Study? i. Enhancesanalytic,problemsolvingandcriticalthinkingskills. ii. Participantscanmastercomplexknowledge,skillsandattitudeareas. iii. Activeparticipation. iv. Encouragelearningprocess-Questioning,interpreting. v. Enhancesteamproblemskillsandinteractionskills. (II) IncidentMethod: Thismethodwas developedby Paul Pigours.Itaims todevelopthe traineein theareas ofintellectualability,practicaljudgmentandsocialawareness. Incidents are prepared on the basis of actual situations which happened in different organisations.Each employeeinthetraininggroupis askedtostudy theincidentandtomakeshort- termdecisionsintherole ofapersonwhohastocopewiththeincidentinthe actualsituation. Later, the group studies and discusses the incident and takes decisions relating toincident, basedon the group interaction and decisions taken by each member. Thus, this method is similar to acombinationofcasemethodandin-basketmethod. (III) RolePlaying: A problem situation is simulated by asking the participants to assume the role of particular personin the situation. The participant interacts with other participants assuming different roles. Mentalsetoftheroleisdescribedbutnodialogueisprovided. 79 CUIDOLSELFLEARNINGMATERIAL(SLM)

The whole play may be tape-recorded and thetraineemay thusbe given the opportunity toexaminehis orherownperformance. Role playing gives the participants vicarious experiences which are of much use to understandpeople better. This method teaches human relations skills through actual practice. The exemplaryrole- playingsituationsare:agrievancediscussion,employmentinterview,asalespresentation,etc. (IV) In-BasketMethod: The trainees are first given background information about a simulated company, its products, keypersonnel, various memoranda, requests and all data pertaining to the firm. The trainee has tounderstand all this, make notes, delegate tasks and prepare memos within a specified amount oftime. Abilitiesthatthiskindofexercisedevelopsare: i. Situationaljudgmentinbeingabletorecalldetails,establishespriorities,interrelateitemsanddeterm ine needformoreinformation. ii. Socialsensitivityinexhibitingcourtesyinwrittennotes, schedulingmeetingswithpersonnelinvolvedandexplainingreasonsforactionstaken. iii. Willingnesstomakedecisionandtakeaction. (V) BusinessGames: Under this method, the trainees are divided into groups or differentteams. Each team has todiscussandarriveatdecisionsconcerningsuchsubjectsasproduction,pricing,researchexpenditure,adv ertising,etc.,assumingit tobethemanagement ofasimulatedfirm. The other teams assume themselves as competitors and react to the decision. This immediatefeedback helps to know the relative performance of each team. The team’s co-operative decisionpromotes greater interaction among participants and gives them the experience in co- operativegroupprocesses. Allthisdevelopsorganisationalability,quicknessofthinking,leadershipqualitiesandtheabilitytoadopt under stress. AdvantagesandDisadvantagesofBusinessGames:Ad vantages: i. Providesefficient learning situation ii. Highestlevelofinvolvementofparticipants 80 CUIDOLSELFLEARNINGMATERIAL(SLM)

iii. EnhanceDecision-Makingability iv. Analysesituationslogically v. Canbeusedfor cross-functionalareasalso. Disadvantages: i. Improperhandlingmaycause confusion ii. Somegameslackvalidation iii. Maybefarfromreality iv. Toocostly v. Timeconsuming. (VI) SensitivityTraining: The main objective of sensitivity training is the “Development of awareness of and sensitivity ofbehavioural patterns of oneself and others.” This development results in the (i) increased opennesswith others, (ii) greater concern for others, (iii) increased tolerance for individual differences, (iv)less ethnic prejudice, (v) understanding of group processes, (vi) enhanced listening skills, (vii)increasedtrustandsupport. The role playedby the trainee hereis nota structured one as in role play.It is a laboratorysituation where one gets a chance to know more about himself and the impact of his behaviour onothers.Itdevelopsthemanagerialsensitivity,trust,andrespectforothers.Oneofthelimitationsofsensiti vitytrainingisthatitexacts a huge emotionalcostfromthemanager (VII) Simulation: Under this technique the situation is duplicated in such a way thatit carries acloser resemblanceto the actual job situation. The trainee experiences a feeling that he is actually encountering allthose conditions. Then he is asked to assume a particular role in the circumstances and solve theproblemsbymakingadecision.Heisimmediatelygivena feedback ofhisperformance. One of the limitations of this method is that it is very difficult to duplicate the situation to theextent of making the trainee feel the pressures and realities of actual decision-making on the job.The very fact that the trainee knows that it is an artificial situation prevents him from experiencingallthatheexperiencesinrealjobsituation. (VIII) ManagerialGrid: 81 CUIDOLSELFLEARNINGMATERIAL(SLM)

