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ASSINGNMENT ENGINNERING MANAGEMENT AND LAW

SUBMITTED TO:

MR TAHIR ISHFAQ

SUBMITTED BY:

IBRAHIM KHALID

ROLL NO:

26

NFC INSTITUTE OF ENGINEERING AND FERILIZER RESEARCH FAISALABAD

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Contents 1

TRAINING: .................. ........................... .................. .................. .................. .................. .................. ................... ................... .................. .................. .................. .................. .................. ........... .. 4

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IDENTIFYING TRAINING NEEDS:........... NEEDS:..................... ................... .................. .................. .................. .................. .................. .................. .................. .............. .....4 4

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SELECTION OF TRAINEES: .................. ........................... .................. .................. .................. .................. .................. .................. .................. .................. ...................5 ..........5

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TRAINING GOALS:...................... GOALS:............................... .................. .................. .................. ................... ................... .................. .................. .................. .................. .................. ........... .. 5

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WHY IT'S IT'S NECESSARY NECESSARY TO TRAIN YOUR YOUR EMPLOY EMPLOYEES:.. EES:...... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... .. 6 5.1

PRODUCT PRODUCTIVITY:..... IVITY:......... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......6 ...6

5.2

PERFORMA PERFORMANCE NCE MANAGEMENT MANAGEMENT:: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... .. 6

5.3

PRODUCT PRODUCT QUALITY: QUALITY:.... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........7 ....7

5.4

EMPLOYEE EMPLOYEE RETENTIO RETENTION:.... N:........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... 7

5.5

LESS NUMBER NUMBER OF TRAINED TRAINED PERSONNE PERSONNEL: L:

5.6

SUITABILI SUITABILITY TY OF ENTERPRIS ENTERPRISE E NEEDS:.......... NEEDS:.............. ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... .. 7

5.7

NEW TECHNOLO TECHNOLOGY GY DEVELOPME DEVELOPMENTS NTS:: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......8 ...8

I .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........7 ....7

6 CHARA CHARACTE CTERIS RISTIC TICS S OF A GOOD GOOD TRAI TRAININ NING G PR PROGR OGRAM AMME ME FOR FOR WORK WORKER ERS S IN AN AN ENTERPRISE ARE:.................... ARE:.. .................................... .................................... .................................... ................................... ................................... .................................... ........................ ...... 8 7

WHAT SHOULD SHOULD YOU DO FIRST? FIRST? .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......9 ...9

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TRAINING METHODS :.......................... :................................... .................. .................. .................. .................. .................. .................. .................. .................. .................. ........... 9 8.1

TRAINING TRAINING METHODS METHODS FOR OPERATI OPERATIVES:... VES:....... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......10 ...10

8.1.1 8.1. 1

VESTIBUL VESTIBULE E TRAINING: TRAINING: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... 10

8.1.2 8.1. 2

APPRENTI APPRENTICESH CESHIP IP TRAINI TRAINING: NG: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... ..10 10

8.1.3 8.1. 3

INTERNSHI INTERNSHIP P TRAINING:..... TRAINING:......... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......10 ...10

8.2

TRAINING TRAINING METHODS METHODS FOR MANAGERS:..... MANAGERS:......... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......10 ...10

8.2.1 8.2. 1

OBSERVATI OBSERVATION ON ASSIGNMEN ASSIGNMENT:.. T:...... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......11 ...11

8.2.2 8.2. 2

POSITION POSITION ROTATION:..... ROTATION:......... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......11 ...11

8.2.3 8.2. 3

SERVING SERVING ON COMMITT COMMITTEES:. EES:..... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........11 ....11

8.2.4 8.2. 4

ASSIGNME ASSIGNMENT NT OF SPECIAL SPECIAL PROJ PROJECTS ECTS:: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... ..11 11

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8.2.5 8.2. 5

CONFERE CONFERENCE NCE AND SEMIN SEMINARS: ARS:.... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......11 ...11

8.2.6 8.2. 6

CASE STUDY:...... STUDY:.......... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... 11

8.2.7 8.2. 7

INCIDENT INCIDENT METHOD:.. METHOD:...... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... 12

8.2.8 8.2. 8

ROLE PLAYING: PLAYING:.... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......12 ...12

