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  • 1. Recruitment, Selection Training & Development By Ms. Chitra Krishnan AIBS, Amity University Noida Placing the RIGHT PERSON in RIGHT PLACE at RIGHT TIME .
  • 2. Meaning of Recruitment <ul><li>According to Edwin B. Flippo, “Recruitment is the process of searching the candidates for employment and stimulating them to apply for jobs in the organisation”. Recruitment is the activity that links the employers and the job seekers. A few definitions of recruitment are: </li></ul><ul><li>A process of finding and attracting capable applicants for employment. The process begins when new recruits are sought and ends when their applications are submitted. The result is a pool of applications from which new employees are selected. </li></ul><ul><li>It is the process to discover sources of manpower to meet the requirement of staffing schedule and to employ effective measures for attracting that manpower in adequate numbers to facilitate effective selection of an efficient working force. </li></ul>
  • 3. <ul><li>Recruitment of candidates is the function preceding the selection, which helps create a pool of prospective employees for the organisation so that the management can select the right candidate for the right job from this pool. The main objective of the recruitment process is to expedite the selection process. Recruitment is a continuous process whereby the firm attempts to develop a pool of qualified applicants for the future human resources needs even though specific vacancies do not exist. Usually, the recruitment process starts when a manger initiates an employee requisition for a specific vacancy or an anticipated vacancy. </li></ul>
  • 4. RECRUITMENT NEEDS ARE OF THREE TYPES <ul><li>PLANNED i.e. the needs arising from changes in organization and retirement policy. </li></ul><ul><li>ANTICIPATED Anticipated needs are those movements in personnel, which an organization can predict by studying trends in internal and external environment. </li></ul><ul><li>UNEXPECTED Resignation, deaths, accidents, illness give rise to unexpected needs. </li></ul>
  • 5. Purpose & Importance of Recruitment <ul><li>Attract and encourage more and more candidates to apply in the organisation. </li></ul><ul><li>Create a talent pool of candidates to enable the selection of best candidates for the organisation. </li></ul><ul><li>Determine present and future requirements of the organization in conjunction with its personnel planning and job analysis activities. </li></ul><ul><li>Recruitment is the process which links the employers with the employees. </li></ul><ul><li>Increase the pool of job candidates at minimum cost. </li></ul>
  • 6. <ul><li>increase the success rate of selection process by decreasing number of visibly under qualified or overqualified job applicants. </li></ul><ul><li>reduce the probability that job applicants once recruited and selected will leave the organization only after a short period of time. </li></ul><ul><li>Meet the organizations legal and social obligations regarding the composition of its workforce. </li></ul><ul><li>Begin identifying and preparing potential job applicants who will be appropriate candidates. </li></ul><ul><li>Increase organization and individual effectiveness of various recruiting techniques and sources for all types of job applicants </li></ul>
  • 7. The Recruitment Process: <ul><li>Identify Vacancy </li></ul><ul><li>Prepare Job Description and person Specification </li></ul><ul><li>Advertise </li></ul><ul><li>Managing the Response </li></ul><ul><li>Short-listing </li></ul><ul><li>References </li></ul><ul><li>Arrange Interviews </li></ul><ul><li>Conduct The Interview </li></ul><ul><li>Decision Making </li></ul><ul><li>Convey The Decision </li></ul><ul><li>Appointment Action </li></ul>
  • 8. Sources of Recruitment SOURCES OF RECRUITMENT
  • 9. Factors Affecting Recruitment <ul><li>FACTORS AFFECTING RECRUITMENT </li></ul>
  • 10. Recruitment Strategies <ul><li>For formulating an effective and successful recruitment strategy, the strategy should cover the following elements: </li></ul><ul><li>Identifying and prioritizing jobs </li></ul><ul><li>Candidates to target </li></ul><ul><li>Sources of recruitment </li></ul><ul><li>Trained recruiters </li></ul><ul><li>How to evaluate the candidates </li></ul>
  • 11. Selection
  • 12. Definition Personnel Selection is the methodical placement of individuals into jobs. Its impact on the organization is realized when employees achieve years or decades of service to the employer. The process of selection follows a methodology to collect information about an individual in order to determine if that individual should be employed. The methodology used should not violate any laws regarding personnel selection.