It is a six-phase programme lasting from three to five years. It starts with upgrading managerialskills,continuestogroupimprovement;improvesintergrouprelations,goesintocorporatepla nning, develops implementation method and ends with an evaluation phase. The grid representsseveral possible leadership styles. Each style represents a differentcombination of twobasicorientations–concernforpeopleandconcernforproduction. (IX) Conferences: A conferenceis a meeting of several people todiscuss the subjectof common interest. Butcontribution from members can be expected as each one builds upon ideas of other participants.This method is best suited when a problem has to be analysed and examined from differentviewpoints. It helps the members develop their ability to modify their attitudes. Participants enjoy theirmethodoflearningas theygetanopportunitytoexpresstheirviews. The success of the conference depends on the conference leader. In order to make the conference asuccess, the conference leader must be able to see that the discussion is thorough and concentrateon the central problem by encouraging all the participants to develop alternatives and present theirviewpointsandbypreventingdominationbyafewparticipants. (X) Lectures: It is the simplest of all techniques. This is the best technique to present and explains series of facts,concepts, and principles. The lecturer organises the material and gives ittoa group of trainees intheformoftalk. Themainusesoflecturesinexecutivedevelopmentare: (i) Itisdirectandcanbeusedfor alarger groupoftrainees. (ii) Itpresentstheoverviewandscopeofthesubjectclearly. (iii) Itpresentstheprinciples,concepts,policiesandexperiencesintheshortesttime. Thus,itisatime savingtechnique. Thelectures do not givescope for student participation andmay sometimes be boring which inturn hinders learning. Skills can be learnt only by doing and therefore lectures are of no use fortechnicalskills. (XI) BehaviourModelling: Behaviour modelling is an approach that demonstrates desired behaviour and provides trainees thechance to practice and role play/imitate those behaviours and receive feedback. This techniquecombinesseveraltrainingmethods.Thistechniqueinvolvesfourbasiccomponentsviz., 82 CUIDOLSELFLEARNINGMATERIAL(SLM)

a. Learningpoints–Learningpoints, whicharenormallyasequenceofbehaviours, aretobeidentifiedandtaught. b. Model–Participantsviewfilms/videotapes inwhichamodelmanager’sactionisportrayed. (XII) TransactionalAnalysis: This is developed and popularized by Eric Berne through his book on “Games People Play” andThomas Harris through his book on “I’m OK, You’re OK” respectively. Transactional analysis isthe analysis of transactionsbetween two or more persons.The majorareas oftransactionalanalysiscanbe explainedthroughegostates,transactionsandstroking. Ego is a hypothetical construct and is used to help explain the complex dynamics of the humanpersonality. Transactional Analysis uses three ego states viz., Child (C) Ego; Adult (A) Ego andParent (P) ego. A number of transactions take place between two or more individuals. They areclassified as complementary, crossed and ulterior transactions. Crossed and ulterior transactionsresultin conflictwhereas complementary transactions are desirable toimproveinter- personalrelations. (XIII) StructuredInsight: Under structured insight, trainers collect data with regard to attitudes and values of trainees, andcompare the data with the chosen model of behaviours. Then the trainers provide deviationsbetween the chosen models and the trainee’s behaviour and enable the trainee to develop someinsight into makeup and implications of their chosen modes of behaviours. This process developsthetrainee tomodifyhis/herbehavioursinthelinesofchosenmodelbehaviours. (XIV) SpecialCourses: Various business schools, management institutes and consultancy organisations conduct specialcourses in management development. These organisations conduct generic and company- basedcustomized special courses. Various companies depute their managers to these courses. Traineeslearnandacquirespecialskills andknowledgeinthesespecialcourses. (XV) SpecialMeetings: Companies, business schools and consultancy organisations organise special meetings in order totrainmanagersandenable themtoacquire specificskillsandknowledge. (XVI) SpecialReadings: Managers are provided with special papers,books, reports and the like with a specific note.Managers read these specific notes from the books and papers and enrich their specific managerialknowledge. 83 CUIDOLSELFLEARNINGMATERIAL(SLM)

