MHR Module 3

MANAGING HUMAN RESOURCES 2.
MODULE 3
TRAINING AND DEVELOPMENT, CAREER MANAGEMENT
12 Hours
Training and Development – Training need analysis, designing a training program, Evaluating
a training program- approaches, Methods of Training: Job Instructed Training, Coaching,
Mentoring, Job Rotation, Apprenticeship training, Learning Theories – Jaen Piaget’s theory,
Social Learning theory, Kolb’s model on Learning style of individuals
Career Management – Need for career planning – Career Development (CD) – Steps in CD –
Elements in CD – Career anchors in CD – Diversity in CD – Counselling and Mentoring in CD –
Competency: Concept – Meaning – Types – Process of Competency Mapping.
TRAINING AND DEVELOPMENT

By Armstrong
“Training is the formal and systematic modification of behavior through learning which occurs
as a result of education, instruction, development and planned experience. Development is
improving individual performance in their present Roles and preparing them for greater
responsibilities in the future”.
Employee Training and Development in HRM is defined as a system used by an organization to

improve the skills and performance of the employees. It is an educational tool which consists of
information and instructions to make existing skills sharp, introduce new concepts and
knowledge to improve the employee performance. An effective training & development initiative
based on training needs analysis helps the company to enhance the skills of working manpower
and improve productivity.
What is the Need of Training and Development?

o The training and development activity is required when company revises its objectives
and goal to adjust the changing market conditions.
o Companies often endorse training and development programs to improve the
performance of the employees.
o The HR training and development is needed to set up a benchmark of performance which
employees are expected to achieve in a financial year.
o There is always a need of training and development efforts to teach the employee new
skills such as team management, communication management and leadership behaviour.
o Training and development are also used to test new methods of enhancing organizational
productivity.
DIVYA H N (Asst Prof) , Department of MBA, SIMS Page 1

MANAGING HUMAN RESOURCES 2.3
What is the Importance of Training and Development?

o In Human Resource Management (HRM) Training and development is important aspect
when company wants optimum utilization of their manpower.
o Training and development are a key for the succession planning of the organization as it
helps in improvement of skills like team management and leadership.
o HR Training and development activities are vital to motivate the employee and to
increase their productivity.
o Training and development in HRM are significant aspect to develop a team spirit in the
organization.
o Training and development programs are also important from the safety point of view as it
teaches employee to perform job properly without any life risk.
o From the organizational point of view the HR training and development programs are
important performance management tool to increase profitability and enhance corporate
image.
Objective and Purpose of Training & Development
1. One of the most effective methods to show your employees that you value them is to
provide them with training. It demonstrates that you care as much about their well-
being and development as they do about your company's. Employees that are well
taken care of will never desire to work somewhere else.
2. Training can be used as a preventative measure to prepare people for expected and
unforeseen changes and challenges in the workplace. It only makes sense to keep our
staff prepared in times like ours, when trends are always changing due to online
innovation.
3. There is no better way to produce future leaders than to train the most talented
individuals available. Employees will have a clear career path, resulting in lower
attrition and discontent.
4. Employees are a significant and most important component of a company's assets, and
caring for them entails caring for the firm as a whole. Therefore, any business
organization that invests their time and money in its employees' education or Training
& development can only succeed in achieving their business goals and advance
further.
Types of Training and Development

Find below few important types of training in HRM:
1. Technical training is a form of instruction that teaches new employees about the
technology components of their jobs.

2. Quality training is the process of familiarizing personnel with the methods for
preventing, identifying, and removing non-quality goods in a manufacturing
environment.
3. Skill Training is the next type of training, which involves developing the ability to
execute the job.
4. Soft skills training is another form of training requires to improving the employee’s
soft skills that are personality traits, social graces, communication skills, and personal
routines that are used to define interpersonal interactions.
5. Professional training is the sort of professional education necessary to stay current in
one's line of work.
What are Benefits of Training and Development in HRM?

o Investing in staff training and development boosts work satisfaction and morale.
o Employee turnover is reduced.
o Inspires employees to work harder.
o Improves process efficiency, resulting in financial benefit.
o Aids in the adoption of new technology and processes.
o Increases strategy and product innovation
TRAINING NEED ANALYSIS
What is a training needs analysis?

A training needs analysis takes a bird’s eye view of your company and its overall goals before
drilling down into various types of concrete training that you need. For example, your company
may need more robust training or on-demand mobile training because of your employee or risk
profile, based on this evaluation.
Conducting a training needs analysis before you start putting together your training program is a
crucial step to developing more effective training materials and capturing the best use of your
production time.
In this post, we’ll cover the basics of how to conduct a training needs analysis for your learning
program, including:
There are three basic types of training needs analyses:

Knowledge
Skills
Abilities
Knowledge
Especially if your company hires newly-graduated employees, a training needs analysis of their
knowledge base is crucial.
Enthusiasm and energy can take you a long way, but when the rubber meets the road you need to
know your employees are capable of working within your industry. This can include things like
regulations and compliance-related issues, but also covers procedures and best practices.
Skills
With young employees just entering the workforce and with senior employees who have a broad
knowledge base, a training needs analysis of skills is crucial.
This type of analysis covers not only practical skills to do the job but also soft skills like
customer relations and working with other people. Sometimes it covers new or unfamiliar
technologies.
Abilities
Do your employees have the ability to problem-solve and manage risk? Are they able to manage
themselves and set objectives that help them produce results?
The more independent and empowered your employees, the more productive and invested they
are in their job (and your company!). Evaluating an employee’s ability to make decisions and
become more action-oriented will only help your business grow.
Training needs analysis methods

Once you’ve familiarized yourself with the different types of analysis, let’s look at the methods
for actually conducting that analysis. There is a variety of training needs analysis methods.
Not every method is appropriate for every company. We have to Choose the method or
methods that best suit your goals from:
Questionnaires
Observation
Interviews

Examining work
Assessments
Competitive analysis
Although self-reporting is notoriously unreliable, this can be a great place to start. How
competent do your employees feel? What would they like more training on?

Observation
When possible, regular observation can be a great training needs analysis method.
The key to this method is to conduct multiple observations over time, making them informal and
unannounced. Employees should know that these observations aren’t punitive but for training
purposes only.
Interviews
Everyone from managers to parking attendants has something to say about the company.
While that kind of comprehensive interviewing is probably not necessary, speaking directly with
managers and supervisors on what they see can be a great place to start.
Examining the work

This is where everything comes together. Is the work being produced reflecting the appropriate
knowledge, skills, and abilities you expect for a certain role or position? Is it high-quality or are
there areas for improvement?
Assessments
We all thought high-stakes tests were over when we graduated from college, but one way to
quickly evaluate employee knowledge is with a short multiple-choice assessment, delivered
online.
Look at your competition

Finally, it’s important to know where you stand in your industry.
How are your closest competitor doing? Are their sales numbers higher? Customer satisfaction
rankings better? If so, what are they doing to make that happen?
This does not mean that you should change your entire business model, but maybe your
employees could use a quick refresher in one area that will make them more competitive.
DESIGNING A TRAINING PROGRAM
When developing your training plan, there are a number of considerations. Training is something
that should be planned and developed in advance.