  • 13. <ul><li>Steps in the Selection Process </li></ul><ul><li>1. Screening of application forms </li></ul><ul><li>2. Tests </li></ul><ul><ul><li>Performance simulation tests </li></ul></ul><ul><ul><li>Work sampling </li></ul></ul><ul><ul><li>Assessment center </li></ul></ul><ul><li>Psychological test </li></ul><ul><li>(i) Intelligence tests— </li></ul><ul><li>ii) Aptitude tests— </li></ul><ul><li>• MATRIX (Management Trial Exercise) designed by Proctor and Gamble </li></ul><ul><li>• CAT (Clerical Aptitude Test)-- It is to assess vocabulary, spelling, arithmetical ability, details checking, etc </li></ul>
  • 14. <ul><li>• PAT (Pilot Aptitude Test)-- It is to assess coordination between hands and feet movements </li></ul><ul><li>• Computer Aptitude Test-- It is to assess power of reasoning and analysis </li></ul><ul><li>(iii) Interest tests </li></ul><ul><li>(iv) Personality tests </li></ul><ul><li>• Thematic apperception test (TAT) </li></ul><ul><li>• Rorschach inkblot test </li></ul><ul><li>3. Interview </li></ul><ul><li>4. Selection decision </li></ul>
  • 15. The process of personnel selection involves collecting information about individuals for the purpose of determining suitability for employment in a particular job. This Information is collected using one or more selection devices or methods which are categorized below: interviews personality tests biographical data cognitive ability tests work sample tests physical abilities tests self assessments assessment centers
  • 16. Personnel Selection : Methods: Interviews <ul><li>Advantages </li></ul><ul><li>Useful for determining if the applicant has requisite communicative or social skills which may be necessary for the job </li></ul><ul><li>Interviewer can obtain supplementary information </li></ul><ul><li>Used to appraise candidates' verbal fluency </li></ul><ul><li>Can assess the applicant's job knowledge </li></ul><ul><li>Can be used for selection among equally qualified applicants </li></ul><ul><li>Enables the supervisor and/or co-workers to determine if there is compatibility between the applicant and the employees </li></ul><ul><li>Allows the applicant to ask questions that may reveal additional information useful for making a selection decision </li></ul><ul><li>The interview may be modified as needed to gather important information </li></ul>
  • 17. <ul><li>Disadvantages </li></ul><ul><li>Subjective evaluations are made </li></ul><ul><li>Decisions tend to be made within the first few minutes of the interview with the remainder of the interview used to validate or justify the original decision </li></ul><ul><li>Interviewers form stereotypes concerning the characteristics required for success on the job </li></ul><ul><li>Research has shown disproportionate rates of selection between minority and non-minority members using interviews </li></ul><ul><li>Negative information seems to be given more weight </li></ul><ul><li>Not much evidence of validity of the selection procedure </li></ul><ul><li>Not as reliable as tests </li></ul>
  • 18. Types of Interviews <ul><li>Unstructured Interview Involves a procedure where different questions may be asked of different applicants. </li></ul><ul><li>Situational Interview Candidates are interviewed about what actions they would take in various job-related situations. The job-related situations are usually identified using the critical incidents job analysis technique . The interviews are then scored using a scoring guide constructed by job experts. </li></ul><ul><li>Behavior Description Interviews Candidates are asked what actions they have taken in prior job situations that are similar to situations they may encounter on the job. The interviews are then scored using a scoring guide constructed by job experts </li></ul>
  • 19. Comprehensive Structured Interviews Candidates are asked questions pertaining to how they would handle job-related situations, job knowledge, worker requirements, and how the candidate would perform various job simulations. Interviews tapping job knowledge offer a way to assess a candidate's current level of knowledge related to relevant implicit dimensions of job performance (i.e., &quot;tacit knowledge&quot; or &quot;practical intelligence&quot; related to a specific job position) Structured Behavioral Interview This technique involves asking all interviewees standardized questions about how they handled past situations that were similar to situations they may encounter on the job. The interviewer may also ask discretionary probing questions for details of the situations, the interviewee's behavior in the situation and the outcome. The interviewee's responses are then scored with behaviorally anchored rating scales. Oral Interview Boards This technique entails the job candidate giving oral responses to job-related questions asked by a panel of interviewers. Each member of the panel then rates each interviewee on such dimensions as work history, motivation, creative thinking, and presentation. The scoring procedure for oral interview boards has typically been subjective; thus, it would be subject to personal biases of those individuals sitting on the board. This technique may not be feasible for jobs in which there are a large number of applicants that must be interviewed.
