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Q) Employee Training and Development

Employee education, training and development---HRM Function

Employee education, training and development

In general, education is 'mind preparation' and is carried out remote from the actual work area,

training is the systematic development of the attitude, knowledge, skill pattern required by aperson to perform a given task or job adequately and development is 'the growth of the

individual in terms of ability, understanding and awareness'.

Within an organization all three are necessary in order to:

* Develop workers to undertake higher-grade tasks;* Provide the conventional training of new and young workers (e.g. as apprentices, clerks, etc.);

* Raise efficiency and standards of performance;* Meet legislative requirements (e.g. health and safety);

* Inform people (induction training, pre-retirement courses, etc.);

From time to time meet special needs arising from technical, legislative, and knowledge needchanges. Meeting these needs is achieved via the 'training loop'. (Schematic available in PDF

version.)

The diagnosis of other than conventional needs is complex and often depends upon the intuitionor personal experience of managers and needs revealed by deficiencies. Sources of inspiration

include:

* Common sense - it is often obvious that new machines, work systems, task requirements andchanges in job content will require workers to be prepared;

* Shortcomings revealed by statistics of output per head, performance indices, unit costs, etc. andbehavioral failures revealed by absentee figures, lateness, sickness etc. records;

* Recommendations of government and industry training organizations;* Inspiration and innovations of individual managers and supervisors;

* Forecasts and predictions about staffing needs;* Inspirations prompted by the technical press, training journals, reports of the experience of

others;* The suggestions made by specialist (e.g. education and training officers, safety engineers,

work-study staff and management services personnel).

Designing training is far more than devising courses; it can include activities such as:

* Learning from observation of trained workers;* Receiving coaching from seniors;

* Discovery as the result of working party, project team membership or attendance at meetings;* Job swaps within and without the organization;

* Undertaking planned reading, or follow from the use of selfteaching texts and video tapes;* Learning via involvement in research, report writing and visiting other works or organizations.


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So far as group training is concerned in addition to formal courses there are:

* Lectures and talks by senior or specialist managers;* Discussion group (conference and meeting) activities;

* Briefing by senior staffs;

* Role-playing exercises and simulation of actual conditions;* Video and computer teaching activities;* Case studies (and discussion) tests, quizzes, panel 'games', group forums, observation exercises

and inspection and reporting techniques.

Evaluation of the effectiveness of training is done to ensure that it is cost effective, to identifyneeds to modify or extend what is being provided, to reveal new needs and redefine priorities

and most of all to ensure that the objectives of the training are being met.

The latter may not be easy to ascertain where results cannot be measured mathematically. In thecase of attitude and behavioral changes sought, leadership abilities, drive and ambition fostered,

etc., achievement is a matter of the judgment of senior staffs. Exact validation might beimpossible but unless on the whole the judgments are favorable the cooperation of managers in

identifying needs, releasing personnel and assisting in training ventures will cease.

In making their judgments senior managers will question whether the efforts expended haveproduced:

* More effective, efficient, flexible employees;

* Faster results in making newcomers knowledgeable and effective than would follow fromexperience;

* More effective or efficient use of machinery, equipment and work procedures;* Fewer requirements to implement redundancy (by retraining);

* Fewer accidents both personal and to property;* Improvements in the qualifications of staff and their ability to take on tougher roles;

* Better employee loyalty to the organization with more willingness to innovate and acceptchange.

Q) Y t & d IS REQUIRED IN HRM

human intellect and an overall personality of the employees.

y Productivity Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal.

y Team spirit Training and Development helps in inculcating the sense of team work, teamspirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the

employees.


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y Organization Culture Training and Development helps to develop and improve theorganizational health culture and effectiveness. It helps in creating the learning culture within the

organization.

y Organization Climate Training and Development helps building the positive perception

and feeling about the organization. The employees get these feelings from leaders, subordinates,and peers.

y Quality Training and Development helps in improving upon the quality of work and work-

life.

y Healthy work environment Training and Development helps in creating the healthyworking environment. It helps to build good employee, relationship so that individual goals

aligns with organizational goal.

y Health and Safety Training and Development helps in improving the health and safety of

the organization thus preventing obsolescence.

y Morale Training and Development helps in improving the morale of the work force.

y Image Training and Development helps in creating a better corporate image.

y Profitability Training and Development leads to improved profitability and more positiveattitudes towards profit orientation.

y Training and Development aids in organizational development i.e. Organization gets more

effective decision making and problem solving. It helps in understanding and carrying out

organisational policies

y Training and Development helps in developing leadership skills, motivation, loyalty, better

attitudes, and other aspects that successful workers and managers usually display.

Q) WhoWill Do the TrainingHow to make training programmes work

Deepti Arora on what organisations should do to ensure the effectiveness of their training

programmes

Training is usually conducted when employees have a skill deficit or when organisationsintroduce new systems and want their employees to learn the new techniques. But what about

learning better ways to do businesseven when employees are highly skilled and systems areestablished? Tremendous efforts are put in designing a training programme, choose the trainer,

define the methodology, but still it fails to yield the desired results. The big question amongglobal companies today is how to make training programmes really work.


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Today successful organisations and managers realise that people are the key resource inmaintaining competitive adva-ntage and they view employee training as an investment in their

people, not an expense. As a manager, you will want your staff to have the best skill sets and thebroadest understanding of the organisation and its customers. However, before choosing

training as the solution, managers should carefully analyse the situation to determine if this

training is the appropriate response.

To be successful, a training programme must have clearly stated and realistic goals. The goals

will judge the programmes content and determine the criteria by which its effectiveness will bedetermined. Unless the goals are clearly articulated before these programmes are set up, the

organisation is likely to find itself training employees for unknown reasons and towards thewrong end. For example, you cannot really expect that one training programme would make

every participant a computer language expert or develop a team of able leaders. Such anexpectation guarantees failure because the goal is unattainable.

Issues while setting the agenda for training programmes:

y How can training keep pace with a changing organisational environment?y Should training take place in a classroom setting or on-the-job?y How can training be effectively delivered across global locations?y How can training be delivered so that participants are motivated to learn?

There are many types of training programmes, from hi-tech corporate varsities to traditional

classrooms. Bey-ond the type of training and its content, a number of contextual issues candetermine a training programmes effectiveness. An organisational culture that supports change,

learning and improvement would result in a group of nself-motivated participants unlike otherorganisations where employees would view these programmes as a day away from strenuous

work. Furthermore, if a participants manager does not endorse the content and purpose of thetraining, it is unlikely that the training programme would have any influence on work processes.