The considerations for developing a training program are as follows:
1. Needs assessment and learning objectives. This part of the framework development
asks you to consider what kind of training is needed in your organization. Once you have
determined the training needed, you can set learning objectives to measure at the end of
the training.
The first step in developing a training program is to determine what the organization
needs in terms of training. There are three levels of training needs
assessment: organizational assessment, occupational (task) assessment, and individual
assessment:
 Organizational assessment. In this type of needs assessment, we can determine the

skills, knowledge, and abilities a company needs to meet its strategic objectives. This
type of assessment considers things such as changing demographics and technological
trends. Overall, this type of assessment looks at how the organization as a whole can
handle its weaknesses while promoting strengths.
 Occupational (task) assessment. This type of assessment looks at the specific tasks,
skills knowledge, and abilities required to do jobs within the organization.
 Individual assessment. An individual assessment looks at the performance of an
individual employee and determines what training should be accomplished for that
individual.
2. Learning Objectives
After you have determined what type of training should occur, learning objectives for the
training should be set. A learning objective is what you want the learner to be able to do, explain,
or demonstrate at the end of the training period. Good learning objectives are performance based
and clear, and the end result of the learning objective can be observable or measured in some
way. Examples of learning objectives might include the following:
1. Be able to explain the company policy on sexual harassment and give examples of sexual
harassment.
2. Be able to show the proper way to take a customer’s order.
3. Perform a variety of customer needs analyses using company software
3.Learning Styles
Understanding learning styles is an important component to any training program. For our
purposes, we will utilize a widely accepted learning style model.
An effective trainer tries to develop training to meet the three different learning styles 1:
1. Visual learner. A visual learner usually has a clear “picture” of an experience. A visual
learner often says things such as “I can see what you are saying” or “This looks good.” A
visual learner is best reached using graphics, pictures, and figures.
2. Auditory learner. An auditory learner learns by sound. An auditory learner might say,
“If I hear you right” or “What do you hear about this situation?” The auditory learner
will learn by listening to a lecture or to someone explaining how to do something.
3. Kinaesthetic learner. A kinaesthetic learner learns by developing feelings toward an
experience. These types of learners tend to learn by doing rather than listening or seeing
someone else do it. This type of learner will often say things such as “This feels right.”
4. Delivery Mode
Depending on the type of training that needs to be delivered, you will likely choose a different
mode to deliver the training like on the job, mentoring, soft skills, Job shadowing etc.
5. Budget
How much money do you have to spend on this training?
6. Delivery Style Taking into consideration the delivery method, what is the best style to
deliver this training? It’s also important to keep in mind that most people don’t learn
through “death by PowerPoint”; they learn in a variety of ways, such as auditory,
kinaesthetic, or visual. Considering this, what kinds of ice breakers, breakout
discussions, and activities can you incorporate to make the training as interactive as

possible? Role plays and other games can make the training fun for employees. Many
trainers implement online videos, podcasts, and other interactive media in their training
sessions. This ensures different learning styles are met and also makes the training more
interesting.
7. Audience
Considering your audience is an important aspect to training. How long have they been with the
organization, or are they new employees? What departments do they work in? Knowing the
answers to these questions can help you develop a relevant delivery style that makes for better
training. For example, if you know that all the people attending the training are from the
accounting department, examples you provide in the training can be focused on this type of job.
If you have a mixed group, examples and discussions can touch on a variety of disciplines.
8. Content Development
The content you want to deliver is perhaps one of the most important parts in training and one of
the most time-consuming to develop. Development of learning objectives or those things you
want your learners to know after the training makes for a more focused training. Think of
learning objectives as goals—what should someone know after completing this training? Here
are some sample learning objectives:
1. Be able to define and explain the handling of hazardous materials in the workplace.
2. Be able to utilize the team decision process model.
3. Understand the definition of sexual harassment and be able to recognize sexual
harassment in the workplace.
4. Understand and be able to explain the company policies and structure.
After you have developed the objectives and goals, you can begin to develop the content of the
training. Consideration of the learning methods you will use, such as discussion and role playing,
will be outlined in your content area.
Development of content usually requires a development of learning objectives and then a brief
outline of the major topics you wish to cover. With that outline, you can “fill in” the major topics
with information. Based on this information, you can develop modules or PowerPoint slides,
activities, discussion questions, and other learning techniques.
9. Timelines

For some types of training, time lines may be required to ensure the training has been done. This
is often the case for safety training; usually the training should be done before the employee
starts. In other words, in what time frame should an employee complete the training?
Another consideration regarding time lines is how much time you think you need to give the
training. Perhaps one hour will be enough, but sometimes, training may take a day or even a
week.
From a long-term approach, it may not be cost effective to offer an orientation each time
someone new is hired. One consideration might be to offer orientation training once per month
so that all employees hired within that month are trained at the same time.
Development of a dependable schedule for training might be ideal, as in the following example:
1. Orientation is offered on the first Thursday of every month.

2. The second and third Tuesday will consist of vestibule training on management skills and
communication.
3. Twice yearly, in August and March, safety and sexual harassment training will be given
to meet the legal company requirements.
Developing a dependable training schedule allows for better communication to your staff, results
in fewer communication issues surrounding training, and allows all employees to plan ahead to
attend training.
10. Communication
Once you have developed your training, your next consideration is how you will communicate
the available training to employees. In a situation such as an orientation, you will need to
communicate to managers, staff, and anyone involved in the training the timing and confirm that
it fits within their schedule.
Consider utilizing your company’s intranet, e-mail, and even old-fashioned posters to
communicate the training. Many companies have Listservs that can relay the message to only
certain groups, if need be.
11. Measuring Effectiveness

After we have completed the training, we want to make sure our training objectives were met.
One model to measure effectiveness of training is the Kirkpatrick model (Kirkpatrick, 2006),
developed in the 1950s. His model has four levels:
1. Reaction: How did the participants react to the training program?

2. Learning: To what extent did participants improve knowledge and skills?
3. Behaviour: Did behaviour change as a result of the training?
4. Results: What benefits to the organization resulted from the training?
EVALUATING A TRAINING PROGRAM
Evaluation is important in determining the outcome of the training as a whole but also to get an
idea of which specific components were the most useful and how engaged employees were.
Additionally, it’s important to focus not just on knowledge retention but on how effective the
trainings are at improving employee job performance. Here, we have a four-step process for
evaluating the effectiveness of trainings.
1. Identifying What Participants Need for Their Job

Obviously, you need to start out by knowing what you’re measuring. Most likely, you’ll be
looking for ways to tie your training efforts to the attainment, or improvement, of skills needed
back on the job. An important step, therefore, is to determine a measurable list of skills,
knowledge, and abilities needed.
2. Matching Session Learning Objectives with Job Requirements

The next step is to craft the training program in such a way that it’s actually addressing on-the-
job needs. This might sound obvious, but many companies focus simply on measuring
knowledge acquisition through testing retention of facts. This retention, though, doesn’t
necessarily translate to actually performing a job well.
3. Assessing Performance During and Upon Completing the Training