8.2.9 8.2 .9

LABORA LABORATOR TORY Y TRAINI TRAINING NG (OR SENSIT SENSITIV IVITY ITY TRAINI TRAINING NG)) (T GRO GROUP UP TRAIN TRAINING ING): ): 12

TRAINERS:..................... TRAINERS:.............................. .................. .................. .................. .................. .................. .................. ................... ................... .................. .................. .................. ............... ......12 12

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TRAINING TRAINING ADMINISTR ADMINISTRATI ATION:. ON:..... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........13 ....13

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EVALUATIO EVALUATION N OF TRAINING: TRAINING: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ .......14 ...14

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SOME KEYS FOR IMPLEM IMPLEMENTIN ENTING G YOUR TRAINING TRAINING PROGRAM PROGRAM:... :....... ........ ........ ........ ........ ........ ........ ........ ...... 14

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BENEFI BENEFITS TS TO EMPLOY EMPLOYEE EE AN AND D EMPLOY EMPLOYER ER

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REFERENC REFERENCES: ES: .... ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ........ ...... .. 17

OF EDUCAT EDUCATION ION PR PROGR OGRAMS AMS:.... :....... ...... ......15 ...15

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EMPLOYEE TRAINNG

1 TRAINING: The term training refers to the acquisition acquisition of knowledge, skil skills, ls, and competenci competencies es as a result of the teaching of vocational or practical skills and knowledge that relat relatee to specific useful competenci competencies. es. It forms the core of apprenticeships apprenticeships and provides the backbone of content at at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market labor-market[who?] recognize today the need to continue training  beyond initial qualifications: qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations occupations may refer to this sort of training as professional deve development. lopment.

2 IDEN IDENTIF TIFYIN YING G TR TRAI AINI NING NG NE NEED EDS: S: Training by analyzing resource areas: the organization as aneeds whole,can thebejobassessed characteristics and thethree needsmajor of thehuman individuals. This analysis will provide answers to the following questions:   

Where is training needed? What specifically must an employee learn in order to be more productive? Who needs needs to be trained? trained?

Begin by assessing the current status of the company how it does what it does best and the abilities of your employees to do these tasks. This analysis will provide some benchmarks against which the effectiveness of a training program can be evaluated. Your firm should know where it wants to be in five years from its long-range strategic plan. What you need is a training  program to take your firm from here to there. Second, consider consider whether the organization organization is financially financially committed committed to supporting supporting the training efforts. If not, any attempt to develop a solid training program will fail.  Next, determine exactly where training is needed. It is foolish to implement a companywide training effort without concentrating resources where they are needed most. An internal audit will help point out areas that may benefit b enefit from training. Also, a skills inventory can help determine the skills possessed by the employees in general. This inventory will help the organization determine what skills are available now and what skills are needed for future development. Also, in today's market-driven economy, you would be remiss not to ask your customers what they like about your business and what areas they think should be improved. In summary, 4

 

the analysis should should focus on the total organization and should tell tell you (1) where training is needed and (2) where it will work within the organization. Once you have determined where training is needed, concentrate on the content of the  program. Analyze Anal yze the characteristics of the job based on its description, the written narrative of what the employee actually does. Training based on job descriptions should go into detail about how the job is performed on a task-by-task basis. Actually doing the job will enable you to get a  better feel for what is done. Individual employees can be evaluated by comparing their current skill levels or  performance to the organization's performance standards or anticipated needs. Any discrepancies  between actual and anticipated skill levels identifies a training need.

3 SELE SELECT CTIO ION N OF OF TRAIN RAINEE EES: S: Once you have decided what training is necessary and where it is needed, the next decision is who should be trained? For a small business, this question is crucial. Training an employee is expensive, especially when he or she leaves your fir firm m for a better job. Therefore, it is important to carefully select who will be trained. Training programs should be designed to consider the ability of the employee to learn the material and to use it effectively, and to make the most efficient use of resources possible. It is also important that employees be motivated by the training experience. Employee failure in the  program is not n ot only damaging d amaging to the employee but a waste of money as well. Selecting the right trainees is important to the the success of the program.

4 TRA TRAINING GOALS: The goals of the training program should relate directly to the needs determined by the assessment process outlined above. Course objectives should clearly state what behavior or skill will be changed as a result of the training and should relate to the mission and strategic plan of the company. Goals should include milestones to help take the employee from where he or she is today to where the firm wants him or her in the future. Setting goals helps to evaluate the training program and also to motivate employees. Allowing employees to participate in setting goals increases the probability of success.

