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Improving Quality of Technical Training : Human Resource Persectives
- 1. Dr. Sraban Mukherjee 1 The Practices and Challenges In Improving Quality of Training: Human Resource Perspectives
- 2. “ ..The skill gap between graduates and job market has reached an alarming level with 3 out of 7 college graduates encountering difficulties in landing a job that matches with their education..” Reported on May 24,2014 Taiwan Times, based on poll conducted by Centre For Public Policy and Law, NTU, Taipei. 2
- 3. “…. the nation ( Taiwan) is facing a shortage of manual workers and operators as SMEs make up 90 percent of all businesses, but most college graduates are reluctant to take this kind of job.” - Prof Wang Li-Sheng, Institute of Applied Mechanics, NTU. 3
- 4. 4 Indian Context.. India is facing similar crisis: Engineering graduates are much more than graduates from Polytechnics India needs to create a massive drive for building adequate skills of its population, in which over 600 million young people are under the age of 24. Under National Policy on Skill Development, India has set a target of skilling 500 million people by 2022
- 5. Challenges before VET VET is concerned with the employability skills for specific job, occupation or task not broader skills, lifelong learning. Vocational trainers are being increasingly held responsible for students’ achievement. Linkage with the industries Job-specific or firm-specific training not possible at VET institutions. 7
- 6. Major Challenges for VET providers are: Non-availability of courses in new and emerging areas Inadequate Infrastructure facilities and obsolete equipment System unable to attract quality teachers Inadequate financial resources Lack of flexibility and autonomy to the institutions Inadequate industry institute participation Lack of innovation in VE Antique curricula 8
- 7. Quality in Vocational education and Training Conformance to requirement Satisfying customer need Pursuits to excellence Satisfying trainee’s need QUALIT Y Continuous operational improvement Reducing non-conformance Zero defects 9
- 8. Issues related to Quality? Training policy makers are focusing on: - Employable skills Outcome-based training Qualification framework Training certification Demand-driven skills Training to Industry standards 10
- 9. Issues related to Quality Quality in education and training refers to that the learning should lead to satisfactory outcomes for learners, employers and sponsors. The learners need to be provided broader skills and knowledge to fit into not one but related industries with various job-roles Return on Investment 11
- 10. “A Chain is only as strong as its weakest link” - E.M. Goldratt and Jeff Cox 12 Supplie s Internal/ External
- 11. Key elements to improve the quality of vocational training “A Chain is only as strong as its weakest link” Organizational performance is dictated by constraints Every system has at least one constraint that limits its performance i.e. the systems “weakest link”. Weakest links Trainee s Trainer s Trainin g content Training Methodolog y Clas s Size Training Environmen t 13
- 12. Trainees “Most of the participants in the past were middle aged people, but over the past three years, 90 % of them were young adults.” - Lai Shu-Li ,Deputy Director, WDA as reported in Taipei Times on May 27,2014 14
- 13. 15 Who are our trainee and what they expect from us? What are their backgrounds: academic, social and family? What motivated trainees to join training? What are their ability levels? What are their learning styles and preferences?
- 14. Trainers “People make the system work” Problems: Highly qualified faculty lacks practical knowledge Limited opportunity to obtain additional education and professional training Problem in recruiting good vocational trainer (faculty) Lack of stability of trainers 16
- 15. 18 Teacher Certification (to develop competent staff and establish higher Standards) Training Certification (to standardize instructional content of individual institutions) Trainers Selecting the Trainers Certification
- 16. Training Content Least Important Success Factors : Management of Training History Handling of training information, statistical analysis and application (Chang, J et al , paper presented at International Conference on Advanced Technology and Mgt. Sc,2013) 19 A Case Study of Continuous Education School of Colleges on TTQS Implementation
- 17. Most Important Success Factors : Analysis of competency gap according to training demands of target market Design courses by opinions and demands of stakeholders Follow-up on the extent of changes in trainee’s knowledge (Chang, J et al , paper presented at International Conference on Advanced Technology and Mgt. Sc,2013) 21 Training Content: A Case Study of Continuous Education School of Colleges on TTQS Implementation
- 18. Training Content Comprehensive review and redesign of the curricula according to the need of local industries every 3 to 4 years Industry Skills need survey, Focus Group discussion, Expert Panels Recommendations and Trainers feedback Flexibility to training providers to fine-tune training curricula based on local situation under broad guidelines 22
- 19. Training Content Emphasis on Practical Experience rather than academic credential Competency- based training curricula based on detailed task analysis of specific task. Integration of social skills in Vocational courses 23
- 20. Training Methodology “ I hear and I forget, I see and I remember, I do and then I understand”. According to Adult Learning Theory postulates: we remember 20% of what we hear, 50% of what we see, but 80% of what we do. Use of technology in training delivery is most effective as education, technology and work goes online now a days. 24 Confucius
- 21. Training Methodology Hands-on Experience Flip teaching/ Flipped Classroom Training Games/ Simulation Games Competency based instruction 25
- 22. Class size 26 “…. There was a “threshold effect” when class size was reduced to 15 and under. Gains in achievement were dramatic….” Glass & Smith, University of Colorado, 1981based on integrated analysis over 100 studies.