Here’s where the actual assessment comes in, and it’s the step that lets you track L&D progress.
“Effective trainers do this by developing one or more assessment tools for each learning
objective,” says one expert. “During the session, you want to apply a variety of these assessment

methods. For example, a learning objective might be ‘Perform procedure X’ and you may ask
participants to perform the steps of procedure X in order from first to last.”
This type of assessment can be repeated over time to test retention of key learning objectives.
4. Evaluating the Training Effort After a Period of Time

This is a key element many companies miss. Asking training session participants to take a test at
the end of a training session doesn’t give you any idea of how well they retain that knowledge
long term. Some experts recommend having periodic refresher sessions that include follow-up
evaluations to help determine retention and long-term improvement.
Employee training is a critical component of employee development, but too many companies
put a lot of time and effort into employee training without having a good idea of how effective it
is. It’s like throwing resources into a black box and hoping something good is happening inside.
By effectively measuring the impact of your employee training, you can make your employee
development process much more efficient through continuous improvements.
APPROACHES OF TRAINING AND DEVELOPMENT
1. Reactive Approach
The traditional approaches to training can be generally termed as reactionary, driven by tactical
delivery of technical skills in bricks and mortar, classrooms trainings and where training is seen
as an event-oriented activity.
2. Proactive Approach
In the learning organization this approach aligns all learning activities with the corporate
business strategy, and its focus is on developing competencies.
3. Active Learning Approach
In this approach, trainees play a leading role in learning by exploring issues and situational
problems under the guidance of their facilitator. The trainees learn by asking thought provoking
questions, searching for answers, and interpreting various observations made during the process.
The active learning approach has its lasting impact on learning since it helps in long-term
retention and finding better solutions in the challenging situations.
In today’s fast paced world, continuous learning is essential to success. Individuals need to learn
to succeed in life and at work. Companies need to ensure their employees continue to learn, so
they can keep up with increased job demands and so the company can gain or maintain
competitive advantage.

Training and career development are very vital in any company or organization that aims at
progressing. This includes decision making, thinking creatively and managing people.
Training and development is so important because –
 Helps in optimizing the utilization of human resources.

 Helps in increasing the productivity of the employees.
 Helps in creating a better corporate image.
 Helps in inculcating the sense of team work, team spirit, and inter-team collaborations.
 Helps in improving the health and safety of the organization thus preventing
obsolescence.
METHODS OF TRAINING
Training method refers to a way or technique for improving the knowledge and skills of an
employee for doing assigned jobs perfectively.
The organization has to consider the nature of the job, size of the organization & workers, types
of workers, and cost for selecting a training method.
There are different types of Training methods.

1. On-the-job training or internal training
2. Off-the-job training or external training
ON-THE-JOB TRAINING OR INTERNAL TRAINING
These methods are generally applied in the workplace while employees are working.
This form helps develop the occupational skills necessary to manage an organization and fully
understand its products and services and how they are designed and carried out.
This is the most common method of training in which a trainee is placed on a specific job and
taught the skills and knowledge necessary to perform it.
The advantages of OJT are as follows:

1. On the job method is a flexible method.
2. It is a less expensive method.
3. The trainee is highly motivated and encouraged to learn.
4. Much arrangement for the training is not required.
JOB INSTRUCTED TRAINING
JIT consists of four basic steps;
1. preparing the trainees by telling them about the job and overcoming their uncertainties;
2. presenting the instruction, clearly giving essential information;
3. having the trainees try out the job to demonstrate their understanding; and
4. On their own, placing the workers into the job with a designated resource person is ready
to provide the required assistance.
COACHING
On-the-job training is a never-ending process.
An excellent example of on-the-job training is athletic coaching. To be effective, which is the

responsibility of every line manager, must be done in a climate of confidence and trust between
the superior and the trainees.
Patience and wisdom are required of superiors who must delegate authority and recognize and
praise for jobs well done.
Effective coaching will develop the strengths and potentials of subordinates and help them
overcome their weakness.
Coaching requires time, but if done well, it will save time and money and will prevent costly
mistakes by subordinates; thus, in the long run, it will benefit all – the superior, the subordinates,
and the enterprise.
MENTORING
Mentoring is the Employee training system under which a senior or more experienced person
(the mentor) is assigned to act as an advisor, counsellor, or guide to a junior or trainee. The
mentor is responsible for providing support to, and feedback on, the person in his or her charge.
Mentoring is the process of sharing your knowledge and experience with an employee.
Mentoring can be informal or formal:

 Informal mentoring takes place spontaneously between senior and more
junior employees.
 Formal mentoring occurs through a program with an established structure.
A mentor can be an employee’s manager or not:

 Management typically involves at least some employee mentoring. In
acting as a mentor for an employee who reports to you, think of yourself as
an advocate for that employee—not for any particular behavior, but for the
person—for their personal growth and career. Discipline can then become a
matter of helping an employee out of a difficult situation.
 In formal mentoring programs, the mentor is typically not the employee’s
manager, nor even in the employee’s chain of command
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.
Mentoring is a need felt by women recently, when they see the rise of their male counterparts in
the workforce. Having a mentor means you have a formally appointed 'guru' at the workplace.
JOB ROTATION

It involves periodically moving people from one job to another.
The purpose of job rotation is to broaden the knowledge of managers or potential managers. It
also increases their experiences. Trainees learn about the different enterprise functions by
rotating into different positions.
They may rotate through;
(1) Non-supervisory work,

(2) Observation assignments,
(3) Various managerial training positions, and
(4) Middle-level assistant positions
Such movement prevents stagnation.
Other reasons for rotating people include compensating for a labor shortage, safety, and
preventing fatigue.
Creation of assistant – to positions
Assistant-to positions are frequently created to broaden the viewpoints of trainees by allowing
them to work closely with experienced managers who can give special attention to the
development needs of trainees. Managers can provide selected assignments to test the judgment
of trainees.
This approach can be efficient when superiors are also qualified trainers who can guide and
develop trainees until they are ready to assume full responsibilities as managers.
Temporary promotions
Individuals are frequently appointed as acting managers when, for example, the permanent
manager is on vacation, is ill, or is making an extended business trip, or even when a position is
vacant.
When the acting manager makes decisions and assumes full responsibility, the experience can be
valuable. In this way, managerial people can be trained up well.
Committees and junior boards

These give trainees opportunities to interact with experienced managers.
The trainees become acquainted with a variety of issues that concern the whole organization.
They learn about the relationships among different departments and the problems created by the
interaction of these organizational units.
Trainees may submit reports and proposals to the committee or the board and demonstrate their
analytical and conceptual abilities.
APPRENTICESHIP TRAINING
People seeking to enter the skilled trades to become, for example, plumbers, electricians,
Ironworkers are often required to undergo apprenticeship training before they are accepted to
journeyman status.
Typically, this apprenticeship period is from two to five years. During this period, the trainee is
paid less than a qualified worker.
These programs put the trainee under the guidance of a master worker.
OFF-THE-JOB TRAINING OR EXTERNAL TRAINING
Off-the-job training is sometimes necessary to get people away from the work environment to a
place where the frustrations and buzz of work are eliminated.
Training is generally given in the form of lectures, discussions, case studies, and demonstrations.
This enables the trainee to study theoretical information or be exposed to new and innovative
ideas.
Advantages of Off-the-Job Training
Off-the-job training has the following advantages:
1. It does not disrupt the normal operation.