(XVII) SpecificProjects: Companiesdeputemanagersonaspecificassignmentinvariousprojects.Managerswhileworking in these projects learn multiple skills and knowledge under flexible and comprehensiveenvironments. SUMMARY  The term training refers to the acquisition of knowledge,skills, and competencies as aresult of the teaching of vocational or practical skills and knowledge that relate to specificusefulcompetencies.  It forms the core of apprenticeships and provides the backbone of content at institutes oftechnology.  Theprincipalobjectiveoftraininganddevelopmentdivisionistomakesuretheavailability of a skilled and willing workforce to an organization. In addition to that, therearefourother objectives: Individual,Organizational,Functional,andSocietal.  Training is a planned programme designed to improve performance and to bring aboutmeasurablechangesinknowledge,skills,attitudeandsocialbehaviourofemployees.  The various types of training include: skills training, refresher training, cross functionaltraining,teamtraining,creativitytraining,diversitytraining,andliteracytraining.  Formal training methods include (i) on-the-job training covering job instruction training,coaching,mentoring,jobrotation,apprenticeshiptraining, committeeassignmentsand (ii)off-the- jobtrainingincludeslectures,conferences,simulationexercisesandprogrammedinstruction.  Training can be evaluated at five levels: reaction, learning, behaviour, organisation andresults. Career planning is the process by which one selects career goals and the path tothese goals. Career planning is not a sure bet, but without it, employees are seldom readyforthecareeropportunitiesthatarise.  Training and development are a subsystem of an organization. It ensures thatrandomnessisreducedandlearning orbehaviouralchangetakesplaceinstructuredformat.  Employees frequently develop a greater sense of self-worth, dignity and well-being as theybecomemore valuabletothefirmandtosociety.  Generally, they will receive a greater share of the material gains that result from theirincreasedproductivity.Thesefactorsgivethemasenseofsatisfactionthroughtheachievemen tofpersonalandcompanygoals. KEYWORDS/ABBREVIATIONS  Learning:Aprocessbywhichexperienceor practiceresultsinarelativelypermanentchangeinbehavior,orpotentialbehavior 84 CUIDOLSELFLEARNINGMATERIAL(SLM)

 Professionalcompetencies:Thecapability toperform thedutiesof one’sprofessioningeneral,or,toperforma particularprofessionaltaskwithskillsofanacceptablequality.  Training: The acquisition of knowledge, skills, and competencies as a resultof the teachingofvocationalorpracticalskillsandknowledgethat relateto specificusefulcompetencies.  TrainingNeedsAssessment:Atoolhastoidentifyneedsandgapsintheabilityofemployees in order to deliver desired results to an organization. The results suggest whichtraining courses or activities could be provided to improve their skills and work productivity.Thefocusis onneeds as opposedtodesires.  Education:Knowledge attainmentwhich develops orprogresses,both as aninadvertentvirtue and as part of deliberate policy is understood as education. Education is more thaninformation sharing and imparting. It implies approximation to truth in the specific area oflearning. LEARNINGACTIVITY 1.‘Motivationisbasictogoodtraining’Explain. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… 2 Criticallyevaluatethe Indiansystemoftraining ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… UNITENDQUESTIONS(MCQANDDESCRIPTIVE) A. DescriptiveTypesQuestions 1. Identifyanddiscussthemethodsoftraining. 2. Stateandexplaintheprocessoftraining 3. YouaretrainingsomeonetouseanewERPsoftwarepackageinamedium- sizedfirm.Whattrainingmethod(s)wouldyouuse? Why? 4. Whatdoyoumeanby'training'?Distinguishbetweentraininganddevelopmentwiththe helpofsomeexamples. 5. \"Trainingprogrammesarehelpfultoavoidpersonnelobsolescence\".Discuss. 6. Describetheprosandconsofmanagementdevelopmentmethods. B. MultipleChoiceQuestions 1. Whichofthefollowingisnottrueabout training? a. Itisashort-durationexercise. b. Itistechnical in nature. c. Itisprimarilyformanagersandexecutives. 85 CUIDOLSELFLEARNINGMATERIAL(SLM)