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5 WHY IT'S N NECES ECESSAR SARY Y TO TRA TRAIN IN YOU YOUR R EMPLOYEES: Teachers teach and do the world good  kings just just rule and most are never understoo understood” d” - KRS 1, My Philosop Philosophy hy “Most managers seem to feel that training employees employee s is a job that should be left to others. I, on the other hand, strongly believe that the manager should do it himself.” - Andy Grove, Grove, High Output Output Management Management Almost everyone who builds a technology company knows that people are the most important asset. Properly run start-ups place a great deal of emphasis on recruiting and the interview process in order to build their talent base. Unfortunately, often the investment in  people stops there. There are four core reasons why it shouldn’t:

5.1 5. 1 PROD PRODUC UCTI TIVI VITY TY: Often I see startups keep careful statistics of how many candidates they’ve screened, how many have made it to the full interview process and how many people they’ve hired. All of these statistics are interesting, but the most important statistic is missing: how many fully productive employees have they added? By failing to measure progress towards the actual goal, they lose sight of the value of training. If they measured productivity, they might be horrified to find that all those investments in recruiting, hiring, and integration were going to waste. Even if they were made aware of low productivity among new employees, most CEOs think that they don’t have time to invest in training. Andy Grove does the math and shows that the opposite is true: Training is, quite simply, one of the highest-leverage activities a manger can perform. Consider for a moment the possibility of your putting on a series of four lectures for members of your department. Let’s count on three hours preparation for each hour of course time—twelve hours of work in total. Say that you have ten students in your class. Next year they will work a total of about twenty thousand hours for your organization. If your tr training aining efforts result in in a 1  percent improvement in you subordinates’ performance, you yo u company will gain the equivalent of two hundred hours of work as the result of the expenditure of your twelve hours.

5.2 PERFORMANCE MANAGEMENT: When people interview managers, tthey hey often like to ask: ask: have you fired anyone? Or how many people have you fired? Or how would you go about firing someone? These are all fine questions, but often the right question is the one that isn’t asked: When you fired the person, how did you know with certainty that the employee both understood the expectations of the job and were missing them? The best answer is that the the manager clearly set expectations when she 6

 

trained the employee for the job. If you don’t train your people, you establish no basis for  performance management. As a result, performance management in your company will be sloppy and inconsistent.

5.3 PRODUCT QUALITY: Often founders start companies with visions of elegant, beautiful product architectures that will solve so many of the nasty issues that they were forced to deal with in their previous  jobs. Then, as their company becomes successful, they find that their beautiful product architecture has turned into a Frankenstein. How does this happen? As success drives the need to hire new engineers at a rapid rate, companies neglect to train the new engineers properly. As the engineers are assigned tasks, they figure out how to complete them as best they can. Often this means replicating existing facilities facilities in the architecture, which lead to inconsistencies in the user experience, performance problems, and a general mess. And you thought training was expensive.

5.4 EMPLOYEE RETENTION: During a time of particularly particularly high attrition attrition at Netscape, I decided to rread ead all of the exit interviews for the entire company to better understand why people quit hi-tech companies. After  putting economics, aside, I found that there were two primary reasons why people quit: 1. They hate hated d their their manager manager – genera generally lly the the employee employeess were were appalle appalled d by the lack lack of guidance, career development and feedback they were receiving. 2. They weren’t weren’t learning learning anything anything – the company company wasn’t wasn’t investin investing g in the employees employees.. 5.5

LESS NUMBER OF TRAINED PERSONNEL:   It is impossible to find find trained and technically skilled professionals for all all the vacancies in the concern. This forces the managements to recruit persons who have little knowledge or no knowledge about abou t the profile of the current job. So it is necessary for the enterprise to choose quality persons and give them training for for that particular position

5.6 SUITABILI SUITABILITY TY OF OF ENTERPRI ENTERPRISE SE NEEDS: NEEDS: Even when a worker is assigned to a new job he or she has to be given training which would be helpful for him to adapt to new working environments. The worker would feel comfortable in the new job to which he was assigned. Therefore he can utilize his thoughts in a right way and can complete his work within the time limit. 7