2. Trainers are usually experienced enough to train,
3. It is systematically organized,
4. Efficiently created programs may add a lot of value.
Disadvantages of Off-the-Job Training

It is claimed that off-the-job training faces the following limitations:
1. It is not directly in the context of the job,

2. It is often formal,
3. It may not be based on experience,
4. It is expensive,
5. Trainees may not be much motivated,
6. It is artificial in nature.
LEARNING THEORIES – JAEN PIAGET’S THEORY

Essentially, Piaget believed that humans create their own understanding of the world. In
theological terms, he was a psychological constructivist, believing that learning is caused by the
blend of two processes: assimilation and accommodation. Children first reflect on their prior
experiences to understand a new concept and then adjust their expectations to include the new
experience. This means that children are continuously constructing knowledge based on the
newly presented ideas, which lead to long-term changes. Piaget was more focused on the
cognitive developments presented over time.
Through his studies, Piaget declared that cognitive development occurred in four stages
throughout one’s childhood:
1. Stages occur in order.

2. Children did not skip stages but pass through each one.
3. There are visible changes from one stage to the next.
4. The stages occur as building blocks, each one using pieces from the last stage.
Stages of Cognitive Development

This type of developmental model incorporates each stage into the next, which is why it is often
called a “staircase” model. On this staircase, Piaget labeled four stages of cognitive growth that
occurred at an approximate age in children.
1. Sensorimotor Intelligence, from birth to age 2.

2. Preoperational Thinking, from ages 2 to 7.
3. Concrete Operational Thinking, from ages 7 to 11.
4. Formal Operational Thinking, from age 11 on.
1. Sensorimotor Stage (0 to 2 years old)
Babies are born into the world and immediately become aware of their surroundings through
their senses. These senses include the sense of hearing, smell, sight, touch, and taste.
They explore the world through the movements of their bodies, which are reflex movements at
first. it turns into exploratory movements later on in the stage. The term for this gathering of
information is called the sensorimotor stage.
This is the stage where they discover textures, recognise people, objects, and different sights, and
learn emotions as well.
2. Preoperational Stage (two to seven years old)
Up to this point, the child has established that objects remain a reality regardless of whether one
can sense it through any of the five senses.
From this point onward the stages of learning theory include the development of language skills
and abstract thinking. This is done through various means such as imitation, drawing,
imagination (mental imagery) and verbal expressions of thoughts (evocation).
During this stage, it is important to note that the child operates from an egocentric perspective.
3. Concrete Operational Stage (the seven to eleven years old)
At this stage, the cognitive development of the child demands a less egocentric approach. The
child becomes more concrete and logical in their thinking. As more rational beings, they are able
to understand aspects such as conservation.

This means that an object can remain the same even if it changes shape, size, height or volume
(for example an object such as water).
4. The Operational Stage (eleven years to adulthood)
The eleven-year-old now has many skills to build upon. This is the operational stage where the
child establishes the final cognitive learning skills that include finding solutions to problems, use
logical reasoning and are able to understand abstract concepts.
They are now able to use deductive reasoning to analyse situations and other aspects of the
environment. The eleven-year-old (into adulthood) can now find possible solutions and new
theories based on prior knowledge.
SOCIAL LEARNING THEORY
Social learning theory is the philosophy that people can learn from each other through
observation, imitation and modelling. The concept was theorized by psychologist Albert Bandura
and combined ideas behind behaviourist and cognitive learning approaches. Social learning
theory endeavours to study socialization and how it affects human behaviour.
History of social learning theory

Bandura was a psychologist who studied human behaviour. He is most widely known for his
Bobo Doll study. In these experiments, Bandura had children watch adults’ model positive and
negative behaviours towards a toy balloon resembling a clown. In some cases, the adults were
aggressive and violently beat the doll. After observing this footage, the children were given
hammers and asked to interact with the doll. Most children who witnessed the aggressive
behaviour towards the doll also acted violently towards it, while most children who witnessed
positive, non-aggressive behaviour responded less aggressively. Bandura concluded that the
children learned their social behaviours through observation.
This study acted as the basis for Bandura's theory. The social learning theory is still commonly
used in social psychology today and relates with other behaviourist theories such as nature versus
nurture, symbolic interaction, situated learning, reinforcement learning and social development.
Stages of social learning theory

The basis behind social learning theory is that people observe the behaviour, attitudes and
consequences of others and then use that information to form their own actions.

The key concepts behind this process include four basic learning requirements. These four
concrete stages of social learning within social learning theory include attention, retention and
memory, initiation and motor behaviour, and motivation.
1. Attention. For a lesson or experience to have an impact on an observer, the observer

must be actively observing their surroundings. It helps if the observer identifies well
with the model or feels positive feelings about them. In addition, it helps if the
observer is invested in the process of observing or feels strong feelings about the
experience that they are observing. Factors that might affect attention include
complexity, distinctiveness and functional value.
2. Retention and memory. For any learned experience to make a lasting impact, the
observer needs to be able to remember it later. Once the observer can recall the
experience, it also helps if they go over the experience, either revisiting it cognitively
in their mind or even acting it out physically. For example, a toddler may learn from
an adult not to throw things and later they may be observed teaching one of their
stuffed animals that it's not okay to throw.
3. Initiation and motor capability. In order to carry out the lesson learned; the
observer needs to be able to actually re-enact it. Learning the necessary skills is an
important part of the process before a behaviour can be modelled. When a person has
effectively paid attention to modelled behaviour and repeats or demonstrates it, they
have achieved the necessary skills.
4. Motivation. Even if an observer has focused on a lesson, remembered all the details
and learned the necessary skills to do it, they still need to have the motivation to
make it happen. The source of motivation could include anything from external
rewards and bribes, observations that similar behaviour is rewarded, desire to be like
the model who demonstrated the behaviour or internal motivation to improve or
learn. Other factors that impact motivation include personal characteristics, past
experiences, promised incentives, positive reinforcement and punishments.
These principles make up the social learning theory modelling process that determines whether
the influence is successful or not. The behavioural models used in social learning theory can be
demonstrated live, verbally or even symbolically.
KOLB’S MODEL ON LEARNING STYLE OF INDIVIDUALS

1. Diverging (Concrete Experience/Reflective Observation)

This learning style takes an original and creative approach. Rather than examining concrete
experiences by the actions taken, individuals tend to assess them from various perspectives. They
value feelings and take an interest in others. Individuals who prefer this learning style tend to
enjoy tasks such as brainstorming ideas and working collaboratively in groups.
There are a few instructional techniques that Divergers prefer:
 Hands-on activities and the opportunity to explore

 Classic teacher-class lecture that highlights how to use a system as well as its strengths
and weaknesses.
2. Assimilating (Abstract Conceptualization/Reflective Observation)

This learning style emphasizes reasoning. Individuals who demonstrate this learning style are
able to review the facts and assess the experience as a whole. They tend to enjoy designing
experiments and working on projects from start to completion.
There are a few instructional techniques that Assimilators prefer:
 Independent, prepared exercises that the learner can complete without the instructor
 Classic teacher-class lecture supported by an audio or video presentation

 Private exploration or demonstration that follows a tutorial, with answers provided.
3. Converging (Abstract Conceptualization/Active Experimentation)