d. Itisconcernedwithspecificjobskills. 2. Inwhichtypeofanalysisarecorporategoalsand planscompared withtheexistingmanpowerinventorytodetermine thetrainingneeds? a. Organizationanalysis b. Operationanalysis c. Individualanalysis d. None oftheabove 3. Trainingneed analysistakesplaceduringwhichphaseofthetrainingprocess? a. decidingwhat toteach b. decidinghowto maximizeparticipantlearning c. choosingappropriateinstructionalmethods d. determiningwhethertrainingprogrammesareeffective 4. seeksto examinethegoalsoftheorganisationandthetrendsthatarelikelytoaffectthesegoals. a. OrganisationalSupport b. Organisationalanalysis c. Personanalysis d. Keyskillabilitiesanalysis 5. Thetrainingofemployeeswhileperformingjobiscalled a. onthejobtraining b. offthejobtraining c. jobinstructiontraining d. None oftheabove Answers: 1-c,2-a,3-a,4-b,5-a. REFERENCES  Duari,Pravin.(2010). HumanResourceManagement. NewYork:PearsonEducation.  Dessler,G.(2013).HumanResourceManagement.Delhi:Prentice-Hall.  Flippo, Edwin B. (1966). Personnel/Human Resource Management. New Delhi: TataMcGraw Hills. 86 CUIDOLSELFLEARNINGMATERIAL(SLM)

 Haldar, U.K. AndSarkar.(2012).HumanResourceManagement. NewDelhi:Oxford&IBH.  Aswathapa, K. (2008),HumanResourceManagement, 5thed.,TataMcGrawHill.  DipakKumarBhattacharyya, HumanResourceManagement,ExcelBooks.  MadhurimaLallandSakinaQasimZaidi,HumanResourceManagement,ExcelBooks.  Rao P.S.(2008),EssentialsofHumanResourceManagementandIndustrial.Relations,Textcases andGames,HimalayaPublication.  http://en.wikipedia.org/wiki/Training_and_development  http://www.businessballs.com/traindev.htm  http://www.eurojournals.com/ejsr_24_3_01.pdf 87 CUIDOLSELFLEARNINGMATERIAL(SLM)

UNIT–6 CAREERPLANNINGANDSUCCESSIONPLANNIN G Structure Learning ObjectivesIntroducti onFeatures Objectives CareerPlanningProcess ImportantTerminologyused inCareerPlanningLimitationsofCareerPlanning. SuccessionPlanning Summary KeyWords/Abbreviations LearningActivity Unit EndQuestions(MCQand Descriptive)References LEARNINGOBJECTIVES Afterstudyingthisunit,youwillbeableto:  Statethefeaturesandobjectivesofcareerplanning  Analysetheprocessofcareerplanning  Describeimportantterminologyusedincareerplanning.  Discuss limitationsofcareer planning. INTRODUCTION Career programs should not be concentrated on the career growth opportunities as the adequate high- level positions may not always be available in the organizations to provide upward mobility toemployees. Thus, efforts put in the direction of career planning need to emphasize on those areas thatlead to psychological success instead of vertical growth; that is promotion. A career is the work aperson does in his entire life span. Another definition of a career is the sequence of jobs that anindividual has held throughout his or her workinglife. “Career Planning” therefore embraces aperson’s entire life—the spiritual, social, educational and vocational. It is the process by which oneselectscareergoals andthe pathtothesegoals. 88 CUIDOLSELFLEARNINGMATERIAL(SLM)