 

5.7 NEW TECHNOLO TECHNOLOGY GY DEVELOPME DEVELOPMENTS: NTS: Due to rapid growth in new ne w technologies it is necessary for the personnel to know these new improvements in business fields. In the absence of proper training facilities in latest methods the workers of that enterprise will face stiff challenges from other competitors co mpetitors in the  business field and high pressures from higher-level authorities within the enterprise.   Training is also also referred referred as aid to employee development. The purpose of training is is tto o ensure that the workers are properly taught the new methods of doing the jobs assigned to them .The scope training depends upon u pon what types of employees aare re trained. What factors that decide for the progress of employee in the enterprise, his/her high degree intelligence in his work it can  be measured on his performances in Schools College or university. Secondly he/she should have capability to learn new technology and apply what he has learnt during his training period. Through training the employee should be enabled to gain mastery in their applications and efficiency. The third factor is he/she should be given a chance to practice his abilities and skills so that his skills

6 CHARAC CHARACTERI TERISTIC STICS S OF A GOO GOOD D TR TRAIN AINING ING PROGRAMME FOR WORKERS IN AN ENTERPRISE ARE: A sound training programme should focus on individual differences among the capability of the workers. It should take into account that personnel’s who get trained in the enterprise would differ in ability, learning capacity, interests and other o ther characteristics.

The nature of training programme should depend on the requirements of the job for what it is intended. For this, a clear analysis report of the job should be prepared before giving training.

For effective effective motivation of the trainees suitable suitable incentives incentives should be given, so up the programme seriously and it may prove worth for the enterprise.

they take

All the higher officials in the concern should take active part during the training  programme, so they can guide the trainees about what is expected from them to the enterprise. 8

 

For this what all the essential things they have to do which would be helpful for them for their development in the concern.

In a good training training programme trainers trainers should be given training. They should undergo a special training, which would be helpful in transferring the required knowledge to the trainees. Moreover both the theory knowledge and practical knowledge of the job should go in hand in hand.

7 WHAT SHOULD YOU DO FIRST? The best place to start is with the topic that is most relevant to your employees: the knowledge and skill that they need to do their job. I call this functional training. Functional training can be as simple as training a new employee on your expectations for them (see Good Product Manager/Bad Product Manager) and as complex as a multi-week engineering boot camp to bring new recruits completely up-to-speed on all of the historical architectural nuances of your  product. The training courses should be tailored to the specific job. If you attempt the more complex-style course, be sure to enlist the best experts on the team as well as the manager. As a happy side effect, this type of effort will do more to build a powerful, positive company culture than 100 culture-building strategic offsite meetings. The other essential component of a company’s training program is management training. Management training is the best place to start setting expectations for your management team. Do you expect them to hold regular 1:1s with their employees? Do you expect them to give  performance feedback? feedba ck? Do you expect e xpect them to train their people? Do you expect them to agree upon objectives with their team? If you do, then you’d better tell them, because the management state-of-the-art in technology companies is extremely poor. Once you’ve set expectations, the next set of management courses has already been defined; they are the courses that teach your managerss how to do the things manager things you you expect. expect. Other interesting topics topics — Once you have manage management ment training and functional training training in place, there are other opportunities as well. One of the great things about building a tech company are the amazing people that you can hire. Take your best people and encourage them to share their most developed skills. Training in such topics as negotiating, interviewing, finance, etc. will enhance your company’s competency in those areas as well as improving employee morale. Teaching can also become a badge of honor for employees who achieve an elite level of competence

8 TRAI TRAINI NING NG METH METHOD ODS S: All training methods can be grouped into two categories :a] Training methods for operatives and   b] Training methods methods for managers managers

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8.1 TRAINING TRAINING METHODS METHODS FOR FOR OPERAT OPERATIVES IVES:: Under these methods the new employee is assigned to a specific job at a machine or workshop or laboratory. He is instructed by an experienced employee or by a special supervisor who explains to him the method of handling tools, operating the machines etc.

8.1.1 8.1.1 VESTI VESTIBUL BULE E TRAINI TRAINING NG:: This method involves the creation of a separate training centre within the plant itself for the  purpose of providing providing training to the new employees. employees. An experienced experienced instructor is put in-charge in-charge of this training. Machines and tools are also managed in the training centre, so as to create working conditions similar to those in the workshop.