This learning style highlights problem solving as an approach to learning. Individuals who prefer
this learning style are able to make decisions and apply their ideas to new experiences. Unlike
Divergers, they tend to avoid people and perceptions, choosing instead to find technical
solutions.
There are a few instructional techniques that Convergers prefer:
 Workbooks or worksheets that provide problems sets

 Tasks that are computer-based
 Interactive activities.
4. Accommodating (Concrete Experience/Active Experimentation)

This learning style is adaptable and intuitive. These individuals use trial and error to guide their
experiences, preferring to discover the answers for themselves. They are able to alter their path
based on the circumstance and generally have good people skills.
There are a few instructional techniques that Accommodators prefer:
 Activities that allow them to be actively engaged

 Exploration and instructor support for deeper questioning, such as “what if?” or “why
not?”
 Tasks that promote independent discovery.
CAREER MANAGEMENT
What is Career Management?
Career management is an ongoing, conscious & step-by-step process of an individual to manage
their career to meet their personal goals, aspirations and ambitions. Career management is when
an individual plans in advance how they want their career to shape up in future.
This includes career planning and career development as critical elements, where an individual
plans short-term, medium-term and long-term career goals and develop his or her skills
accordingly at every stage.
Importance of Career Management
Every individual at the start of their job or business has career aspirations. These aspirations are
on the type of industry, job role, preferred area of expertise, salary, perks, stability etc. Every
person who starts their career, start at the bottom of the hierarchy and gradually move up the
ranks by virtue of their education, performance, skills etc. To ensure that an individual performs
well in their career there is a lot of planning required.
Career management is an important aspect for the personal growth for every professional. Career
management is essential to prepare short-, medium- and long-term goals for oneself and develop
their skills, knowledge and business acumen so that they can work towards their ultimate career
aspirations at all career stages.
Objectives of Career Management

Career management defines certain objectives for every individual, employee or business person.
A few of them can be defined as below:
1. Growth
Every person wants to manage their career because they want personal growth for themselves.
Career management helps a person define their personal growth goals and ambitions.
2. Aspirations
Career management helps people understand where they want to be in their career in 5, 10 and
20 years. Different people can have different aspirations based on what they expect from their
career.

A person with certain qualifications may look for sales role in future but at the same time a
person with same qualifications may look at management or consulting as future role for oneself.
3. Skill Development
If a person has certain career goals and aspirations in place, they can develop their skills and
competencies accordingly.
Skills can have a very important impact on one's career path and overall management. In current
market scenario, the right skills are the key to success in career. Skill development and
management can help get the right skills through right training and planning leading to better
opportunities in career.
4. Ambition
Having a short-, medium- and long-term plan enables a person to evaluate the wealth one wants
to have in their life. Wealth can include house, car, savings, investments etc. and how their job
and career can help fulfil those goals.
NEED FOR CAREER PLANNING
What is Career?
The career can be defined as a sequence of separate but related work activities that provide
continuity, order and meaning to a person’s life. It consists of a series of properly sequenced role
experiences, leading to an increasing level of responsibility, status, power, and rewards.
Career Planning
Career Planning is an organizational system of career movement and growth opportunities from
the point of entry of an individual in employment to the point of his or her retirement. Career
planning is not an event or an end in itself, but a process of development of human resources. It
is the process of setting individual career objectives and devising developmental activities
necessary to achieve them.

NEED FOR CAREER PLANNING

a. Career planning helps to develop internal supplies of promotable talent the increased attention
and concern for individual careers generate more organizational loyalty.
b. Career planning encourages employees to tap more of their potential abilities because they
have specific career goals.
c. Career plans and goals motivate employees to grow and develop
Prof. Subba Rao described the need for career planning due to the following reasons:
1. To attract competent persons and to retain them in the organization.
2. To provide suitable promotional opportunities.
3. To enable the employees to develop and make them ready to meet future challenges.
4. To increase the utilization of managerial reserves within organization.
5. To correct employee placement.
6. To reduce employee dissatisfaction and turnover.
7. To improve motivation and morale.
CAREER DEVELOPMENT (CD)
What Is Career Development?
Career development is the process of self-knowledge, exploration, and decision-making that

shapes your career. It requires successfully navigating your occupational options to choose and
train for jobs that suit your personality, skills, and interests.
When someone pays careful attention to their career development, they identify their own
strengths and blind spots, then work hard to improve their skills. It also involved learning about
different roles and industries to find a match to their abilities, seeking out opportunities to
advance, and maybe even changing careers altogether if they find a more suitable one
Factors That Influence Career Development
A person's career development can be affected by multiple factors, some of which may be largely
outside their control. These influences must be considered during the process of developing a
career.
Personal Characteristics: Personality type, interests, aptitudes, and work-related values make
all of us who we are. These personal characteristics play a significant role in career development
since they influence which occupations we find satisfying, as well as the types of work
environments in which we will succeed. That is why, when you are in the process of choosing a
career, it is so important to do a self-assessment that will help you learn about yourself.
Financial Resources: Pursuing certain career options can be costly. If you choose an
occupation, for example, that requires you to attend college, you may be limited by your ability
to pay for it and need to seek student loans, financial aid, and scholarships. Financial limitations
can also hinder you when job-hunting. For example, you may have limited funds for interview
clothes.
Financial Obligations: Financial obligations such as a mortgage, rent, student loans, or even a
child's college tuition may inhibit a person from switching jobs or careers. To combat this, you
can try to put money aside to use later during a career change, or you can try to change your
lifestyle to lessen your financial burden (for example, downsizing your home to get a smaller
mortgage payment).
Physical, Mental, and Emotional Impairments: Some people are better suited to some careers
than to others due to physical and mental abilities or limitations. For example, you may want to
become a doctor but don't have a strong academic record in the sciences.
Age: Your age, or your perception of it, can hinder you in your career development. You may
worry about being too young or too old to pursue a particular path, advance in your career, or
make a career change. Instead of focusing on your age, concentrate on your abilities and how
motivated you are.
Family Obligations: A person's career development may stall if they take time off from work to
take care of children or elderly parents. Outside help with childcare or eldercare may make it
easier to continue with a career.
STEPS IN CD
The steps in career development are:
(1) Identifying career needs.
(2) Developing career opportunities.
(3) Integration of employees needs with career opportunities.

(4) Regular monitoring.
Step # 1. Identifying Career Needs:

Some large organizations have assessment centres or conduct career development workshops
wherein a group of employees are brought together to undergo psychological testing, simulation
exercises, and depth interviews. This process helps the employee to make a decision regarding
career goals and the steps to be taken to put efforts to attain these goals. The HR manager also
plays an important role of providing information and assistance in making decisions about the
career needs of the employee.
Step # 2. Developing Career Opportunities:

Career opportunities are identified through job analysis. The manager should identify career path
for employees in the organization. He/she should discuss with the employees what jobs are
available in the organizational hierarchy and at the same time find where the employee would
want to go up in the organization in future. The employees should be provided information
regarding job postings that are available in the organization and, for future reference, what
requirements they will have to fulfil to achieve the promotion which they aspire.
Step # 3. Integration of Employee Needs with Career Opportunities:

It is necessary to align the needs and aspirations of the employees with career opportunities in
order to ensure right people will be available to meet the organizational manpower requirements.
Therefore, emphasis is placed on the training, on- and off-the-job, counselling and coaching by
supervisor, and planned rotation in positions of varying functions and in different locations. The
process is pursued further with the help of periodic performance appraisals. Training and
counselling will be a wasteful exercise if the employee does not make progress along his/her
career path.
The two important techniques in this stage of career development are:

(a) Management by objectives
(b) Career counselling.
Under ‘management by objectives’, the employee sets his/her development goals and also an
action plan to achieve those goals. Steps are taken by the line managers to integrate personal
goals with the organizational goals.
In the case of counselling, the manager discusses the strengths and weaknesses of the employee.
This helps the employee to identify areas of development so that he/she can meet future chal-
lenges of his/her job.