  • 20. Personnel Selection : Methods: Personality Tests <ul><li>Advantages </li></ul><ul><li>Can result in lower turnover due if applicants are selected for traits that are highly correlated with employees who have high longevity within the organization </li></ul><ul><li>Can reveal more information about applicant's abilities and interests </li></ul><ul><li>Can identify interpersonal traits that may be needed for certain jobs </li></ul>
  • 21. <ul><li>Disadvantages </li></ul><ul><li>Difficult to measure personality traits that may not be well defined </li></ul><ul><li>Applicant's training and experience may have greater impact on job performance than applicant's personality </li></ul><ul><li>Responses by applicant may may be altered by applicant's desire to respond in a way they feel would result in their selection </li></ul><ul><li>lack of diversity if all selected applicants have same personality traits </li></ul><ul><li>Cost may be prohibitive for both the test and interpretation of results </li></ul><ul><li>lack of evidence to support validity of use of personality tests </li></ul>
  • 22. Types of Personality Tests Personal Attribute Inventory. An interpersonal assessment instrument which consists of 50 positive and 50 negative adjectives from Gough's Adjective Check List. The subject is to select 30 which are most descriptive of the target group or person in question. This instrument was specifically designed to tap affective reactions and may be used in either assessing attitudes toward others or as a self-concept scale. Personality Adjective Checklist A comprehensive, objective measure of eight personality styles (which are closely aligned with DSM-III-R Axis II constructs). These eight personality styles are: introversive, inhibited, cooperative, sociable, confident, forceful, respectful, and sensitive. This instrument is designed for use with non psychiatric patients and normal adults who read minimally at the eighth grade level. Test reports are computer-generated and are intended for use by qualified professionals only. Interpretive statements are based on empirical data and theoretical inference. They are considered probabilistic in nature and cannot be considered definitive. (2K )
  • 23. <ul><li>Cross-Cultural Adaptability Inventory Self-scoring six-point rating scale is a training instrument designed to provide feedback to individuals about their potential for cross-cultural effectiveness. It is most effective when used as part of a training program. It can also be used as a team-building tool for culturally diverse work groups and as a counseling tool for people in the process of cross-cultural adjustment. The inventory contains 50 items, distributed among 4 subscales: emotional resilience, flexibility/openness, perceptual acuity, personal autonomy. Materials: </li></ul><ul><li>California Psychological Inventory Multipurpose questionnaire designed to assess normal personality characteristics important in everyday life that individuals make use of to understand, classify, and predict their own behaviors and that of others. In this revision, two new scales, empathy and independence, have been added; semantic changes were made in 29 items; and 18 items were eliminated. The inventory is applicable for use in a variety of settings, including business and industry, schools and colleges, clinics and counseling agencies, and for cross cultural and other research. May be used to advise employees/applicants about their vocational plans. </li></ul>
  • 24. Personnel Selection : Methods: Biographical Inventories <ul><li>Techniques for scoring application forms or biographical questionnaires to be used for selection of applicants. </li></ul><ul><li>Advantages </li></ul><ul><li>Useful for jobs where a large number of employees are performing the same or similar job </li></ul><ul><li>Useful for jobs where there are a large number of applicants relative to the number of openings </li></ul>
  • 25. Types of Biographical Data Selection Procedures Background Information/Application Blanks Paper-and-pencil questionnaires, interviews, and communications with past employers in order to assess an individual's behavioral reliability, integrity, and personal adjustment. In order to implement this technique a validation study would have to be conducted. Empirically-keyed Biodata Applicants are presented with a list of questions pertaining to such things as one's economic stability, work ethic orientation, and educational achievement. Applicants' scores are determined by weighting each item according to the item's empirically derived relationship to the criterion of interest. This technique requires a validation study to be carried out in order to obtain the empirically derived weights for the Biodata.