Advantage:  No interference interference with regular regular production. Disadvantage:  Costly, adds nothing to productions productions during training training period.

8.1.2   APPRENTICESHIP TRAINING: This method of training is meant to give the trainee sufficient knowledge and skill in those trades and crafts in which a long period of training is required for gaining complete proficiency. Generally, the trainees work as apprentices under the direct supervision of experts for long periods of say, two to seven years. This programme consists of providing actual work experience in the actual job as well as imparting theoretical knowledge through class room lectures which may be arranged either in the plant or in the institution attached to the concern. This method of training enables the trainees to become allround craftsmen. But this method is very expensive and also there is no guarantee that a trained worker will continue to work in the same concern after the training is completed.

8.1.3 8.1.3 INTER INTERNS NSHI HIP P TRAI TRAINI NING: NG: This method of training is generally provided to the skilled and technical personnel. The object of this type of training is to bring about a balance between theoretical and practical knowledge, under this method, students from a technical institution possessing only theoretical knowledge are sent to some  business ente enterprise to gain practical practiinstitutions cal work experience. Simultaneous ly, the employees employees business business enterprises arerprise sent to technical to gain the Simultaneously, latest theoretical knowledge on of a subject. Ex. B.E. (Prod.) - 6 months in plant training training B.E. (Mech.)- 2 days in a week during final year 

8.2 TRAINING TRAINING METHODS METHODS FOR MANAGERS: MANAGERS: Executive talent is the most important important asset which a company company can posses. Although, it does not appear on the company's balance sheet, but it produces more important effects on the company's progress, its profit and the price of its stock than any other asset in its possession. possession. The following are the various training methods for managers.

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8.2.1 OBSERVA OBSERVATION TION ASSIGNMENT: ASSIGNMENT: Under this method, the newly recruited executive called "understudy" is made an assistant to the current job holder. He learns by b y experience, observation and imitation. If decisions are discussed with him, he is informed on tthe he policies and theories involved.

8.2.2 POSITI POSITION ON ROTATION: ROTATION: Under this method, the trainee executive exe cutive is rotated among different managerial jobs. This not only broaden and enriches his experience as a manager but also enables him to understand inter departmental relations and the need for co-ordination and co-operation among various departments.

8.2.3 SERVING ON COMMITTEES: COMMITTEES: Another important method of training on an executive is to make him serve on a committee. While serving on a committee, the executive comes to learn not only the various organizational problems, views of senior and experienced expe rienced members, but also learns how a manger should adjust himself to the overall needs of the enterprise.

8.2.4 ASSIGN ASSIGNMENT MENT OF SPECIAL PROJECTS: PROJECTS: Sometimes, as a method of training some special project is assigned to a trainee executive. for example, he may be ask to develop a system of cost allocation in the production of certain goods for which an order has been received by the company. While working on such  project, the trainee not only acquires knowledge about them, but also learns how to work with and relate to other people holding different views.

8.2.5 8.2 .5 CONFER CONFERENC ENCE E AND SEMINARS SEMINARS:: Often an executive is deputed to attend a conference, seminar or workshop to receive a quick orientation in various areas of Management Manage ment with which he might be unfamiliar. One advantage of this type of training is that all the participants coming from different organizations get an opportunity to pool their ideas and experience in attempting to solve mutual problems. The attitude is one of joint exploration. This encourages cross fertilization of ideas.

8.2.6   CASE STUDY: A case is a written account seeking to describe an actual situation. A good case is the vehicle by which a chunk of realty is brought into the class room to be discussed over by the class and the instructor. Discussion on a case requires a capable instructor, who can evoke and 11

 

guide intelligent discussion analysis, so that meaningful learning experiences experience s occur. There is no "right" answer or simple explanation in the comprehensive case. The advantages of this method are more depth of thinking, more perception in a situation, greater respect for and co consideration nsideration for the opinion of others.