The career planning is made up of two words viz. career and planning. A career has been defined as asequence of positions held by person during the course of a lifetime. It is viewed fundamentally as arelationship between one or more organizations and the individual. As per views of D.T. Hall, “acareer consistsofachangein values,attitudesandmotivationthat occurasapersongrowsolder”. As Davis stated, “When people rely largely on luck, however, they seldom are prepared for the careeropportunities that arise. Successful people identify their career goals, plan and then take action. Forthem luck occurs when opportunity meets preparation.” Tosome extent,a career is a carefullyworked outplanforself-advancementanddevelopment.On the otherhand,planningis a pre- determinedcourseofaction.According toAllen,“planningisatraplaid to capturethefuture”. It is a mental process involving fore sight, imagination, and sound judgement. It makes planner tothink in a logical and systematic manner. It involves choice among various alternative courses ofaction. If there is one way of doing something, there is no need for planning. As per views of KoontzandO’Donnell,“planningisdecidinginadvancewhattodo,howtodoit,whentodoit,andwhoistodoit. ” Therefore, it is the process of thinking before doing. There is always need for a new plan to be drawnon the basis of new demands and changes in the circumstances. Planning is based on a future forecast;therefore, it should be reasonable flexible. The career planning is a continuous process of developinghumanresourcesforachievingresult.Afurtherimpetustocareerplanningistheneedfororganisati ontomakethebestpossibleuseofthemostvaluableemployeesinatimeof rapidtechnological growth and change becauseitmustbe noted individual and organizational careers arenotseparate. Thus, it is responsibility of management to design the entire career of new recruits in higher skilled,supervisory and managerial position. At the same time, if an employee is not able to translate hiscareerplaninto actionwithinthe organisation,hemayprobablyleavethe organisation. FEATURES FeaturesofCareer PlanningandCareer Development: 1. Itisanongoingprocess. 2. Ithelpsindividualsdevelopskillsrequiredtofulfilldifferentcareerroles. 3. Itstrengthenswork-relatedactivitiesinthe organization. 4. Itdefineslife,career,abilities,andinterestsoftheemployees. 5. Itcanalsogiveprofessionaldirections,astheyrelateto careergoals. 89 CUIDOLSELFLEARNINGMATERIAL(SLM)

OBJECTIVESOFCAREERPLANNING: In past, the importance of employees was very low. The management use to exploit them as per theirrequirements. They were asked to work for longer working hours and were paid very less salary. Theworkers were helpless because they did not have the other option to earn their livelihood. With thedevelopmentineducation,technology,competitionthesituation haschangeddrastically. Now there a large number of trained and educated persons to work and job opportunities have alsochanged. If a person is not satisfied with one job then frequently, they are changing. Over and abovethecompetitioninthemarkethascreatedverytoughsituationforthemanagementtodothebusiness. The demand of the products of the company that provides the products or services at lower price,better quality and better service to the customersisincreasing.Itis very difficulttomeetthe twoendsatthiscrucialjuncture.Itisonlypossiblewithbetterperformanceandproductivityofemployees and machines. This work can be done by trained, experienced and motivated manpower.Thisonlymakes the differenceinthemarket. The company with talented andmotivated manpower is only bringing the products or services atlowerpriceandbeforeothersbecauseduetotheirhigherproductivityandperformancetheproduction or operation costs go down. The need for talented and satisfied workforce is strongly feltbythemanagement. Careerplanningisnowoneofthemostimportantelementsofhumanresourcemanagementbutstillit is also among the most neglected and least developed in many companies. Management of theorganizations is trying to do so by using different techniques. The objective is to make them satisfied,develop and retain them for longer period. One of the techniques used for this purpose is careerplanning. Theobjectivesofcareerplanningarefollowing: (a) Toattract, developandretainthecompetentmanpowerintheorganization. (b) Toprovideadequatedevelopmentandpromotional opportunities. (c) Todevelopthepotentialofemployeesforfutureassignments. (d) Toutilizethemanpowerandotherresourcesmoreeffectivelyintheorganization. (e) Toprovideproperjobplacementtoemployees. (f) Toimprovethelevelofjobsatisfactionofemployeesatworkplace. (g) Toreducethelabourproblemsandturnovertominimumlevel. (h) Toimprovemotivationandmoraleofemployees. (i) Toenhancethelevelofcommitmentandattachmenttowardstheorganization. 90 CUIDOLSELFLEARNINGMATERIAL(SLM)