  • 26. Rationally-keyed Biodata Applicants are presented with a list of questions pertaining to such things as one's economic stability, work ethic orientation and educational achievement. Applicants' scores are determined by weighting each item according to the item's rationally derived relationship to the criterion of interest. Research indicates the predictive validity of this technique may be lower than other available techniques with no evidence for reduced adverse impact against minorities.
  • 27. Personnel Selection : Methods: Cognitive Ability Measures <ul><li>These tests may be categorized as: </li></ul><ul><li>General Intelligence Tests </li></ul><ul><li>Aptitude Tests </li></ul><ul><ul><li>Mechanical Aptitude </li></ul></ul><ul><ul><li>Clerical Aptitude </li></ul></ul><ul><ul><li>Spatial Aptitude </li></ul></ul>
  • 28. <ul><li>Advantages </li></ul><ul><li>Highly reliable </li></ul><ul><li>Verbal reasoning and numerical tests have shown high validity for a wide range of jobs </li></ul><ul><li>The validity rises with increasing complexity of the job </li></ul><ul><li>Combinations of aptitude tests have higher validities than individual tests alone </li></ul><ul><li>May be administered in group settings where many applicants can be tested at the same time </li></ul><ul><li>Scoring of the tests may be completed by computer scanning equipment </li></ul><ul><li>Lower cost than personality tests </li></ul>
  • 29. <ul><li>Disadvantages </li></ul><ul><li>Non-minorities typically score one standard deviation above minorities which may result in adverse impact depending on how the scores are used in the selection process </li></ul><ul><li>Differences between males and females in abilities (e.g., knowledge of mathematics) may negatively impact the scores of female applicants </li></ul>
  • 30. Training & Development
  • 31. TRAINING DEFINED <ul><li>It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees. </li></ul>
  • 32. <ul><li>Training is activity leading to skilled behavior. • It’s not what you want in life, but it’s knowing how to reach it • It’s not where you want to go, but it’s knowing how to get there • It’s not how high you want to rise, but it’s knowing how to take off • It may not be quite the outcome you were aiming for, but it will be an outcome • It’s not what you dream of doing, but it’s having the knowledge to do it • It's not a set of goals, but it’s more like a vision • It’s not the goal you set, but it’s what you need to achieve it </li></ul>
  • 33. <ul><li>TRAINING AND DEVELOPMENT OBJECTIVES The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives – help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives – assist the organization with its primary objective by bringing individual effectiveness. Functional Objectives – maintain the department’s contribution at a level suitable to the organization’s needs. Societal Objectives – ensure that an organization is ethically and socially responsible to the needs and challenges of the society. </li></ul>
  • 34. ROLE OF TRAINING
  • 35. Importance Of Training and Development <ul><li>Optimum Utilization of Human Resources </li></ul><ul><li>Development of Human Resources </li></ul><ul><li>Development of Human Resources </li></ul><ul><li>Productivity </li></ul><ul><li>Team spirit </li></ul><ul><li>Organization Culture </li></ul><ul><li>Organization Climate </li></ul><ul><li>Quality </li></ul><ul><li>Healthy work-environment </li></ul><ul><li>Health and Safety </li></ul><ul><li>Morale </li></ul><ul><li>Image </li></ul><ul><li>Profitability </li></ul><ul><li>Training and Development aids in organizational development </li></ul>
  • 36. Importance Of Training Objectives <ul><li>Training objective is one of the most important parts of training program. Training objectives are of great significance from a number of stakeholder perspectives, 1. Trainer 2. Trainee 3. Designer 4. Evaluator </li></ul>
  • 37.                                                                              
  • 38. Training As Consultancy <ul><li>Training consultancy provides industry professional to work with an organization in achieving its training and development objectives. Estimation of Training Outsourcing It has been estimated that 58% of the emerging market in training outsourcing is in customer education, while only 42 percent of the market is in employee education. </li></ul>
  • 39. The training consultancies offer various benefits such as:
  • 40. <ul><li>Importance of Training Consultancies • It helps in enhancing company’s image • It helps in strengthening the team spirit • It helps in applying knowledge, developing core competencies, and reducing work load • It helps in improving the work relations • It helps in developing focused and inspired staff • It leads to greater chances of success </li></ul>
  • 41. <ul><li>Consultants can provide help on following areas : • Management Development • Team Building Leadership • Health & Safety Training • Interpersonal Skills • Sales Training EXAMPLE: T.V. Rao Learning Systems is a popular training consultancy in India. </li></ul>
  • 42. <ul><li>Role of HRD Professionals in Training This is the era of cut-throat competition and with this changing scenario of business; the role of HR professionals in training has been widened. HR role now is: 1. Active involvement in employee education 2. Rewards for improvement in performance 3. Rewards to be associated with self esteem and self worth 4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training 5. Flexible access i.e. anytime, anywhere training </li></ul>
  • 43. Models of Training <ul><li>Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs). </li></ul>
  • 44. <ul><li>The three model of training are: 1. System Model 2. Instructional System Development Model 3. Transitional model </li></ul>
  • 45. System Model Training <ul><li>The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows: </li></ul>
  • 46.  
  • 47. <ul><li>1. Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc The next step is to develop a performance measure on the basis of which actual performance would be evaluated. 2. Design and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents. </li></ul>
  • 48. <ul><li>3. Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives. 4. Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program. 5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices. </li></ul>
  • 49. Instructional System Development Model(ISD)Model <ul><li>Instructional System Development model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved. The Instructional System Development model comprises of five stages: </li></ul>
  • 50.                                                                              
  • 51. <ul><li>1. ANALYSIS – This phase consist of training need assessment, job analysis, and target audience analysis. 2. PLANNING – This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc. </li></ul>
  • 52. <ul><li>3. DEVELOPMENT – This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary. 4. EXECUTION – This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories. 5. EVALUATION – The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices. The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase. </li></ul>
  • 53. Transitional Model <ul><li>Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed. </li></ul><ul><li>Vision – focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role mode, or bringing some internal transformation, or may be promising to meet some other deadlines. Mission – explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders. Values – is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc. </li></ul>
  • 54.                                                                                        
  • 55. Methods of Training <ul><li>There are various methods of training, which can be divided in to cognitive and behavioral methods. Trainers need to understand the pros and cons of each method, also its impact on trainees keeping their background and skills in mind before giving training. Cognitive methods are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning. </li></ul>
  • 56. The various methods that come under Cognitive approach are: <ul><li>LECTURES </li></ul><ul><li>DEMONSTRATIONS </li></ul><ul><li>DISCUSSIONS </li></ul>
  • 57. <ul><li>Behavioral methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development. </li></ul>
  • 58. <ul><li>GAMES AND SIMULATIONS BEHAVIOR-MODELING </li></ul><ul><ul><li>Behavior modeling focuses on developing behavioral and interpersonal skills. This type of method can be used for training in </li></ul></ul><ul><ul><li>Sales training </li></ul></ul><ul><ul><li>Interviewee training </li></ul></ul><ul><ul><li>Interviewer training </li></ul></ul><ul><ul><li>Safety training </li></ul></ul><ul><ul><li>Interpersonal skills training </li></ul></ul>The various methods that come under Behavioral approach are:
  • 59. <ul><ul><li>BUSINESS GAMES </li></ul></ul><ul><ul><li>Some of the benefits of the business games are: </li></ul></ul><ul><ul><li>It develops leadership skills </li></ul></ul><ul><ul><li>It improves application of total quality principles </li></ul></ul><ul><ul><li>It develops skills in using quality tools </li></ul></ul><ul><ul><li>It strengthen management skills </li></ul></ul><ul><ul><li>It demonstrates principles and concepts </li></ul></ul><ul><ul><li>It explores and solves complex problem </li></ul></ul>
  • 60. <ul><ul><li>CASE STUDIES </li></ul></ul><ul><ul><li>Case Study method focuses on: </li></ul></ul><ul><ul><li>Building decision making skills </li></ul></ul><ul><ul><li>Assessing and developing Knowledge, Skills and Attitudes (KSAs) </li></ul></ul><ul><ul><li>Developing communication and interpersonal skills </li></ul></ul><ul><ul><li>Developing management skills </li></ul></ul><ul><ul><li>Developing procedural and strategic knowledge </li></ul></ul>
  • 61. <ul><ul><li>EQUIPMENT STIMULATORS </li></ul></ul><ul><ul><li>Equipment simulators are the mechanical devices that necessitate trainees to use some actions, plans, measures, trials, movements, or decision processes they would use with equipment back on the their respective work place. It is imperative that the simulators be designed to repeat, as closely as possible, the physical aspects of equipment and operational surroundings trainees will find at their work place. This is also called as physical fidelity of the simulation. </li></ul></ul><ul><ul><li>Equipment simulators can be used in giving training to: </li></ul></ul><ul><ul><li>Air Traffic Controllers </li></ul></ul><ul><ul><li>Taxi Drivers </li></ul></ul><ul><ul><li>Telephone Operators </li></ul></ul><ul><ul><li>Ship Navigators </li></ul></ul><ul><ul><li>Maintenance Workers </li></ul></ul><ul><ul><li>Product Development Engineers </li></ul></ul><ul><ul><li>Airline Pilots </li></ul></ul><ul><ul><li>Military Officers </li></ul></ul>
  • 62. <ul><ul><li>IN-BASKET TECHNIQUE In-Basket Technique – It provides trainees with a log of written text or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator. </li></ul></ul>
  • 63. ROLE PLAYS <ul><li>Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another. Role Plays helps in </li></ul><ul><li>Developing interpersonal skills and communication skills </li></ul><ul><li>Conflict resolution </li></ul><ul><li>Group decision making </li></ul><ul><li>Developing insight into one’s own behavior and its impact on others </li></ul>
  • 64. <ul><li>MANAGEMENT DEVELOPMENT – Management Development has become very important in today’s competitive environment. According to a survey, those companies that align their management development with tactical planning are more competitive than the companies who are not. It has also been indicated that 80% of the companies report MDP, compared with 90% that provide executive leadership training. For most of the companies 37% of the training budgets go to management development and learning programs. Therefore, it is important to consider management development as an important part of organizational competitiveness. </li></ul><ul><li>Management development method is further divided into two parts: ON THE JOB TRAINING – The most frequently used method in smaller organizations that is on-the-job training. This method of training uses more knowledgeable, experienced and skilled employees, such as mangers, supervisors to give training to less knowledgeable, skilled, and experienced employees. OJT can be delivered in classrooms as well. This type of training often takes place at the work place in informal manner. The development of a manager’s abilities can take place on the job. The four techniques for on-the job development are: </li></ul>
  • 65. <ul><li>It is one of the training methods, which is considered as a corrective method for inadequate performance. According to a survey conducted by International Coach Federation (ICF), more than 4,000 companies are using coach for their executives. These coaches are experts most of the time outside consultants. </li></ul><ul><li>Procedure of the Coaching The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executive’s convenience by the coach. Understand the participant’s job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation </li></ul><ul><li>Meet the participant and mutually agree on the objective that has to be achieved </li></ul><ul><li>Mutually arrive at a plan and schedule </li></ul><ul><li>At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback </li></ul><ul><li>Repeat step 4 until performance improves </li></ul><ul><li>For the people at middle-level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up-and-coming managers. Again, the personalized approach assists the manger focus on definite needs and improvement. </li></ul>COACHING