Recently one of my friends had undergone a workshop on teamwork. During our discussion, I

was surprised to know that he had no idea why he had attended it. The workshop was wellconducted. But he could not focus on any aspect of the programme as no briefing was given to

him before the programme. His manager had not defined the purpose of nominating him. Therewere almost 30 participants from various divisions with different experience, educational

backgrounds and roles.

During the brainstorming session, the discussion was going wayward. Although he found the

workshop a good learning experience, but he was not sure of what to do with that learning.

The training department sometimes gets too busy in designing and structuring the programmeand somewhere misses-out on critical factors. Clarity of the objective is a prerequisite for the

success of any training programme.


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Effective training can raise performance, improve morale and increase an organisationspotential. Poor, inappropriate, or inadequate training can be a source of defeat for everyone

involved. To maximise the benefits of training, managers must closely monitor the process.

The training process consists of three phases :

y Needs assessmenty Development and conduct of trainingy Evaluation.

Need analysis phase

In this phase managers determine the problems or needs that the training must address. To

increase the effectiveness of the training programme, provide what is relevant and required.Customised training programmes based on individual need analysis increase its acceptability

among employees. Some of the other benefits of customised training programmes arefocussed

approach, measurable results and high chances of transfer of knowledge.

Development phase

Training personnel design the most appropriate programme and offer it to the workforce. Eitherthe organisations own training department or an external resource provides the actual training. It

can take place either on-the-job or off-the-job and can be delivered through a variety oftechniques (slides and videotapes, tele-training, computers, simulations, virtual reality, classroom

instructions and role plays). The most appropriate type of training for skill development, cross-functional team management, creativity, diversity and crisis management, customer service, etc,

should be identified and chosen to achieve the desired objective.

Evaluation phase

One of the most critical aspects of any training programme is reinforcement. It is important tohave regular follow-up sessions, discussions and assignments related to the topic covered.

Especially in behavioural training, repetition of the learning is very important. It is very difficultto bring change in the behavioural aspects and the process can be very slow and sometimes

imperceptible. The results in non-technical training are not as immediate and measurable as intechnical training. It is therefore important for the organisation to be patient and focussed.

After the completion of a training programme, feedback should be taken from managers to

understand if it has been useful. Companies which spend a substantial sum on training canmeasure its effectiveness in both monetary and non-monetary terms. The training programmeshould always be judged on how well it has addressed the needs of the participants.

Very often, the need for a critical review, follow-up and evaluation phase of the training process

is neglected. This is tantamount to making an investment without ever determining whetheryoure receiving an adequate RoI. Although, collecting the necessary data and finding the time to

analyse training results might be difficult, but companies should estimate the cost and benefits of


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a training programme, even if it cannot be directly measured. Without such information, thevalue of training cannot be demonstrated and the top management might have no compelling

reason to continue these efforts.

One of the modern ways of evaluating training programmes is to create a support structure by

assigning mentors or coaches to the trainees. It will bridge the gap between the learning and itsactual implementation. The trainee will get continuous guidance, coaching and feedback duringand after the training programme. A mentor/coach can help the participant in understanding the

purpose of the training programme. This mentor can also set the right expectations from theemployee and make sure that transfer of knowledge or skill happens.

However, choosing a mentor is a critical factor and due care should be taken while selecting the

candidate for mentoring. The mentor is expected to be a highly skilled, mature person with anextraordinary capability to listen, understand and coach. Acceptability for the mentor should also

be there. More-over, the mentor should also be ready to take up this additional responsibility toguide and coach the trainee. Creating mentor-mentee relationship is the best way to reinforce the

learning.

Finally, training programmes will not work unless it is related to organisational goals. A well-

designed training programme flows from the companys strategic goals; a poorly designed onehas no relationship to, or even worse, is at cross-purposes with those goals. It is the managers

responsibility to ensure that the training programmes are developed with an agenda to achieveorganisational goals.

OvercomingObstacles to LearningIt is clear fromstudiesoforganizations and a considerablebody of anecdotalevidence that organizationallifeis

strongly influenced by organizationalleaders. In particular, thevision, styleofleadership and motivation that

enables them to make thingshappen and inspireothers to follow their direction. Tohandle the complex and

ever changingnatureofwork, organizationsneed tobein perpetuallearningmode.

Learning requires communication and for communication their has tobe dialogue. Nowif you wont give your

employees that freedom to put thereownideasinto action thenhow they willlearn.Organizationallearning takes

placewhen thereis a supportive culture that encourages risk taking and experimentation and givesemployees the

freedom tooffer feedback and identify problemswithout fear of punishment. Learningisblocked when the

proclaimed culture differs from the actual culture, as frequently happens. For instance, while a company may

boast openness, innovation and learninginitsmissionstatement, the real culturemay beonewhere failureis

punished and peoplesurviveby not rocking theboat.

When thereis a fear of retribution, scapegoatingor lack of trust, employeesmay be reluctant to raisewarnings,

shareinformationor report errors, sometimeswith disastrous consequences. Additionally, failure tolearn from

past mistakesmay pave theway for newones.

Modernorganizationshaveinheritedmany cultural relics from the Industrial Age, includinghierarchical

management structures that areinflexible and unresponsive to turbulent environments and inhospitable tohuman

creativity and learning. For instance, therestill persists a view that timespent onspecific task completionis the


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only legitimate formofwork. Meetings, especially if they containexplorative conversations prior to decision

making, areoftenexperienced as time away from realwork or wasted time. Learningoccursboth formally and

informally, and in anidealsetting, there aresystems that support that. But most organizationalsettings are far

fromideal, and very rarely do you see time devoted specifically tolearning, and inmany casesemployees are

expected to doit on their own.

Oneway organizations couldmake reward systemsmoreeffectivemight be to reward employees for their

collectivesupport rather thanindividual achievement. If you rewarded people for their ability tosupport others,

rather thanwhat they accomplishon their own, you'd seequite different behavior and probably better

performance and moreshared learning.

I think change canonly happenwhenwork is done collectively, and for this tohappenemployeeshave tobe

encouraged rather thanonly top management working.