- 23. Class size 25-30 students in vocational and technical laboratories Larger class sizes can cause student achievement to decrease Small classes promote higher achievement, better attitudes and a greater teacher satisfaction 27
- 24. Training Environment Student central: analysis of prior knowledge Context central: safe environment, connection with life outside training school Knowledge central: clarity about what has to be learned and why Assessment central: assessment to guard the learning process 28
- 25. Human Resource Perspective 29
- 26. VET & HRD :Where is the difference Role of VET is to prepare people for work or improve performance in existing job or skill them to find job Role of HRD is concerned with overall development of employees not only for present jobs, but develop them for future. 30
- 27. Changing Role Of HRD From traditional T & D Role to Strategic HR. Involvement of Line Managers in training needs identification, conducting skill training, and skill-assessment at workplace. HRD more focused on planning, creating facilities and monitoring the implementation quality. 32
- 28. Two Approaches of HR 33 Self- Commitment –Oriented HR Regulation Seek Responsibilit y Exercise Initiative Efficiency Improvement Productivity Utilization Cost Reduction Performance- Oriented HR
- 29. What Commitment-Oriented HR is expected to do ? Develop Policies to Attract and Retain Employees, specially Trainers and Technical Experts. Professionalize Recruitment and Selection Process. Develop trainers, create opportunity for exposures and knowledge & skills upgradation. 34
- 30. What Commitment-Oriented HR is expected to do ? Develop assessment and feedback system. Develop several trainer recognition systems. Focus on Employee Engagement : Conduct periodic survey to identify employee satisfaction and motivational level Create challenging, stimulating and inspiring work environment – a true learning environment. 35
- 31. HR Organizational Setup: Do we have strong HR department in our organizations? What are the quality and competence level of people managing HR function? What are the mandates to HR department from Institutional leadership ? 36
- 32. TTQS :THE WAY FORWARD 37 Standardized the training processes at institutions in Taiwan Large participation in certification process indicates high interest amongst training providers Put focus on innovation and continuous improvement in training system TTQS evaluation should focus on improvement on key training parameters /result areas
- 33. 38
- 34. 39
- 35. 40
Editor's Notes
- Governments around the world are concerned with skill – skill development, skill shortages, and skills mismatches. Though we all know that skilled manpower is crucial for any country, there is less clarity on the nature of skill, the kind of skills, the exact requirements of industries and how they should be developed.
- India has one of the largest technical manpower in the world. In India, the emphasis has been on technical education, not so much in vocational education. (In India, TE refers to post-secondary courses of study and practical training at preparation of technicians to work as Supervisory staff. The term VT refers to lower level of education and training for skilled or semi-skilled jobs). Major shortcoming in the area of TVET is the number of engineers graduating is far more than the diploma holders, though major workforce is required at lower level than supervisory level.
- The training provided in the vocational education and training institutions in most of the developing countries including India is not aligned to the emerging demand of advanced and/or new skills of the continuously evolving labor market. There is growing evidence of mismatch exists in the projected skill shortages from different sectors of the economy on the one hand, the high unemployment level of VET graduates on the other. In many countries, the problem faced by the graduate from self-employment oriented VT program is that while they have acquired skills during their training, most find it very hard to utilize these skills productively in labor market.
- The common criticism that the majorities of the graduates of training institutions are not employable or cannot be put directly put into employment is misleading. So far, the main objective of present days vocational education and training system is to prepare the learner in advance for ’lifetime job or occupation’. Globalization, mobility of workforce within and outside the country (due to change of immigration laws ), advancement of information and communication technologies, changes in workplaces, the nature of work and its organization, etc. are some of the factors resulted into life time job skill training is out of sync with the trajectories of employment of individuals. The focus now is on to instill into the learners the skills and disposition for a life-long learning, in addition to providing broader skills and knowledge. Hence, the shift is to provide training with broad coverage, not to taught specific skills to high performance level. Training for job-specific or firm-specific skills is best provided at the workplace.