Step # 4. Regular Monitoring:

It is necessary to regularly monitor the progress of the employee towards his/her career
development plans and see that the support is being provided to develop those career plans. If
there is a discrepancy, steps should be taken to reassign work as necessary to ensure that career
development plans are met. In situations where career opportunities are not available due to
influence of technology and economic factors, the organization should redesign jobs or make
career shifts.
ELEMENTS IN CD
Regardless of the type of job that you are seeking, the following seven areas are of utmost
importance to not only landing the job that you want but also holding on to that job for the long
haul. So, what are the skills that employers value and seek in potential employees? This same
question was asked of hiring managers and their responses may surprise you! Below are the most
common skills mentioned, whether the employee happens to be a manager, network engineer, or
a cook. Here are seven “In-Demand Skills for Success” in the workplace:
Basic Skills
Employers are seeking employees who can read well, can write coherently, and who can
calculate mathematics in a business environment (fractions, percentages, etc.). Also, the ability
to use the appropriate computer tools specific to the job round out the basic skill sets needed for
employment success.
Personal Skills
Can a potential employee speak well? Can he/she answer questions of customers in a positive,
informative manner? While not everyone has an outgoing sales personality, successful
employees can communicate in a non-confrontational, positive manner with their coworkers,
subordinates, managers, and customers. Being able to work well with others is a vital skill for
success in all jobs.
Job Attainment
Job search is a process that requires a great deal of dedication and attention to be conducted
successfully. If you put in little effort, you will receive little results. Employers are seeking
employees who know how to present themselves in a positive manner and who display
enthusiasm and knowledge about the companies they approach. Not only do candidates get
evaluated on their skills and experience, but also on how they are approaching the job search.

Enthusiastic candidates that follow up and show true interest will win success above equally
qualified candidates.
Job Survival
It’s true that who gets laid-off and who doesn’t is often a matter of numbers, but it is also often a
matter of performance. Employees who have consistently demonstrated their worth and made
themselves a valuable asset have lower incidences of being downsized than employees who put
forth average effort. Surviving in a company during layoffs is a skill that makes a candidate
stand out among peers.
Professional Development
Successful individuals are constantly attending seminars, taking classes, attaining training and
otherwise learning new skills that will keep them marketable in their careers. Successful people
are lifelong learners. Employers are looking for people who understand this.
Career Development
Career Development differs from Professional Development. Professional Development is

learning while Career Development is a planning and goal setting process. Successful individuals
design a career plan with written goals for short term and long term. They lay out the steps
needed to move their careers from Point A to Point B within Time Frame C and plan how they
are going to achieve those steps. Employers seek individuals who (believe it or not) wish to
commit to the company for a long period of time. Good career progression is a high selling point
of candidates to prospective employers.
Healthy Attitude
Employees who approach their work with passion and energy certainly have a leg up on those
who simply “go through the motions” each day. By coming to work each day with a smile on
your face and a song in your heart may seem like a cliché, but these are things that communicate
to others your attitude towards work. Those with a “healthy attitude” are valued by employers
over those who always seem to be down in the dumps.
By focusing on the seven areas throughout your interview process will certainly show the
potential employer that you are a candidate worth their investment. When you do get a job, is
even more important to focus on these seven areas every day.
CAREER ANCHORS IN CD

Meaning of Career Anchor

A pattern of self-perceived work skills, interests, abilities, and values that are developed in the
early stages of a person's career and that guide subsequent career decisions.
Edgar Schein's Career Anchors
There are eight career anchor’s themes and has shown that people identify primarily with one or
two. The anchors can enable people to recognize their preferences for certain areas in their job
which can help career planning e.g., a person with a primary theme of autonomy/ independence
will seek to work under their own rules and be less likely to conform to organizational norms.
People are generally more fulfilled in their careers when they can satisfy their career anchors and
seek roles that are aligned with these.
1. Technical/functional competence – these individuals enjoy being good at specific tasks

and will work hard in order to develop the specific skills necessary to complete them.
2. General managerial competence – these individuals thrive off performing in a position

of responsibility; tackling high-level problems, building relationships and interacting with
others; they require strong emotional intelligence skills in order to succeed.
3. Autonomy/independence – these people need to be left to their own devices, and to be

able to act without needing too much direction, interference or confirmation, often
avoiding standards and procedures to do things ‘their way’.
4. Security/stability – they seek stable and predictable positions and activities, which they
are able to plan aspects of their life around, taking few risks; they are also often the
individuals who will spend many years in the same position.
5. Entrepreneurial capability – these are the creatives within a business, who enjoy
brainstorming and inventing new things, and also often seek to run or start their own
business; they are different from those who seek autonomy as they will share the
workload with others and enjoy individuals, including themselves, taking ownership for
their work; they often get bored and seek monetary gains.
6. Service/dedication to a cause – these individuals always seek new ways to help other
people, both within and outside the organisation, using their talents; they are often found
in relevant employment areas, such as HR and customer service.
7. Pure challenge – driven nearly entirely by a need to be continuously stimulated by new

challenges and tasks which test their abilities to solve problems; they will often seek to
move jobs when their current position becomes stagnant or they no longer possess the
challenges they need to progress.
8. Life style – these individuals orientate everything, including their role, around their
pattern of living as a whole – not so much balancing work and life, as integrating it; they
may also take long periods of leave to take part in recreational activities or balance
themselves and their lives through holidays and other forms of downtime.
DIVERSITY IN CD
Reasons Diversity is Important in the Workplace and Career Development
Workplace diversity has been a popular topic in the corporate world for a while. Now it seems,
more than ever, that teams are prioritizing diversity initiatives. Here we dive into what diversity
in the workplace is and why it should be implemented into business strategies.
Diversity is an unending list of characteristics that make us stand out from one another in our
own beautiful ways. Workplace diversity is becoming more of a business requirement than a way
to show values and uphold social responsibility. Yet, many organizations are struggling
with diversification.
Workplaces that have emphasized having a diverse workforce, experience

increased productivity and profitability. Why? The simple answer: an inclusive
workplace culture is better for people and in turn, better for business.
What is Diversity in the Workplace?
Workplace diversity refers to an intentional practice of building a heterogenous workforce by

hiring and promoting people with different characteristics from a wide range of backgrounds.
These traits commonly include ethnicity, sexual orientation, age, gender, and education, among
others. Diversity in the workplace is achieved when an organization implements policies that
promote inclusion and equity.