Retraining SCHEME FOR COUNSELLING, RETRAINING AND

REDEPLOYMENTOF RATIONALISED EMPLOYEES OFCENTRAL PUBLIC SECTOR ENTERPRIS

1.OBJECTIVE : The objective and scope of the scheme is to provide opportunities of counselling,

retraining and redeployment to the rationalized employees of Central Public Sector

Enterprises rendered redundant as a result of modernization, technology upgradation and

manpower restructuring in the Central PSEs. The aim of retraining of the employees is to

reorient them through short duration training programmes to enable them to adjust to the

new environment and adopt new avocations after their separation from the PSEs due to

VRS/VSS or retrenchment due to closure of the enterprise. While it will not be possible

to commit that the employees so restructured or retrenched would be provided with

alternative employment, yet it should be desirable to reorient such employees so that they

may engage themselves in income generating activities and take advantage of available

opportunities of self-employment. The counselling and training programmes will

accordingly be planned in order to equip them with skills and orientation to engage

themselves in self-employment activities and rejoin the productive process even after

their separation from the CPSUs.

2. SALIENT FEATURESOF THE PROGRAMME The programme consists of three main elements as follows:-


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2.1 Counselling: Counselling is the basic pre-requisite of the rehabilitationprogramme of the displaced employee. The displaced employee needs psychological

counselling to absorb the trauma of loss of assured livelihood and to face the new

challenges both for himself and for the members of his family who may continue to

depend upon him. He particularly needs support to plan his compensation amount and

other financial benefits he receives from the CPSU due to his separation, so that his

limited funds are managed prudently and not wasted on immediate consumption or non-

productive expenditure. Thirdly he needs to be made aware of the new environment of

market opportunities so that he may, depending upon his aptitude and expertise, take up

economic activities and continue to be in the production process.

2.2 Retraining: The objective of such training is to help the rationalized employees

for rehabilitation. The trainees will be helped to acquire necessary skills/expertise/

orientation to start new avocations and re-enter the productive process after loss of their

jobs. These training programmes will be short duration programmes ranging between

one month and two months according to the trade or activity as decided.

2.3 Redeployment: It will be the endeavour to redeploy such rationalized employees

in the production process through the counselling and retraining efforts. At the end of the

programme they should be able to engage themselves in alternate vocations of self-

employment. Whereas there cannot be any guarantee that the rationalized employee will

be assured of alternate employment, yet possible help from the identified nodal training

agencies as well as from the concerned CPSUs would be extended to them for starting

new avocations. Depending upon the choice of the trainee the nodal agency/concerned

CPSU will also sponsor their applications for seeking financial assistance from

commercial banks and other institutions under various schemes of self-employment.

3. IMPLEMENTATIONOF THE SCHEME 3.1 Financial assistance to cover the cost of counselling, retraining and redeployment

will be provided to the selected nodal agencies, for the rehabilitation of the employees

separated from the Central PSUs on VRS/VSS/retrenchment. The aim of retraining of


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employees is to orient them through short duration training programme to enable them to

adopt new avocations after their separation from the PSEs.

3.2 The Department of Public Enterprises (DPE) will select suitable nodal agencies

for implementing the scheme of counselling, retraining and redeployment. These

agencies may be government/semi government and non-government organization having

experience in the field. The existing nodal agencies functioning at present under the

supervision of the Department of Industrial Policy and Promotion will also be considered.

3.3 The nodal agencies with the support of the concerned CPSU management are

expected to play significant role in facilitating the process of wage or self-employment

for the rehabilitation of the separated employees. The nodal agency will conduct survey

of the rationalized manpower and identify the employees who are willing to take

advantage of the programme. Profile of their age, qualification, experience and

preference for wage/self-employment will be prepared and groups for

counselling/retraining will be formed depending upon specific activities.

3.4 Financial assistance will be provided to the nodal agencies by the DPE based

upon norms of expenditure which will take into account the hiring of space,

salary/honorarium of faculty members and supporting staff, cost of training material,

preoperative expenses to the trainees, office expenses, and cost of follow up services

including tool kit, project profiles, application to banks etc. as per specific norms, fixed

by the DPE. Such financial assistance to the agencies will be provided by DPE out of the

budgetary allocation as per specific norms of expenditure.

3.5 The nodal agencies shall receive funds from the DPE generally in two instalments

in the year subject to utilisation. They will send progress report and utilization certificate

at the end of each training programme and a consolidated report once in every year.

3.6 For the purpose of redeployment/self-employment, the nodal agencies shall have

continuous interactions with the trainees as well as the DPE, CPSUs and the concerned


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commercial banks for sponsoring applications for bank loans and for facilitating release

of loans by the banks to the separated employees who wish to set up their self-

employment activities.

3.7 The CPSUs before as well as after separation of the employee from the enterprise

should provide them necessary facility of linkage with banking and other commercial

institutions for their credit needs to set up commercial activities in the areas of small

business, trade or tiny/small industries for self-employment.

3.8 Identification of employees for rehabilitation. i) i) Identification of employees who shall be trained for new trades shall b e

first done by the concerned public enterprises from where the employee has got

separated.

ii) ii) In order to be eligible to be included in the training programmes theemployee should have gone on VRS/VSS/retrenchment in a CPSU, should be below 55

years of age and should be willing to take up activities of self-employment.

iii) iii) After being convinced of the suitability of the trade in which theemployees are to be trained, the nodal agencies shall make arrangements in their training

programme to suit the specific needs of the trainees.

4. ROLEOF CENTRAL PSEs in CRR 4.1 The central PSEs who have introduced VRS/VSS/retrenchment scheme shall

identify the employees who are to be relieved on VRS/VSS/retrenchment. Before their

release they would be counselled by the enterprises themselves for the type of available

employment/self-employment opportunities, which they may avail of after they severe

connection with the enterprise.

4.2 Director, Personnel (or an officer of suitable rank designated by the Board of

Directors) of the enterprise shall be in-charge of such counselling programmes and shall

be responsible to send a copy of the list of employees who are being released on

VRS/VSS/ retrenchment to the DPE as also to the nodal agencies selected for the purpose


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of counselling, retraining and redeployment. The CPSU will inform DPE about the nodal

officer so nominated.

4.3 Each such CPSU will set up Employee Resource Centre (ERC) under the charge

of Director(Personnel) (or equivalent officer) to act as the nodal point for keeping records

of the surplus/rationalized human resources of the enterprises, and for facilitating

rehabilitation of such employees/workers.