- Quality can be defined in many ways in vocational education and training. Quality is generally defined as “conformance to requirements’”. Then “requirements” is for whom and how we can define and measure it, since it may mean different for different stakeholders. It could mean pursuits to excellence, continuous operational improvement, satisfying customer needs, satisfying trainee’s need, reducing non-conformance, zero defects, etc. In vocational education and training, quality is primarily to satisfy the needs of various stakeholder groups, students and enterprises, in particular. Therefore, quality in education and training refers to that the learning should lead to satisfactory outcomes for learners, employers and sponsors.
- According to Glodratt’s (author of book “Goal”), organizational performance is dictated by constraints. Constraints can involve people, supplies, information, equipment, or even policies, and can be internal or external to an organization. Goldratt’s Theory of Constraints (TOC) says ,that every system, no matter how well it performs, has atleast one constraint that limits its performance – that is the system’s “weakest link”. If we consider training as a system, then to train only teachers but not the administrators, creates a weak link. Similarly, if only investment is made in infrastructure and facilities, but teachers are not trained in how to manage and maintain it, then another weak link is created. By using Theory of Constraints, let us identify the weakest link in training system in each training institution, which is holding the performance of training institute most. Each institute or training provider is unique because of their basic infrastructure, trainers quality, and nature or type of training provided. Quality cannot be dictated from outside or from centralized policies and directions, but must evolve from within the institution itself, within certain basic guidelines and framework.
- To improve the quality of training, it is essential to understand the following fundamental questions: Who are our trainee and what they expect from us? What are their backgrounds: academic, social and family? What motivated them to join training? What are their learning styles and preferences? What are their ability levels? To shift the traditional training model of “ Trainer-Centric” to “ Trainee- Centric” , the answer to above questions will able to modify and fine-tune the instructional strategies. The trainee’s academic background and ability level influence the amount of learning time needed. Failure to accommodate individual differences results in instructional inefficiencies, while too much instruction time allotted to some trainees and not enough for others.
- People make the system work. Therefore investment on trainers should become an immediate priority. The tendency has often been to make investment into buildings and equipment, these investments are visible and involve large funds. Investment however needs to develop human resources. It is a common problem in recruiting and retaining good vocational trainer (faculty). There is lack of proper teacher training institutes in most countries. Many institutes follow a policy of using former trainees as instructors. Within few years, these trainees move to better paying job, hence new set of trainees are inducted. This has a detrimental effect of program quality. Due to lack of stability of trainers, there is usually progressive deterioration in program quality because of deficiencies in content and practices are compounded and passed on.
- Human resource policy for training providers must embrace three elements – selection, training and recognition. There is a considerable shortage of teachers / trainers whether in vocational training sectors or technical education sectors. Hence, there is urgent need to professionalize the recruitment and selection practices and to make investment to create attractiveness of the job of teachers in the broadest sense. Selection must be viewed as an integral first step of human resource process in training organization. Right selection mechanism is needed to ensure most qualified, skilled and motivated individual having passion on developing others are selected. Whether it is pre-service and on the job training, if we deploy less qualified and competent trainers, it will make only marginal improvement in training outcomes. Teacher certification and training certification will improve training in the long term. Teacher certification will ensure development of a competent staff and establishing higher standards. Training certification has a direct influence on the instructional content of individual institutions. TTQS system is right step in this direction.
- A study of the key success factors for the Continuing Education School of Colleges that adopted TTQS observed that “ Management of training history documentations” and “Handling of training information, statistical analysis and application” are to be least important success factors in implementing TTQS. This is a notable deviation from the fundamental concept of the ISO system.
- For training at vocational institutions for those who are entering job market after graduating from these institutes, the broad training content is to be designed and reviewed after 3 to 4 years, based on the industry skills need survey, focus group discussion, expert group meeting, trainers feedback. It is also important to note that broad framework can be framed at central level, but institute should have flexibility in incorporating improvisation based on the needs of local industries, resources availability as well as the specific expertise available in each institution. In this improvising, involvements of line managers in the planning stage as well as curricula design stage are critical success factors.
