Human Resource Management

Lesson 5 – Training and Development; Career Management

and Talent Management
BITS Pilani Chapter 8
Dr. Annapoorna Gopal
Pilani|Dubai|Goa|Hyderabad
Learning Objectives

• The nature, need and types of orientation

• The nature and importance of training and development and identify the
various inputs that should go into any such programme
• Description of the training process
• Identify impediments to effective training and strategies to make it effective
• The nature of MDPs and their techniques
• Identify stakeholders interested in and responsible for career management
• The nature and initiatives for talent management

POMSS ZC441 HRM Human Resource Practices BITS Pilani, Pilani Campus
Topics often covered in Employee
Orientation Programme

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Choices of Orientation

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Training, Education and Development

Distinction between Training and Education

Inputs for Training and Development

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 Training and Development as a source of Competitive
Advantage
• Views of a chief executive on the outcome of Management Development Programmes (MDPs)
reiterates the significance of training. The reflections of a chief executive are:
– First of all, MDPs provide considerable intellectual stimulation
– Secondly, we acquire a nodding acquaintance with new concepts and new developments in
the area of managerial techniques
– The third benefit one derives from an MDPs is the embellishment of one’s vocabulary—and
this is a good thing if the jargon is used circumspectly, and with tact and understanding

Expenditure on Training and Development

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The Training Process

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Model of Training for Performance Discrepancy

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Training Need Analysis

Benefits of Needs Assessment

• Trainers may be informed about the broader needs of the trainees
• Trainers are able to pitch their course inputs closer to the specific needs of
the trainees
• Assessment makes training department more accountable and more clearly
linked to other human resource activities
• Needs assessment compels managers to set aside time from production
hours to build skills and improve competency

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Training Objectives

• Deriving Instructional Objectives

– The next phase in the training process is to identify instructional
objectives
– Instructional objectives provide the input for designing the training
programme as well as for the measures of success (criteria) that would
help assess effectiveness of the training programme
– Below are some sample instructional objectives for a training
programme with sales people:
• After training, the employee will be able to smile at all customers even
when exhausted or ill, unless the customer is irate
• After training, the employee will be able to accurately calculate mark
down on all sales merchandise (e.g., 30 per cent mark down)

POMSS ZC441 HRM Human Resource Practices BITS Pilani, Pilani Campus
Designing Training and Development Programmes

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Training Methods and Activities

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More on Training Methods and Activities

• On-the-Job Training (OJT)

• Off-the-Job Training
• Lectures
• Audio-Visuals
• Out Bound Learning (OBL)
– Spread over a period of 1-2 days, OBL involves a series of exercises, games and
activities that are built around the theme of training and are carried out in teams

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Principles of Learning

• What Should be the Level of Learning?

– There are three basic levels at which these inputs can be taught
• Learning Principles
– Employee motivation
– Recognition of individual differences
– Practice opportunities
– Reinforcement
– Knowledge of results (feedback)
– Goals
– Schedules of learning
– Meaning of material
– Transfer of learning
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Conducting Trainings

• Conduct of Training
– At the job itself
– On site but not the job — for example, in a training room in the
company
– Off the site, such as in a university or college classroom, hotel, a
resort, or a conference centre

• Implementation of the Training Programme

– Deciding the location and organising training and other facilities
– Scheduling the training programme
– Conducting the programme
– Monitoring the progress of trainees

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Evaluation of Training Programme

• Evaluation of the Programme

– Need for Evaluation
– Principles of Evaluation
• Evaluation specialist must be clear about the goals and purposes of evaluation
• Evaluation must be continuous
• Evaluation must be specific
• Evaluation must provide the means and focus for trainers to be able to
appraise themselves
• Evaluation must be based on objective methods and standards
• Realistic target dates must be set for each phase of the evaluation process
• Closed-loop System
– The information may become available at several stages in the evaluation process
– In other instances, different conclusions might be supported by comparing data
obtained from the evaluation of training
– Obviously, the development of training programmes needs to be viewed as a
continuously evolving process

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Levels of Evaluation

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Impediments to Effective Training and
Making Training Effective
Impediments to Effective Trainings
• Management Commitment is Lacking and Uneven
• Aggregate Spending on Training is Inadequate
• Educational Institutions Award Degrees but Graduates Lack Skills
• Large-scale Poaching of Trained Workers
• No Help to Workers Displaced because of Downsizing
• Employers and B Schools Must Develop Closer Ties
• Organised Labour can Help

Making Trainings Effective

• Ensure that the management commits itself to allocate major resources and adequate time to
training
• Ensure that training contributes to competitive strategies of the firm
• Ensure that a comprehensive and systematic approach to training exists, and training and retraining
are done at all levels on a continuous and ongoing basis
• Make learning one of the fundamental values of the company
• Ensure that there is proper linkage among organisational, operational and individual training needs
• Create a system to evaluate the effectiveness of training

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Government Initiatives

• The following high-growth sectors have been identified by National Skill

Development Corporation (NSDC):
– Automobile/auto components
– Electronics hardware
– Textiles and garments
– Leather and leather goods
– Chemicals and pharmaceuticals
– Gem and jewellery
– Building and construction
– Food processing
– Handlooms and handicrafts
– Building hardware and home furnishings
– IT or software
– ITES-BPO
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Management Development Programmes

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Career Development

• Career is progress or general course of action of a person in some profession or in an

organisation
• A typical career progresses through five stages:
– Entry to the organisation when the individual can begin the process of self-directed career
planning
– Progress within particular areas of work
– Mid-career
– Later careers
– End of career in organisations
• Career planning is a process whereby an individual sets career goals and identifies the
means to achieve them
• Career development refers to a formal approach used by the firm to ensure that
people with proper qualifications and experiences are available when needed
• Career management is the process of enabling employees to better understand and
develop their skills and interests and use them for the benefit of the organisation and
self
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The old and new Careers

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Career development initiatives

• Career Development
Initiatives
– Career Planning
Workshops
– Career counselling
– Mentoring
– Sabbaticals
– Secondments
– Personal Development
Plans (PDPs)
– Career workbooks

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Challenges of Career Development

• Challenges of Career Development

– Laissez-faire attitude of the management
– The assumption that job rotation or an overseas
assignment is itself a developmental experience
– Making promotions or lateral moves that stretch the
person to the point of breaking
– Moving the high potential individual from one role to
another too quickly
– Some individuals are too ambitious, impatient and greedy

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Career Management Process

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Models of Career Management

• Models of Career Management

– Three models of career management are
distinguished:
• Supported self-development
• Corporate career management
• Career partnership

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