There is more to diversity than a list of attributes that barely scratch the surface of what diversity
encompasses. Diversity has multiple benefits for people and businesses alike. Let’s look
into what those are and what they mean for your organization.
Why is Diversity better for people in the workplace?
 Stronger teams – When employees can work with others from diverse
backgrounds, they are given the opportunity to create better quality service and
results. They earn a mutual respect for their co-workers and can promote these kinds of
innovations to problem solving that any organization looks for.
 Employee engagement – Having a workplace that fosters diversity will allow your
employees to interact, grow and thrive together. The average employee cares more
than just about their pay check. They want to be included in an environment where all
voices are heard so that they feel their work has meaning.
 Representation in Leadership - 78% of employees who responded to a Harvard

Business Review (HBR) study said they work at organizations that lack diversity in
leadership positions. That is a number that needs change. Diversity in leadership
talent leads to many benefits seen and unseen. Most importantly leadership diversity
contributes to a better company culture overall and allows meaningful networks to be
formed. This gives more meaning and comfort to the members of your organization by
having representation.
Why is Diversity better for business?
Businesses that understand their social responsibility to implement diversity in the workplace are
known to perform better both financially and culturally.
 Elevated business reputation - Ultimately, your company’s image is affected by the

value that is placed on diversification. Letting the world know your organization’s
values also attracts top talent to you. 76% of job seekers consider workplace diversity an
important factor when considering a potential employer.
 Recruiting – Financial success isn’t the only measurable metric of a diverse

workforce. A wider recruitment pool closes many skill gaps and brings much more to
your organization. Your business should strive to not only to keep current talent pool, but
to attract future top talent from diverse groups as well.
 Employee Retention - People expect organizations to have and act on DE&I (Diversity,
Equity, Inclusion) initiatives. Diversity in the workforce and
in leadership make employees feel more included and therefor are less likely to leave,
reducing your employee turnover. As stated, job expectations are no longer just about a
pay check anymore, but rather about work life balance and company culture.
 Creative Ideas - Another benefit of diversity in your leadership pipeline is having a wide
range of cultural backgrounds and beliefs contribute to more innovative ideas and thought
processes when strategizing. In fact, Deloitte research shows that inclusive teams
outperform their peers by 80% in team-based assessments. New perspectives through
diversity and inclusion are valuable when you need to deliver for the organization.
COUNSELLING AND MENTORING IN CD
Successful career development requires much more than technical and job-related skills.
Typically, crafting a successful career requires effective communication and other soft skills,
professional relationships and networks, and a career vision.
Many professionals fail to move up the career ladder even while excelling at their jobs because
they lack some of these important competencies. However, a mentor can help professionals
develop some of these extra-role skills and build key relationships; being a part of a mentoring
relationship can be transformational for early career professionals.
Mentoring is a longer-term relationship lasting at least 9 months, typically between more

experienced professionals and their mentees. The main purpose of a mentoring relationship is the
continual development of the mentee, although there are other benefits.
The mentor acts as a trusted advisor to the mentee, and supports them in developing new skills,
navigating political environments, challenging ideas, and encouraging career development. Most
professionals who make it to the executive level cite mentoring as an important contributor to
their career success.
Mentors contribute to their mentees’ career development in a number of important ways.

Here are six key benefits of mentoring on career development:
1. A mentor can be helpful in developing communication skills.
Mentors can act as role models for desired behaviours, which often includes communication
skills.
Interaction between the mentor and mentee gives the mentee an opportunity to observe the
mentor and adapt some of the effective behaviours. Mentors can also give valuable feedback to
mentees on their communication style and effectiveness.
2. The benefits of mentoring also include growing mentees' professional network.
Mentors typically have the benefit of more work and leadership experience, which often equates
to a wider and deeper network.
Mentors can help new mentees broaden their own network by making introductions and
connecting mentees with other individuals who can help the mentee advance in their careers. For
example, a mentor can introduce the mentee to their organizational peers. The mentee benefits by
getting exposure to higher-ups in the organization that normally would not interact with the
mentee.
3. Mentors can help mentees overcome obstacles in their careers.
This is one of the most wonderful benefits of mentoring for the mentees. By discussing problems
with their mentors, mentees can problem-solve and work through career issues, whether they are
immediate, operational issues, or longer-term problems.
Mentees can tap into the experience of mentors, rather than learning things “the hard way”
through trial and error. Mentors can also help mentees avoid problems in the first place by
providing advice.
At times, a mentor can even step in and provide tangible support for their mentees, by sponsoring
them or recruiting them for new positions. When a mentor sponsors a mentee, they actively
advocate for them and their career.
4. Mentors can help their mentees identify developmental objectives.

Often, early career professionals can lack self-awareness, and not have a good understanding of
their professional strengths and weaknesses. Mentors can also be helpful in identifying critical
skills for potential future roles for the mentee. Mentors can help uncover these professional blind
spots, which can help professionals target their developmental efforts.
5. One of the key benefits of mentoring is to develop and refine mentees' leadership
philosophy.
As a professional matures, they will need to figure out what kind of leader they will be, and be
prepared to face tough ethical choices.
Often, this is done through many situations, large and small, that test the professional’s
boundaries. The mentor can act as a sounding board to the mentee, to help them work through
ethical dilemmas and other tough situations.
One role of an effective mentor is that of a good listener. While not imposing their own values
on the mentee, they can make suggestions, help the mentee think through choices, and ask
questions to challenge the mentee’s thinking.
For example, the mentor may help the mentee work through a moral challenge. In this way, the
mentor can be instrumental in developing the character of the mentee.
6. Last, but not least, mentors help young professionals develop a broader perspective.
Often, mentors are two organizational levels higher than their mentees (or more). From their
organizational vantage point, they “see” much more than their mentees relatively narrow view.
By sharing their perspective, they can help mentees broaden their own perspective, and
understand the point of view of different functional or regional areas. Further, mentors can tap
into their experience when helping their mentees discuss choices and dilemmas by thinking
through the impact of potential actions.
For a professional who wants to advance in their career, developing a meaningful mentoring
relationship can be key. While improving technical and job skills is also important, it’s not
enough to prepare professionals for an executive role. The benefits of mentoring are worth the
investment for career development.
COMPETENCY CONCEPT
Competency is a set of demonstrable characteristics and skills that enable, and improve the
efficiency of, performance of a job. Competencies are not skills, although they are similar. Skills
are learned, while competencies are inherent qualities an individual possesses – collaboration

skills, knowledge and ability. During job interviews and assessments, competencies are used as
benchmarks against which assessors can evaluate candidates.
One of the biggest challenges a company might face in recruitment is identifying employee
competencies in the first place; it can often be difficult to put into words what employees need to
possess to make them successful. Competencies usually fall into three categories:
1. Behavioural Competencies – an expression of the softer skills involved in an employee’s

performance.
2. Technical Competencies – usually concerned with the effective use of IT systems and
computers, or any hard skills necessary for a job.
3. Leadership Competencies – an expression of the qualities that make a good leader, turned
into measurable behaviours.
COMPETENCY INCLUDES THE FOLLOWING ELEMENTS:
MEANING
1. Every job has a requirement of specific set of competencies to undertake it efficiently,

and the individuals who would perform the job need to be laced with those competencies.
One of the interesting and worth mentioning aspect of this term is that it focuses not on
what a person can do but on what a person can learn. This forward-looking approach
makes it quite popular amongst training providers and recruitment experts.
2. Competencies with their specific behavioural indicators facilitate the demonstration of
appropriate skills and behaviours, it is not a set of tasks performed like a robot neither it
is an underlying capacity which is never demonstrated.
3. Competency also includes motivation and self-knowledge, a desire and willingness to
demonstrate effective performance
So, with this information we can proceed to defining Competency:
DEFINITION
1. A set of individual performance behaviours which are observable, measurable and critical
to successful individual and company performance
2. Individual characteristics of a person which result in an effective and superior
performance in a job
TYPES
1. Organizational Core Competency Model