4.4 Before the separation of the employees opting out on VRS/VSS, the PSEs shall

clear all their dues before relieving them from the organization, so that they can plan their

future course of action in earning livelihood in the new environment.

4.5 The Director, Personnel of the CPSU shall be in regular touch with the trainees

and maintain records about their deployment in new organizations or in self-employment

activities so that in case of necessity these employees may be helped in the process of

adjustment. The Director, Personnel of the concerned PSU shall also be in constant touch

with the nodal training agencies during the training programme to provide necessary

support in the activities of rehabilitating the separated employees In order to make the

post training activities and follow up services to the VRS optees more effective for

providing self-employment, Director (Personnel) and the ERC of the concerned Central

PSU shall maintain regular liaison with the concerned nodal agency engaged in the

training of the rationalised employees.

5. ROLEOF THE NODAL AGENCIES 5.1 The nodal agencies will play significant role in the rehabilitation of the

rationalized employees.

5.2 They shall counsel the retrenched/retired employees, impart the necessary

orientation/retraining and help them in getting loans/financial assistance from banks for

self-employment activities.


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5.3 They will set up Employee Assistance Centres (EACs) as per need to counsel andtrain groups of such people to reorient them after their separation from the CPSU.

5.4 They will develop suitable curriculum, teaching materials with the help of their

faculty members to facilitate the activities under the programme.

5.5 Follow up is critical to the success of any programme. The nodal agencies shall

effectively follow up all cases till the employee is redeployed or his self-employment

activity gets operationalised. They shall maintain all data with regard to counselling,

training, redeployment and self-employment of such employees.

5.6 They shall maintain regular contact with the concerned CPSUs for effective

implementation of the scheme and also report to DPE regularly about the progress of

rehabilitation work.

5.7 The management of the nodal agencies shall be responsible for the prudent use of

financial assistance provided by the DPE for the work of counselling, retraining and

redeployment/self-employment as per norms of expenditure as approved by the DPE.

5.8 Past experiences ofNRF has shown that counselling/retraining is not enough.

The key focus of the revised scheme is, therefore, redeployment/self-employment of the

retrenched/retired employees. This will necessarily require much greater attention and

effort on the part of nodal agencies. They shall have to sponsor applications of the

trainees to the concerned commercial banks/other suitable credit institutions and pursue

their cases for financial assistance in the form of loan/credit to set up trade/business/tiny

or small scale industries to generate additional income for them. Financial assistance

may be availed of particularly under the Rural Employment Generation Programme of

the KVIC (Margin money scheme), Prime Ministers Rozgar Yojana (PMRY), various

schemes formulated by the SIDBI and other similar schemes of self-employment.


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6. MONITORING AND SUPERVISION 6.1 The Department of Public Enterprises in the Ministry ofHI&PE would be the

coordinating government agency which would arrange for government funds on annual

basis, monitor the implementation of the scheme by the nodal agencies and the CPSUs,

and provide necessary direction and guidance. Monitoring, supervision and evaluation of

the scheme will also be taken up by the DPE from time to time directly or through

suitable agencies/institutions.

6.2 The DPE shall constitute an Apex Review Committee and an Executive

Committee to draw Plan of Action from time to time and review the progress of the

scheme at periodical intervals.

Q) Wht is T neglected

Dont trim your training budget

No company can do without training its employees, and no employee can perform withoutadequate guidance. Renuka Vembu tells how not to cut the training budget when money issparse and to make the best out of nominal resources

A series of trainings and a slew of needs. Though training

programs are mandatory and imperative to an organization, and

critical to reap ROI, in times of crisis they are often the firstcasualty on the shrinking pockets. To keep the wheels ofproductivity whirling, and the knowledge pool of the workforce

spiraling, it is important to invest in appropriate trainingprograms and not compromise on the same.

Reviewing the training schedules, rekindling new methodologies to impart information and share

knowledge, remapping the underlying interests and reviewing the agenda, re-skilling employeeproficiency, reconsidering the budgets, are the factors that will ensure that training is perennial

even when problems abound.

At Four Soft, they use the same method developed by Donald Kirkpatrick nearly five decadesback, with some minor modifications, to manage training costs and increase trainingeffectiveness. These criteria are:

y Post training feedback to check reactions to trainingy Tests to check levels of knowledge acquisitiony Quarterly performance evaluation to confirm changes in job- related behaviory Improvements in organizational results


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y Calculating the training ROIA comprehensive evaluation of ROI is typically conducted for approximately 20% of all trainingprograms, especially the ones with high numbers of participation or cost. This has resulted in all

the stakeholders (including managers, staff and even customers) prioritize the training type,

duration and frequency of each training program rather than arbitrarily capping the trainingbudgets.

Regular employee feedbacks to assess the effectiveness of each training practice, testing theknowledge grasped through every module, tapping the programs where increasing interest is

shown and participation seen, gauging the retention level and application of the learnings into thework-life, are some of the steps that can help weed out inefficacies and enhance the optimum

output.

Cutting cash or compromising on the cream

"New projectsrequire new

skillsor calibration on

the same, so ifthe training budget is

reduced, it will apparentlyimpact new projects and skill

sets required for executingthe same"

- Pankaj AgarwalGroup CEO & MD,

Mindteck (India)

"Most trainingprograms do not

provide animmediate

benefit to anorganization nor to an

employee as considerableamount of time is required to

put in practice the learnings"

- Nikul ShahSenior VP, Commercial and

HR,Omnitech InfoSolutions


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same pace, but training spends are reduced, the quality of professionals and consequently workdone will be adversely affected, added Chetan Shah, MD, Synygy India.

Patnaik pointed out that one of the most important aspects of training from an organizational

standpoint is determining the costs and benefits that are involved with a training program. All

training programs must build to a desired outcome that will advance the objectives of thedepartment/organization, the employee and the customer. Without a clear payoff, managers willback away at the expense of sending a team member through the training and the loss of

productivity during the training. Also, employees will be less enthusiastic for training if they failto see a benefit to their job performance and career opportunities.

Training categories

Training, if classified and segregated as top priority, need-based and non-critical, can helporganizations phase out the program schedules in accordance. Technical project based trainings

should be given the utmost importance and cannot be compromised upon. Non-critical areas like

soft skills, behavioral skills, communication, time management, cultural familiarization, etc., canbe put off till times get better and business picks up. These can also be handled temporarily byin-house experts, thus extracting value at no cost.