  • 66. <ul><li>MENTORING </li></ul><ul><li>Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee. The meetings are not as structured and regular than in coaching. Executive mentoring is generally done by someone inside the company. The executive can learn a lot from mentoring. By dealing with diverse mentee’s, the executive is given the chance to grow professionally by developing management skills and learning how to work with people with diverse background, culture, and language and personality types. JOB ROTATION This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training. A recent study indicated that the single most significant factor that leads to leader’s achievement was the variety of experiences in different departments, business units, cities, and countries. </li></ul>
  • 67. <ul><li>Benefits of Job Rotation Some of the major benefits of job rotation are: </li></ul><ul><li>It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries </li></ul><ul><li>Identification of Knowledge, skills, and attitudes (KSAs) required </li></ul><ul><li>It determines the areas where improvement is required </li></ul><ul><li>Assessment of the employees who have the potential and caliber for filling the position </li></ul>
  • 68. JOB INSTRUCTION TECHNIQUE (JIT) <ul><li>Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development </li></ul><ul><li>Procedure of Job Instruction Technique </li></ul><ul><li>JIT consists of four steps: </li></ul><ul><li>Plan </li></ul><ul><li>Present </li></ul><ul><li>Trial </li></ul><ul><li>Follow-up </li></ul>
  • 69. <ul><li>OFF THE JOB TRAINING – There are many management development techniques that an employee can take in off the job. The few popular methods are: </li></ul><ul><li>SENSITIVITY TRAINING </li></ul><ul><li>Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. </li></ul><ul><li>Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. </li></ul><ul><li>Behavioral flexibility is ability to behave suitably in light of understanding. </li></ul>
  • 70. Procedure of Sensitivity Training
  • 71. <ul><li>TRANSACTIONAL ANALYSIS Transactional Analysis provides trainees with a realistic and useful method for analyzing and understanding the behavior of others. In every social interaction, there is a motivation provided by one person and a reaction to that motivation given by another person. This motivation-reaction relationship between two persons is a transaction. Transactional analysis can be done by the ego states of an individual. </li></ul>
  • 72. <ul><li>There are basically three ego states: Child: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses which come to her naturally from her own understanding as a child. The characteristics of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a person is operating from its child state are the use of words like “I guess”, “I suppose”, etc. and non verbal clues like, giggling, silent, attention seeking, etc. Parent: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses imposed on her in her childhood from various sources such as, social, parents, friends, etc. The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues that a person is operating from its parent states are the use of words like, always, should, never, etc and non-verbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.                                   Adult: It is a collection of reality testing, rational behavior, decision-making, etc. A person in this ego state verifies, updates the data which she has received from the other two states. It is a shift from the taught and felt concepts to tested concepts. All of us evoke behavior from one ego state which is responded to by the other person from any of these three states. </li></ul>
  • 73. <ul><li>LECTURES </li></ul><ul><li>SIMULATION EXERCISES </li></ul>
  • 74. Training-Design

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