Most organizations have a baseline set of skills that they require all employees to have. With an
organizational competency model, you can understand and keep track of these essential core
competencies and strive toward a workforce that has each of those abilities.
2. Functional Competency Model

In addition to company-wide competency expectations, there are also functional competencies
that are needed for an employee to perform positively within a function. These function-specific
competencies are often technical. A few examples of functional competencies might be knowing
certain programming languages, data analysis skills, record keeping skills, grant writing skills,
and more. The skills within a functional competency model might be needed within a specific
department of your company.
3. Job Competency Model

Unlike a functional competency model, the job competency model includes skill sets that are
specifically needed within a job or role. This competency model zeros in on clearly defined
needs within a role so that each employee can perform to the best of their ability. The skill sets
chosen are usually based on the skills that someone performing well within that role is already
demonstrating. The job competencies of one person within a department may differ greatly from
another within that same department.
4. Leadership Competency Model

When hiring for leadership roles within your organization, there are typically some key
competencies which are absolutely essential. Skills such as self-management and development,
coaching and mentoring or understanding and enforcing ethics are examples of skills anyone in a
leadership position would need to be effective in their role.
5.Technical or Functional Competencies
These are the knowledge, attitude, and skills-related to technical or functional expertise required
to perform a role.
6.Managerial Competencies
These are the knowledge, attitude, and skills required to plan, organize, mobilize, and utilize
resources.
7.Human Competencies
These are the knowledge, attitude, and skills required to motivate, utilize, and develop human
resources.
8. Conceptual Competencies
These are the knowledge, attitude, and skills to visualize the invisible, i.e., the thinking at
abstract levels and use of the thinking to plan future business.
PROCESS OF COMPETENCY MAPPING
Competency mapping is the process of determining the skills, behaviors, abilities and knowledge
a job title requires. Organizations often begin this process by determining their goals and
analyzing the abilities of their existing employees. Then, they clearly define the expectations
they have for each position and ensure employees have the necessary skills to succeed in their
roles. For instance, competency mapping for an information technology specialist might reveal
the importance of communication, problem-solving skills and proficiency in relevant operating
systems.
Follow these steps to perform competency mapping:

1. Identify the organization's goals
An organization can begin the competency mapping process by identifying its goals. It can
review its mission statement or meet with senior executives to understand the larger goals that
employees are trying to achieve. This step allows the process to build a good foundation, identify
smaller goals that employees strive for daily and clarify any confusion about the organization's
objectives.
2. Analyse competencies of existing employees
By analysing the skills of existing employees, an organization can create outlines for competency
maps and identify opportunities for improvement. One useful analysis method is self-evaluation,
as employees have a unique perspective on their skills and can highlight them as they relate to
their roles. Organizations also implement supervisor evaluations to obtain a more unbiased
perspective of employee performance. Whether you use one of these evaluation methods or a
combination of the two, consider making them specific to each department or role.
When you implement evaluations, consider reviewing employee work history to improve the
accuracy of your results. These reports can reveal insightful information about an employee's
progress or test weaknesses. For instance, work history might demonstrate a steady development
of leadership skills that improved an employee's ability to delegate tasks. If an employee's work
history shows proficiency in a skill that a current evaluation doesn't reflect, it might indicate a
weak test and encourage the organization to revaluate its evaluation standards.
3. Define competencies
Once an organization understands what employee goals are and what skills are necessary for
achieving them, it can define competencies for each job role. Consider listing important skills
and relating them to essential duties. For instance, the competencies of a product designer might
include communication and negotiation to facilitate positive client relationships. These
professionals also rely on analytical thinking skills to develop prototypes and conduct user
testing that effectively analyses consumer preferences.
4. Determine metrics

An organization can more clearly define competencies by assigning metrics to them. A common
example of a metric is a sales quota that indicates an employee's performance expectations.
While a sales quota is just a number, it closely relates to competencies like interpersonal skills,
negotiation and active listening. If an employee reaches their quota or comes close, the employer
can better understand the employee's ability to perform their job.
5. Provide additional resources
Throughout the process of competency mapping, organizations may recognize employee demand
for additional resources. Departments might require more training or upgraded equipment to
adequately perform their duties. By allocating these additional resources, organizations can boost
morale and demonstrate their ability to set realistic expectations.
6. Implement results of competency mapping
After an organization clearly defines roles through competency mapping, it can share results
internally and externally. For instance, it might incorporate the findings into job descriptions to
attract suitable candidates. Organizations can also share the results with employees so that they
can prepare for performance evaluations.

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MANAGING HUMAN RESOURCES 2.

TRAINING AND DEVELOPMENT

Employee Training and Development in HRM is defined as a system used by an organization to

What is the Need of Training and Development?

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What is the Importance of Training and Development?

Types of Training and Development

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What are Benefits of Training and Development in HRM?

o Employee turnover is reduced.

o Inspires employees to work harder.

o Improves process efficiency, resulting in financial benefit.

o Aids in the adoption of new technology and processes.

o Increases strategy and product innovation

TRAINING NEED ANALYSIS

What is a training needs analysis?

There are three basic types of training needs analyses:

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Training needs analysis methods

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Examining the work

Look at your competition

DESIGNING A TRAINING PROGRAM

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The considerations for developing a training program are as follows:

 Organizational assessment. In this type of needs assessment, we can determine the

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1. Orientation is offered on the first Thursday of every month.

11. Measuring Effectiveness

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1. Reaction: How did the participants react to the training program?

EVALUATING A TRAINING PROGRAM

1. Identifying What Participants Need for Their Job

2. Matching Session Learning Objectives with Job Requirements

3. Assessing Performance During and Upon Completing the Training

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4. Evaluating the Training Effort After a Period of Time

APPROACHES OF TRAINING AND DEVELOPMENT

3. Active Learning Approach

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Training and development is so important because –

 Helps in optimizing the utilization of human resources.

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1. On-the-job training or internal training

2. Off-the-job training or external training

ON-THE-JOB TRAINING OR INTERNAL TRAINING

The advantages of OJT are as follows:

2. It is a less expensive method.

3. The trainee is highly motivated and encouraged to learn.

4. Much arrangement for the training is not required.

JOB INSTRUCTED TRAINING

JIT consists of four basic steps;

On-the-job training is a never-ending process.

An excellent example of on-the-job training is athletic coaching. To be effective, which is the

Mentoring can be informal or formal:

A mentor can be an employee’s manager or not:

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It involves periodically moving people from one job to another.

They may rotate through;

(1) Non-supervisory work,

Such movement prevents stagnation.

Creation of assistant – to positions