Nikul Shah highlighted that segregating it into two broad categories like need to have (which is

priority) and good to have (which can wait), can pave way for clear decision-making andplanning by the organization.

Chetan Shah shred light on a different facet, An additional aspect of training, especially during

dire situations, is that you would most likely keep your top performers, in which case, the needfor training should reduce. On the flip side, employees participating in training take them away

from working on projects and deliverables. So, equilibrium needs to be created between allthese elements to ensure that we are making smart and informed decisions.

Dr. Rajesh U Chheda, Managing Director, Raj Software Technology (India), said, Negativeimpact can be reduced by continuing with critical and project-specific trainings. Success of the

organizations depends on training also and doing away with it altogether is not advisable. Butperformance would be affected, as training provided by in-house professionals would not be of

the class and caliber as that provided by experts and consultants.

The concept of mentorship can act as a methodology to impart training on a day-to-day real-timebasis. Also, exploiting the alternate ways like video-conferencing, e-learning, etc., can help reach

a wider audience base in diverse geographies and negate the operating costs associated with thesame. They can also be reviewed easily and remodeled as necessary.

The all pervasive

Agarwal said, Training is the backbone of improvement of a company in terms of optimizationsof solution, quality of deliverables, addressing mission-critical skills gaps, increasing need for

return on technology investment, new technology purchase or refresh, and need to mitigate risk


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of implementation failure and fulfilling the demand of expertise. So under any circumstancestraining shouldnt be neglected, instead it can be modeled in an efficient way to consume less

cost.

So like it or hate it, you can ignore it. Trainings are indispensable to a companys business needs

and employees work-life. All an organization can do is plan prudently, act judiciously, budgetcautiously and extract optimally.

WHY EMPLOYEES LEAVE ORGANISATIONS? -Azim Premji

WHY EMPLOYEES LEAVE ORGANISATIONS?

Azim Premji,

Every company normally faces one common problem of high employee turnout atio. People areleaving the company for better pay, better profile or simply for just one reason' pak gaya '. Thisarticle might just throw some light on the matter......

Early this year, Arun, an old friend who is a senior software designer, got an offer from aprestigious international firm to work in its India operations developing specialized software. He

was thrilled by the offer. He had heard a lot about the CEO of this company, charismatic manoften quoted in the business press for his visionary attitude. The salary was great. The company

had all the right systems in place employee-friendly human resources (HR) policies, a spankingnew office, and the very best technology, even a canteen that served superb food. Twice Arun

was sent abroad for training. "My learning curve is the sharpest it's ever been," he said soon afterhe joined. "It's a real high working with such cutting edge technology." Last week, less than

eight months after he joined, Arun walked out of the job. He has no other offer in hand but hesaid he couldn't take it anymore. Nor, apparently, could several other people in his department

who have also quit recently.

The CEO is distressed about the high employee turnover. He's distressed about the money he's

spent in training them. He's distressed because he can't figure out what happened. Why did thistalented employee leave despite a top salary? Arun quit for the same reason that drives many

good people away. The answer lies in one of the largest studies undertaken by the Gallup

Organization. The study surveyed over a million employees and 80,000 managers and waspublished in a book called First Break All The Rules.

It came up with this surprising finding:

If you're losing good people, look to their immediate supervisor. More than any other single

reason, he is the reason people stay and thrive in an organization. And he's the reason why theyquit, taking their knowledge, experience and contacts with them. Often, straight to the


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competition. "People leave managers not companies," write the authors Marcus Buckingham andCurt Coffman. "So much money has been thrown at the challenge of keeping good people - in

the form of better pay, better perks and better training - when, in the end, turnover is mostlymanager issue." If you have a turnover problem, look first to your managers. Are they driving

people away? Beyond a point, an employee's primary need has less to do with money, and more

to do with how he's treated and how valued he feels. Much of this depends directly on theimmediate manager. And yet, bad bosses seem to happen to good people everywhere.. A Fortunemagazine survey some years ago found that nearly 75 per cent of employees have suffered at the

hands of difficult superiors. You can leave one job to find - you guessed it, another wolf in a pin-stripe suit in the next one. Of all the workplace stressors, a bad boss is possibly the worst,

directly impacting the emotional health and productivity of employees. HR experts say that of allthe abuses, employees find public humiliation the most intolerable. The first time, an employee

may not leave, but a thought has been planted.. The second time, that thought gets strengthened.The third time, he starts looking for another job. When people cannot retort openly in anger, they

do so by passive aggression. By digging their heels in and slowing down. By doing only whatthey are told to do and no more. By omitting to give the boss crucial information.

Dev says: "If you work for a jerk, you basically want to get him into trouble. You don't have

your heart and soul in the job." Different managers can stress out employees in different ways -by being too controlling, too suspicious, too pushy, too critical, but they forget that workers are

not fixed assets, they are free agents. When this goes on too long, an employee will quit - oftenover seemingly trivial issue. It isn't the 100th blow that knocks a good man down. It's the 99 that

went before. And while it's true that people leave jobs for all kinds of reasons- for betteropportunities or for circumstantial reasons, many who leave would have stayed - had it not been

for one man constantly telling them, as Arun's boss did: "You are dispensable. I can find dozenslike you." While it seems like there are plenty of other fish especially in today's waters, consider

for a moment the cost of losing a talented employee.There's the cost of finding a replacement.The cost of training the replacement. The cost of not having someone to do the job in the

meantime. The loss of clients and contacts the person had with the industry. The loss of moralein co-workers. The loss of trade secrets this person may now share with others. Plus, of course,

the loss of the company's reputation. Every person who leaves a corporation then becomes itsambassador, for better or for worse. We all know of large IT companies that people would love

to join and large television companies few want to go near. In both cases, former employees haveleft to tell their tales.

"Any company trying to compete must figure out a way to engage the mind of every employee,"Jack Welch of GE once said. Much of a company's value lies "between the ears of its

employees". If it's bleeding talent, it's bleeding value. Unfortunately, many senior executivesbusy travelling the world, signing new deals and developing a vision for the company, have little

idea of what may be going on at home.That deep within an organization that otherwise does allthe right things, one man could be driving its best people away.

Tips and Tools for Employee Retention


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Retention of Employees: Tips and Tools for Employee RetentionRetention of excellent employees is one of the most important challenges in organizations today.