(j) Tocreatehealthyworkingenvironmentintheorganization. (k) Toimproveperformance, productivity, profitabilityandgoodwilloftheorganization. These objectives can be fulfilled toa very good extentprovided the managementtakes sincereinterest in career planning and its implementation. This has proved successful in motivating andretaining highpotentialindividualswhosefuture appearsto lie withintheorganization. Having a clear idea of the rules of the development and promotion in career, they will be prepared toinvest their efforts to meet the requirements of the company and move up in career ladder. There areexamples in industry like Tata Group, IBM, HUL, etc., could be achieved these objectives to a verygoodextentthemanagementhad paid specialinterestsoncareerplanningintheircompanies. Further, it has created a very healthy working environment of mutual understanding, openness, trust,cooperation and team spirit. This is very helpful for better working and progress of the organization.Thefuture of careerplanningseemstobevery brightin thesecompanies.Thatiswhy everyemployeeisinterestedtojointhese companiesiftheygetthe chanceinfuture. CAREERPLANNING PROCESS Thecareerplanningprocessinvolvesthefollowingsteps: i. Identifyingindividualneedsandaspirations: Most individuals do not have a clear-cut idea about their career aspirations, anchors and goals. Thehuman resource professionalsmust, therefore,help an employee by providing asmuch informationas possible showing what kind of work would suit the employee most, taking his skills, experience,andaptitudeintoaccount.Suchassistanceisextendedthroughworkshops/seminarswhiletheemp loyees are subjected topsychological testing,simulation exercises,etc. The basic purpose ofsuch an exercise is to help an employee form a clear view about what he should do to build his careerwithin the company. Workshops and seminars increase employee interest by showing the value ofcareer planning. They help employees set career goals, identify career paths and uncover specificcareer development activities. These individual efforts may be supplemented by printed or tapedinformation. To assist employees in a better way, organizations construct a data bank consisting ofinformation on the career histories, skill evaluations and career preferences of its employees (knownasskillortalentinventory). ii. Analysingcareeropportunities: Once career needs and aspirations of employees are known, the organization has to provide careerpaths for each position. Career paths show career progression possibilities clearly. They indicate thevarious positions thatone could hold over a period of time,if oneis able toperform well. Careerpathschangeovertime,ofcourse,intunewithemployee’sneedsandorganizationalrequirements. 91 CUIDOLSELFLEARNINGMATERIAL(SLM)

While outlining career paths, the claims of experienced persons lacking professional degrees and thatofyoung recruitswithexcellentdegreesbutwithout experienceneedtobebalanced properly. iii. Aligningneedsandopportunities: After employees have identified theirneeds and have realized the existence of career opportunitiesthe remaining problem is one of alignment. This process consists of two steps: first, identify thepotential of employees and then undertake career development programmers with a view to alignemployee needs and organizational opportunities. Through performance appraisal, the potential ofemployees can be assessed to some extent. Such an appraisal would help reveal employees who needfurther training, employees who can take up added responsibilities, etc. After identifying the potentialofemployee’scertaindevelopmentaltechniquessuchasspecialassignments,plannedpositionrotati on, supervisory coaching, job enrichment, understudy programs can be undertaken to updateemployee knowledgeandskills. iv. Action plansandperiodicreview: The matching process would uncover gaps. These need to be bridged through individual careerdevelopment efforts and organization supported efforts from time to time. After initiating these steps,it is necessary to review the whole thing every now and then. This will help the employee know inwhich direction he is moving, what changes are likely to take place, what kind of skills are needed tofacenewandemergingorganizational challenges.From an organizational standpointalso,itisnecessary to find out how employees are doing, what are their goals and aspirations, whether thecareerpathsare intune withindividual needsandserve theoverallcorporateobjectives,etc IMPORTANTTERMINOLOGYUSEDINCAREERPLANNING  Career: Alljobsthatareheldduringone’sworkingLife.  CareerDevelopment: Itisaprocessofidentifyingcareergoalsandestablishing. Themeansofmakingthemareality.  CareerManagement: TheProcessofdesigningandimplementingplanstoenabletheorganization.Tosatisfyemployeesneedsand allowindividualstoachievetheirgoals.  CareerPlateau: Itisaposition fromwhichsomeoneisunlikelytomovetoahigherlevelofwork responsibility.  CareerProgression: Makingprogressinone’scareer throughaseriesofrightmoves  CareerCounselling: Itistheprocessofhelpingindividualssortoutcareerissuesandmakecareerdecision.  CareerPath: 92 CUIDOLSELFLEARNINGMATERIAL(SLM)