8.2.7 8.2.7 INCI INCIDE DENT NT METH METHOD OD:: This method was developed at M.I.T. by Paul and Pigors, as an outgrowth of dissatisfaction felt with the case method. In the usual case ca se method the entire problem is presented to the students, whereas in the incident method only a brief incident is presented to provoke discussion in the class. The group then puts questions to the instructor to draw out of him the salient facts and additional information, needed to arrive at a reasonable solution or resolution of the case. This method draws the participants into discussion with greater emotional involvement. A unique advantage of this method over the case method is the procedure of obtaining information by questions, one that often must take place in actual business situations.

8.2. 8.2.8 8 ROLE ROLE P PLA LAYI YING NG:: In this method, the instructor assigns parts taken from case materials to group members. The situation is usually one involving conflict co nflict between people. The role p players layers attempt to act the parts as they would behave beha ve in a real life situation, working without a script or memorized lines and improvising as they play the parts. The development of empathy and sensitivity is one of the primary objectives of role playing.

8.2.9 8.2 .9 LABORAT LABORATORY ORY TRAINI TRAINING NG (OR SENSIT SENSITIVI IVITY TY TRAINING) (T GROUP TRAINING): This type of training is designed to increase the managers understanding of himself and of his own impact ontechnique others. The training the takes the form of a group discussion, through or a leader trained in the is present, group may decide on the subject ofand discussion suggest changes in procedure. In the course of discussion, conflict, hostility, stress and frustration may be purposely generated for they later on become motivations for growth as well as food for learning. The laboratory training aims at achieving behavioural, effectiveness in transactions with ones environment.

9 TRAINERS: Who actually conducts the training depends on the type of training needed and who will  be receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by either in-house personnel or outside instructors. 12

 

In-house training is the daily responsibility of supervisors and employees. Supervisors Sup ervisors are ultimately responsible for the productivity and, therefore, the training of their subordinates. These supervisors should be taught the techniques of good training. They must be aware of the knowledge and skills necessary to make a productive employee. Trainers should be taught to establish goals and objectives for their training and to determine how these objectives can be used to influence the productivity of their departments. They also must be aware of how adults learn and how best to communicate with adults. Small businesses need to develop their supervisors' training capabilities by sending them to courses on training methods. The investment will pay off in increased productivity. There are several ways to select training personnel for off-the-job training programs. Many small businesses use in-house personnel to develop formal training programs to be delivered to employees off line from their normal work activities, during company meetings or individually at prearranged training sessions. There are many outside training sources, including consultants, technical and vocational schools, continuing education programs, chambers of commerce and economic development groups. Selecting an outside source for training has advantages and disadvantages. The biggest advantage is that these organizations are well versed in training techniques, which is often not the case with in-house personnel. The disadvantage of using outside training training specialists is is their limited knowledge of the company's product or service and customer needs. These trainers have a more general knowledge of customer satisfaction and needs. In many cases, the outside trainer can develop this knowledge quickly by immersing himself or herself in the company prior to training the employees. Another disadvantage of using outside trainers is the relatively high cost compared to in-house training, although the higher cost may be offset by the increased effectiveness of the training. Whoever is selected to conduct the training, either outside or in-house trainers, it is important that the company's goals and values be carefully explained.

TRAINING NG ADMINI ADMINISTRA STRATION TION: 10 TRAINI Having planned the training program properly, you must now administer the training to the selected employees. It is important to follow through to make sure the goals are being met. Questions to consider before training begins include:      

Location. Facilities. Accessibility. Comfort. Equipment. Timing. 13

 

Careful attention to these operational details will contribute to the success of the training  program. An effective training program administrator should follow these steps:        

Define the organizational objectives. Determine the needs of the training program. Define training goals. Develop training methods. Decide whom to train. Decide who should do the training. Administer the training. Evaluate the training program.

Following these steps will help an administrator develop an effective training program to ensure that the firm keeps qualified employees who are productive, happy workers. This will contribute positively to the bottom line.

11 EVALUA EVALUATION TION OF TRAINING: Training should be evaluated several times during the process. Determine these milestones when you develop the training. Employees should be evaluated by comparing their newly acquired skills with the skills defined by the goals of the training program. Any discrepancies should be noted and adjustments made to the training program to enable it to meet specified goals. Many training programs fall short of their expectations simply because the administrator failed to evaluate its progress until it was too late. Timely evaluation will prevent the training from straying from its goals.