Use these tips, articles, tools and ideas to learn employee retention strategies that will help youretain your best staff. Learn loyalty strategies.

RecentEmployee Orientation: Keeping New Employees on BoardYou want your new employee to experience his new job as a major turn on. Here are tips, tools,and examples for new employee orientation processes that promote longevity and

loyalty.Employee Recognition Rocks: Kick Employee Recognition Up a Notch

#Employee recognition is limited in most organizations. Employees complain about the lack ofrecognition regularly. Managers ask, Why should I recognize or thank him? Hes just doing his

job. And, life at work is busy, busy, busy. These factors combine to create work places that failto provide recognition for employees. Managers who prioritize employee recognition understand

the power of recognition.Fun and the Bottom Line: Using Humor to Retain Employees

#In today's uncertain work environment, humor isn't an option, it's necessary. When employeesclown around, they're not wasting valuable time, they're making use of one of the few tools

available to increase and maintain their group spirit. Laughter may not change reality, but it cancertainly help people survive it. Here's how to use humor to retain employees.Grimme's Top Ten

for Retention

#Don Grimme lists his top ten recommended strategies for retaining good employees. No bigsurprises here, but this is an excellent reminder worth reading.

#How to Retain Your Best Employees

Interested in keeping your best employees when the job market rebounds? Retention will be achallenge, according to a recent study. Retention requires a competitive salary and great benefits.

However, retention of your best requires a whole lot more. Employee involvement, recognition,advancement, development and pay based on performance just get you started in your quest to

retain your best.Advertisement Job Stickiness

#Core values that are understood and rewarded and feeling a part of a sense of purpose at workare reasons organizations retain staff. Read more ideas for entrepreneurs at

More.Business.com.Keeping Great Employees

#Pay people reasonably and treat them great. Don Grimme recommends these top two ways toretain employees. He presents the findings of the Families and Work Institute.Keeping Great

Employees

#Pay people reasonably and treat them great. Don Grimme recommends these top two ways toretain employees. He presents the findings of the Families and Work Institute.Keeping the

People You Really Need in the Outsourced Economy

#The outsourced economy is here to stay. As a leader, you may not relish the idea ofoutsourcing. However, the reality is that you may soon need to. When that happens, you will


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want a workforce that is nimble, adaptable, and prepared to participate in your organization at anew level of competitiveness. Organizations that partner with their employees will retain those

employees when they have the opportunity to become free agents.Loyalty Complex

#Are you doing enough to hold on to your young staff members? This article, although geared to

IT staff, offers ideas for retaining all staff you want to keep.Loyalty Complex

#Are you doing enough to hold on to your young staff members? This article, although geared to

IT staff, offers ideas for retaining all staff you want to keep.Magnify the Retention Value ofYour 401k Plan

Tired of feeling as if your 401k plan doesn't get the appreciation and participation it deserves?You can maximize the impact of your 401k retirement plan to benefit the people you employ.

These necessary and recommended actions will help you create an appreciated, valued benefitthat helps you achieve your business goals.Nine Recruiting and Selection

Tips to Ensure Successful Hiring

These nine tips will help you in recruiting and hiring a candidate who will become a successful,

contributing superior employee. Learn how job analysis helps you in recruiting and hiring asuperior staff.Poll: Why Do

You Stick With Your Employer?

Recruiting and Retention Special

Finding the best possible people who can fit within your culture and contribute within your

organization is a challenge and an opportunity. Keeping the best people, once you find them, iseasy if you do the right things right. Take a look at the helpful features in the Industry and

Business Recruiting and Retention Special.Retaining Talent in a Competitive Market

In a competitive market, best practices for retaining top talent include offering a stimulatingwork environment, flexible career options, an excellent benefit package, and a culture that values

staff contributions.Retain Top Talent

Employees may enjoy moving around laterally in different jobs. Flexible career options andknowledge sharing opportunities help to retain your talented employees. See Best Practices, LLC

for more good ideas.Retention Research Yields Answers

Read Kevin Wheeler's review of research by Professors PeterHom and Rodger Griffeth. Hepresents three factors which must be present for people to stay with an organization. Check out

the four ways companies can impact and increase retention.The Bottom Line for EmployeeRetention

Want the bottom line when it comes to employee retention? The quality of the supervision anemployee receives is critical to employee retention. People leave managers and supervisors more

often than they leave companies or jobs. Learn how to help your managers address employeeretention.Top Ten Ways to Retain Your Great Employees


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Key employee retention is critical to the long term health and success of your business.

Managers readily agree that their role is key in retaining your best employees to ensure businesssuccess. If managers can cite this fact so well, why do many behave in ways that so frequently

encourage great employees to quit their job? Here are ten more tips for employee retention.Use

Your Team for Recruitment: A Retention StrategySelecting and retaining great staff is key for business success. Talented people who continue todevelop skills and increase their value to your organization and to your customers are your most

important resource. Here's how to select and retain these people and create an environment inwhich they continue to thrive.What People Want From Work: Employee Motivation and Positive

Morale

Some people work for personal fulfillment; others work for love of what they do. Others work toaccomplish goals and to feel as if they are contributing to something larger than themselves. The

bottom line is that we all work for money and for reasons too individual to assign similarities toall workers.

Why Your Employees Are Losing MotivationDear All,

Think,Why Your Employees Are Losing Motivation

4/10/2006Business literature is packed with advice about worker motivationbut sometimes managers are

the problem, not the inspiration.Here are seven practices to fire up the troops. FromHarvardManagement Update.

by David Sirota, Louis A. Mischkind, and Michael Irwin Meltzer

Most companies have it all wrong. They don't have to motivate their employees. They have tostop demotivating them.

The great majority of employees are quite enthusiastic when they start a new job. But in about 85

percent of companies, our research finds, employees' morale sharply declines after their first sixmonthsand continues to deteriorate for years afterward. That finding is based on surveys of

about 1.2 million employees at 52 primarily Fortune 1000 companies from 2001 through 2004,conducted by Sirota Survey Intelligence (Purchase, New York).

The fault lies squarely at the feet of managementboth the policies and procedures companiesemploy in managing their workforces and in the relationships that individual managers establishwith their direct reports.

Our research shows how individual managers' behaviors and styles are contributing to the

problem (see sidebar "How Management Demotivates")and what they can do to turn thisaround.