- It is not very uncommon to find that graduates passing out from technical institutes have little or no exposure in working on actual equipments but concerned on academic achievements. Many technical institutes do not have proper practical laboratories, where students can do practical training. No one can fire gun properly by just following instructions. Technical education is primarily to make students competent to work on equipments independently. There is overemphasis on academic credentials and qualifications in our society, which leads to less focus on gaining practical experiences. Competency based training and completion is one approach in vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training. Competency based training programs are comprised of competency standards set by industry that each student is assessed against to ensure all the outcomes required have been achieved. Progression through a competency based training program is determined by the student demonstrating that they have met the competency standards through the training program and related work, not by time spent in training. This way, students may be able to complete a program of study at their own pace. Though, occupational competency framework and competency based instruction design are the most “in” things in VET areas, but there are many pitfalls. First of all, competency based training content design is based on detailed task analysis of specific task. Developing competency standards for different tasks, developing contents and instructional materials and implementation requires considerable time and resources. Second, the focus of training is now being shifted to provide broader skills than specific job-oriented skills. Competency based framework is most suitable for existing employees in enterprises, where the employees are trained for new tasks or retrained on existing job, if their performance is below the expected level. Recent experiences highlighted that there is urgent needs of integrating social skill into vocational courses, viz., ethics, entrepreneurship, responsibility, communication skills, English, self-confidence, devotion to work etc
- Today’s young workforce is driving dramatic changes in education, technology and work. Majority of these new entrants in job market, are digitally active who live and breathe online. They are accustomed to technology at home and expects similar levels of technology at our institutes and at workplace. In our “ always connected” world, the gap between personal and professional personae has shrunk over time. Most of us are checking email or messages on our smart phone almost 16 hours in a day.
- Use of technology in training delivery is most effective way in today’s world. Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures or demonstration of specific task , usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing or demonstrating . Games are integral part of today’s generation’s lifestyle since childhood, thus they can effectively relate to the language and metaphors of games they are playing. There is always a trill of competition and accomplishment, though they play games for fun. Games give these players opportunities for self-expression through allowing them in active participation in learning through experimentation and practice. Computer games also provide real time assessment and feedback to players, so that the players learn quickly and adjust. Training Game or Simulation Game is one of the most effective mode of teaching in today’s context. So far, these approaches were used mostly in management development program, but deployed very rare occasions in vocational training.
- In an integrated analysis of over 100 studies , Glass and Smith (Meta-analysis of Research on the Relationship of Class Size and Achievement, Laboratory of Educational Research, University of Colorado, 1981) found that there was a “threshold effect” when class size was reduced to 15 students and under. Gains in achievement were dramatic. In small classes, the teachers will use more practice, use mastery learning approach, individual attention, which enhance learning. Small classes promote higher achievement, better attitudes and a greater teacher satisfaction.
- : The quality of training depends on the environment under which each student learns. Hence, training environment is to be created in such a way that a learning environment is created. Good infrastructure does not necessarily leads to good learning environment. A learning organization without active learners is like an institution without students. In order to create an learning organization, it is important to create learner-centric environment by providing necessary tools and contents so that, the students become active self-learner. As with sports, unless you practice a lot , you will not get better. Attentions to students preferred learning styles is to be considered so as to create a variety of learning methods to suit the Theorist, Activist, Pragmatist and Reflector
- VET is usually mean education and training which is designed to prepare people for work or to improve their performance or create opportunity to find work. In the organizational context, Human Resource Development (HRD) refer to the overall development of the skills and abilities of individuals not only for present jobs but also prepare them for future roles. Hence, HRD is concerned more that the development of skills for the job in which the individual in currently engaged. In other words, HRD is primarily concerned with the overall development of employees in a way which they contribute their maximum potential for organizational growth. Hence, HRD, broadly, focuses on following three development areas: Training and Development, i .e. developing key competencies that enable individuals to perform current jobs or roles efficiently and to prepare for taking new jobs or roles Organizational Development, i.e., ensuring effective organizational relationships to initiate and manage changes Career Development, i.e. aligning and planning individual career aspirations with the organizational career management system.
- Line managers are more now involved in training needs identifications, skill gap analysis, delivery specific skill oriented program, since they have more clarity on what are skills training are needed, delivering training both in the class rooms and at workplace and assessing the skills improvements post-training. These trainers are experts in specific skills area working in supervisory or managerial role. They are trained as trainers and involved in delivery of training on regular basis or part-time basis while performing their assigned role. As the organizations train more and more supervisory staff as workplace trainers, there will be a culture of training in the organization as more and more trained trainers will act as champion of training, will be keen on skills upgradation of the employees and keep focusing on the job assessment. Basic framework of well-designed HR system is to develop policies to attract, retain, develop and reward competent and high potential employees in such a way that the organization can achieve optimal performance with available resources. Strategic human resource policy formulation is done at two levels : Policy makers and Institution Management, who are responsible for developing policy, planning, providing directions and organizing resources. At second level, the trainers/ faculty/ practitioners, who directly implement policies and deliver the training.