12 SOME KEYS FOR IMPLEMENTING Y YOUR OUR TRAINING PROGRAM:  Now that we understand the value of the training and what to train on, how h ow do we get our organization to do what we want? The first thing to recognize is that no start-up has time to do optional things. Therefore, training must be mandatory. The first two types of training (functional and management) can be easily enforced as follows: 

Enforce functional Enforce functional training training by withholding withholding new employee requisiti requisitions ons – As Andy Grove writes, there are only two ways for a manager to improve the output of an employee: motivation and training. Therefore, training should be the most basic requirement for all managers in your organization. An effective way to enforce this requirement is by withholding new employee requisitions from managers until they’ve developed a training  program for the TBH. 14

 

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Enforce management Enforce management training training by teaching it yourself yourself – Managing Managing the company is the CEO’s job. While you won’t have time to teach all of the management courses yourself, you should teach the course on management expectations, because they are, after all, your expectations. Make it an honor by selecting the best managers on your team to teach the other courses. And make that mandatory too.

Ironically, the biggest inhibitor to putting a training program in place is the perception that it will take too much time. Keep in mind, that there is no investment that you can make that will do more to improve productivity in your company. Therefore, being too busy to train is the moral equivale equivalent nt of being being too hungry to eat. eat. Furthermore Furthermore,, it’s not not that hard to to create basic basic training courses. I include Good Product Manager/Bad Product Manager to illustrate.

13BENEFITS TO EMPLOYEE AND EMPLOYER OF EDUCATION PROGRAMS: If you are a business owner you are probably aware of the importance of an education  program for your employees. Training your employees in your particular business field of course has benefits for your business but also benefits your employees e mployees and making your employees employe es feel a valued part of your business can only improve your success. You want your employees to grasp the full concept of your product or service and if training them in those matters is required then you must do this if you want your business to succeed. Employees who don’t understand  fully the services or products you provide can not give your b business usiness the best chance at profits so train them up. Education programs do not necessarily all have to out sourced. You can have employees that are proficient in specific areas of your business arrange teaching opportunities for those employees that are not currently 100% up with any particular fields within your business. Orientation as an education program have h ave great benefits for employees and business owners as you introduce your employees not only to your business but you can often ascertain a level of understanding of each employee and from there make a plan to improve their knowledge. These orientation programs offer your new employees a general overview of your  business and in some cases should be offered to existing employees so they get the full benefit of complete business understanding as well. Knowledgeable employees can save you time and energy as you don’t spend all of your time doing the work for them. When they comprehend your business fully especially especially in specific expertise areas, you should find that you y ou are freed up to cconcentrate oncentrate on other matters such as improving your overall profits. In turn these knowledge improved employees then have further skills and abilities to pass on to other employees and benefits continue for the business. In some cases external training will be required in that they, your employees, are required as part of the rules and regulations of your business to obtain external certifications. In many cases these external education programs require renewal whether it is annually or bi-annually etc. 15

 

You can retain your employees employe es using this kind of training as you can offer this training up as part of your business costs but obtain confirmation from your employees that should they not remain with the company for a certain c ertain period they will in turn be required requ ired to return a portion of course costs proportionate to the time previously agreed. All companies want to be bigger and therefore look to employ the best people they can for the relevant positions they have. However do not loose sight of the employee education  programs you may be able to offer to improve the skills of your current employees. An employee who has been with you for a long period should be considered for further training where a  position may become available as you have the benefit that these employees know how your  business operates and they may well be up to the task.

You will be giving your existing e xisting employees improved skill sets for your business and for the employee themselves. Your employee has an added skill on their resume and this can be a draw back if they are not happy with other aspects of y your our business, however in most cases you will find that employees value education programs put in place by employers. Generally your employees will feel appreciated and in turn appreciate your business. You are also promoting good will with when agreeing to meet costs of further education and the benefits are two ways not just directed directed at the business business and this is how you must offer up any employee education  programs. If you do not currently have an employee education program in place then perhaps you should be considering this for the future growth of your business. Remember your employees are gaining benefit from this training as well and in turn generally feel appreciation for the ab ability ility to further their fields of expertise.

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14 REFE REFERE RENC NCES ES:: http://www.bizmove.com/personnel/m4d.htm http://www.management-hub.com/hr-training.html http://www.businessinsider.com/why-its-crucial-to-train-your-employees-2010-5 www.wikianswer.com www.wikipedia.com

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