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Three key goals of people at workTo maintain the enthusiasm employees bring to their jobs initially, management must understand

the three sets of goals that the great majority of workers seek from their workand then satisfythose goals:

Equity: To be respected and to be treated fairly in areas such as pay, benefits, and job security.

Achievement: To be proud of one's job, accomplishments, and employer.

Camaraderie: To have good, productive relationships with fellow employees.

To maintain an enthusiastic workforce, management must meet all three goals. Indeed,employees who work for companies where just one of these factors is missing are three times

less enthusiastic than workers at companies where all elements are present.

One goal cannot be substituted for another. Improved recognition cannot replace better pay,money cannot substitute for taking pride in a job well done, and pride alone will not pay the

mortgage.

What individual managers can doSatisfying the three goals depends both on organizational policies and on the everyday practices

of individual managers. If the company has a solid approach to talent management, a badmanager can undermine it in his unit. On the flip side, smart and empathetic managers can

overcome a great deal of corporate mismanagement while creating enthusiasm and commitmentwithin their units. While individual managers can't control all leadership decisions, they can still

have a profound influence on employee motivation.

The most important thing is to provide employees with a sense of security, one in which they donot fear that their jobs will be in jeopardy if their performance is not perfect and one in which

layoffs are considered an extreme last resort, not just another option for dealing with hard times.

But security is just the beginning. When handled properly, each of the following eight practiceswill play a key role in supporting your employees' goals for achievement, equity, and

camaraderie, and will enable them to retain the enthusiasm they brought to their roles in the firstplace.

Achievement related

1. Instill an inspiring purpose. A critical condition for employee enthusiasm is a clear, credible,and inspiring organizational purpose: in effect, a "reason for being" that translates for workers

into a "reason for being there" that goes above and beyond money.

Every manager should be able to expressly state a strong purpose for his unit. What follows isone purpose statement we especially admire. It was developed by a three-person benefits group

in a midsize firm.

Benefits are about people. It's not whether you have the forms filled in or whether the checks arewritten. It's whether the people are cared for when they're sick, helped when they're in trouble.


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This statement is particularly impressive because it was composed in a small company devoid ofhigh-powered executive attention and professional wordsmiths. It was created in the type of

department normally known for its fixation on bureaucratic rules and procedures. It is astatement truly from the heart, with the focus in the right place: on the endspeoplerather

than the meanscompleting forms.

To maintain an enthusiastic workforce, management must meet all three goals.Stating a mission is a powerful tool. But equally important is the manager's ability to explain and

communicate to subordinates the reason behind the mission. Can the manager of stockroomworkers do better than telling her staff that their mission is to keep the room stocked? Can she

communicate the importance of the job, the people who are relying on the stockroom beingproperly maintained, both inside and outside the company? The importance for even goods that

might be considered prosaic to be where they need to be when they need to be there? Thatmanager will go a long way toward providing a sense of purpose.

2. Provide recognition. Managers should be certain that all employee contributions, both large

and small, are recognized. The motto of many managers seems to be, "Why would I need tothank someone for doing something he's paid to do?" Workers repeatedly tell us, and with great

feeling, how much they appreciate a compliment. They also report how distressed they are whenmanagers don't take the time to thank them for a job well done yet are quick to criticize them for

making mistakes.

Receiving recognition for achievements is one of the most fundamental human needs. Ratherthan making employees complacent, recognition reinforces their accomplishments, helping

ensure there will be more of them.

A pat on the back, simply saying "good going," a dinner for two, a note about their good work tosenior executives, some schedule flexibility, a paid day off, or even a flower on a desk with a

thank-you note are a few of the hundreds of ways managers can show their appreciation for goodwork. It works wonders if this is sincere, sensitively done, and undergirded by fair and

competitive payand not considered a substitute for it.

3. Be an expediter for your employees. Incorporating a command-and-control style is a sure-firepath to demotivation. Instead, redefine your primary role as serving as your employees'

expediter: It is your job to facilitate getting their jobs done. Your reports are, in this sense, your"customers." Your role as an expediter involves a range of activities, including serving as a

linchpin to other business units and managerial levels to represent their best interests and ensureyour people get what they need to succeed.

How do you know, beyond what's obvious, what is most important to your employees for getting

their jobs done? Ask them! "Lunch and schmooze" sessions with employees are particularlyhelpful for doing this. And if, for whatever reason, you can't immediately address a particular

need or request, be open about it and then let your workers know how you're progressing atresolving their problems. This is a great way to build trust.

4. Coach your employees for improvement. A major reason so many managers do not assist


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subordinates in improving their performance is, simply, that they don't know how to do thiswithout irritating or discouraging them. A few basic principles will improve this substantially.

First and foremost, employees whose overall performance is satisfactory should be made aware

of that. It is easier for employees to accept, and welcome, feedback for improvement if they

know management is basically pleased with what they do and is helping them do it even better.

Space limitations prevent a full treatment of the subject of giving meaningful feedback, of which

recognition is a central part, but these key points should be the basis of any feedback plan:

Performance feedback is not the same as an annual appraisal. Give actual performance feedbackas close in time to the occurrence as possible. Use the formal annual appraisal to summarize the

year, not surprise the worker with past wrongs.

Recognize that workers want to know when they have done poorly. Don't succumb to the fear ofgiving appropriate criticism; your workers need to know when they are not performing well. At

the same time, don't forget to give positive feedback. It is, after all, your goal to create a teamthat warrants praise.

Comments concerning desired improvements should be specific, factual, unemotional, and

directed at performance rather than at employees personally. Avoid making overall evaluativeremarks (such as, "That work was shoddy") or comments about employees' personalities or

motives (such as, "You've been careless"). Instead, provide specific, concrete details about whatyou feel needs to be improved and how.

Keep the feedback relevant to the employee's role. Don't let your comments wander to anythingnot directly tied to the tasks at hand.

Listen to employees for their views of problems. Employees' experience and observations often

are helpful in determining how performance issues can be best dealt with, including how you canbe most helpful.

Remember the reason you're giving feedbackyou want to improve performance, not prove

your superiority. So keep it real, and focus on what is actually doable without demanding theimpossible.

Follow up and reinforce. Praise improvement or engage in course correctionwhile praising the

effortas quickly as possible.

Don't offer feedback about something you know nothing about. Get someone who knows thesituation to look at it.