- In the context of vocational education, HR approach is more on commitment –oriented HR rather than control or performance-oriented HR. Commitment oriented HR assumes that people are capable of self-regulation, and given the opportunity and developmental experience, they will seek responsibility and exercise initiative. In performance-oriented HR, the systems focuses on quantified results i.e., efficiency improvement, productivity, utilization, cost reduction, etc.
- Within the commitment approach, employees’ motivation is not only expected to be enhanced by means of financial stimuli, but also by means of development opportunities, autonomy and responsibility. The commitment –oriented HR policy focuses on employees engagement, development of employees and enhancing their commitment towards meeting organizational goals and objectives. In this type of organization, employees take initiatives, self-driven and take responsibility by their own. They generally have high intrinsic motivation, only the management need to facilitate the process. Employee’ motivation is not only enhanced by financial stimuli, but also by means of development opportunities, autonomy and responsibility. How do we challenge enough the teachers so that they invest in their own development and innovate their teaching ? How do we create a challenging, stimulating, inspiring work environment in the institute so that a learning culture is developed within a particular institution? Are Human Resource department is conducting employee engagement survey to understand the satisfaction and motivation level of employees, specially trainers? There is urgent need to a identify areas, which require improvement in order to create an environment of excellence as well as engage each employee in improvement process.
- Vocational trainers, practitioners’, technical faculty are being increasingly held responsible for students’ achievement. Hence, there is a strong need to create proper year long assessment system through which high performers are recognized and rewarded. It is the role of HR to evolve different motivational schemes, recognition system and reward mechanism, so that each employee focuses on improving their performance.
- It is also important to take stock on whether each training institutions have full-fledged Human resource department. Do we have competent HR person in our organization at institution management level, who are responsible for developing and implementing HR policies and practices in lines with market? In my personal opinion, Human Resource function in training institutes is most neglected function and given least importance. Even if there is Human Resource department, the competence level of HR team is generally not very high. Generally, HR department is dealing with operational HR issues, i.e. salary administration, leave management, attendance management, statutory compliance, etc. As mentioned earlier, there are limited developmental opportunities of trainers within and outside the institutions. Role of HR is to identify what training exposures, resources could be made available to teachers. Are our HR team competent enough to do that? Do they have got mandate from institution leadership to take up this responsibility?
- I strongly propose that the policy makers of TTQS to explore how some results criteria of EFQM Excellence Model can be incorporated into TTQS system. CONCLUSION In knowledge economy, the workers will be more flexible, analytical, adaptable and multi-skill. They need to have additional skill sets of professional, managerial, operational, behavioral, inter personal and inter-functional skills. Vocational education should focus on create opportunities to enhance individual employability, reduce mismatch between demand and supply of skilled manpower and an alternative for those pursuing higher education. Traditional training pay little attention to differences in skill between trades or to individual differences in learning and skill acquisition, since training are generally time spent rather on competency achieved. A heightened emphasis on competency and performance will generate new pressure on reviewing existing training content and quality of training program vis-à-vis training requirement. Knowledge and skills are the engines of economic growth and social development. Countries with higher and better levels of knowledge and skills respond more effectively and promptly to challenges and opportunities of globalization. ( Goel). A better skilled labour force is essential if we are to meet the labor supply requirement for faster growth. A rigorous trainer selection process, coupled with certification standards, can produce better instruction. Singapore Institute of Technical Education’s system of TVET is the unique brand an ITE College Education called “ Hands-on, Minds-on and Hearts-on”. The “Hands-on” training ensures that the students acquire a strong foundation in technical skills. “Minds-on” learning develops independent thinking and flexible practitioners, who are able to cope with challenges. And “ Hearts-on” learning develops the “complete person” with the passion for what they do, with confidence and care for the society. This could be one example to look at. The focus of vocational education is to meet the changing skills need of individual with the principle of lifelong learning. Though the demand for skilled workers in emerging areas is increasing, it is also important to develop and upgrade the skills of the exiting workforce. It also needs to address the needs of micro-enterprises and SMEs. Vocational Training need to have means to increase the skills and qualification levels of employees and micro-entrepreneurs. Training is to be broad based rather than narrowly focused on immediate and job-specific skills, since there are hardly any difference between different occupations in the same field. Broadly-focused training will provide individual workers with a more marketable and satisfying range of skills. A set of ‘broad-banded’ job classifications, each of which encompasses a broad range of tasks , functions and/or skills at that level will not only meet the needs of the industry, the students will have better job options.