Equity related5. Communicate fully. One of the most counterproductive rules in business is to distribute

information on the basis of "need to know." It is usually a way of severely, unnecessarily, anddestructively restricting the flow of information in an organization. A command-and-control

style is a sure-fire path to demotivation.Workers' frustration with an absence of adequate communication is one of the most negative


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findings we see expressed on employee attitude surveys. What employees need to do their jobsand what makes them feel respected and included dictate that very few restrictions be placed by

managers on the flow of information. Hold nothing back of interest to employees except thosevery few items that are absolutely confidential.

Good communication requires managers to be attuned to what employees want and need toknow; the best way to do this is to ask them! Most managers must discipline themselves tocommunicate regularly. Often it's not a natural instinct. Schedule regular employee meetings that

have no purpose other than two-way communication. Meetings among management shouldconclude with a specific plan for communicating the results of the meetings to employees. And

tell it like it is. Many employees are quite skeptical about management's motives and can quicklysee through "spin." Get continual feedback on how well you and the company are

communicating. One of the biggest communication problems is the assumption that a messagehas been understood. Follow-up often finds that messages are unclear or misunderstood.

Companies and managers that communicate in the ways we describe reap large gains in

employee morale. Full and open communication not only helps employees do their jobs but alsois a powerful sign of respect.

6. Face up to poor performance. Identify and deal decisively with the 5 percent of your

employees who don't want to work. Most people want to work and be proud of what they do (theachievement need). But there are employees who are, in effect, "allergic" to workthey'll do

just about anything to avoid it. They are unmotivated, and a disciplinary approachincludingdismissalis about the only way they can be managed. It will raise the morale and performance

of other team members to see an obstacle to their performance removed.

Camaraderie related7. Promote teamwork. Most work requires a team effort in order to be done effectively. Research

shows repeatedly that the quality of a group's efforts in areas such as problem solving is usuallysuperior to that of individuals working on their own. In addition, most workers get a motivation

boost from working in teams.

Whenever possible, managers should organize employees into self-managed teams, with theteams having authority over matters such as quality control, scheduling, and many work

methods. Such teams require less management and normally result in a healthy reduction inmanagement layers and costs.

Creating teams has as much to do with camaraderie as core competences. A manager needs to

carefully assess who works best with whom. At the same time, it is important to create theopportunity for cross-learning and diversity of ideas, methods, and approaches. Be clear with the

new team about its role, how it will operate, and your expectations for its output.

Related to all three factors8. Listen and involve. Employees are a rich source of information about how to do a job and how

to do it better. This principle has been demonstrated time and again with all kinds ofemployeesfrom hourly workers doing the most routine tasks to high-ranking professionals.


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Managers who operate with a participative style reap enormous rewards in efficiency and workquality.

Participative managers continually announce their interest in employees' ideas. They do not wait

for these suggestions to materialize through formal upward communication or suggestion

programs. They find opportunities to have direct conversations with individuals and groupsabout what can be done to improve effectiveness. They create an atmosphere where "the past isnot good enough" and recognize employees for their innovativeness.

Participative managers, once they have defined task boundaries, give employees freedom to

operate and make changes on their own commensurate with their knowledge and experience.Indeed, there may be no single motivational tactic more powerful than freeing competent people

to do their jobs as they see fit.

Reprinted with permission from "Stop Demotivating Your Employees!" Harvard ManagementUpdate, Vol. 11, No. 1, January 2006.

See the latest issue ofHarvard Management Update.

David Sirota is chairman emeritus, Louis A. Mischkind is senior vice president, and Michael

Irwin Meltzer is chief operating officer of Sirota Survey Intelligence. They are the authors of TheEnthusiastic Employee: How Companies Profit by Giving Workers What They Want (Wharton

School Publishing, 2005). They can be reached at .

How Management Demotivatesby David Sirota, Louis A. Mischkind, and Michael Irwin Meltzer

There are several ways that management unwittingly demotivates employees and diminishes, ifnot outright destroys, their enthusiasm.

Many companies treat employees as disposable. At the first sign of business difficulty,employeeswho are usually routinely referred to as "our greatest asset"become expendable.

Employees generally receive inadequate recognition and reward: About half of the workers in

our surveys report receiving little or no credit, and almost two-thirds say management is muchmore likely to criticize them for poor performance than praise them for good work.

Management inadvertently makes it difficult for employees to do their jobs. Excessive levels of

required approvals, endless paperwork, insufficient training, failure to communicate, infrequentdelegation of authority, and a lack of a credible vision contribute to employees' frustration

Top Ways to Retain YourGreat Employees


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company, a new sales rep was given the most potentially successful, commission-producingaccounts. Current staff viewed these decisions as taking food off their tables. You can bet a

number of them are looking for their next opportunity.

5. When an employee is failing at work, Just check, What about the work system is causing the

person to fail? Most frequently, if the employee knows what they are supposed to do, I find theanswer is time, tools, training, temperament or talent. The easiest to solve, and the ones mostaffecting employee retention, are tools, time and training. The employee must have the tools,

time and training necessary to do their job well or they will move to an employer who providesthem.

6. Your best employees, those employees you want to retain, seek frequent opportunities to learn

and grow in their careers, knowledge and skill. Without the opportunity to try new opportunities,sit on challenging committees, attend seminars and read and discuss books, they feel they will

stagnate. A career-oriented, valued employee must experience growth opportunities within yourorganization.

7.No matter the circumstances, never, never, ever threaten an employee's job or income. Even if

you know layoffs loom if you fail to meet production or sales goals, it is a mistake to foreshadowthis information with employees. It makes them nervous; no matter how you phrase the

information; no matter how you explain the information, even if you're absolutely correct, yourbest staff members will update their resumes. I'm not advocating keeping solid information away

from people, however, think before you say anything that makes people feel they need to searchfor another job.

8. final tip on every retention list to retention success. Your staff members must feel rewarded,

recognized and appreciated. Frequently saying thank you goes a long way. Monetary rewards,bonuses and gifts make the thank you even more appreciated. Understandable raises, tied to

accomplishments and achievement, help retain staff. Commissions and bonuses that are easilycalculated on a daily basis, and easily understood, raise motivation and help retain staff.

Annually, I receive emails from staff members that provide information about raises nationally.You can bet that work is about the money and almost every individual wants more

Training and placement officers industry orientation

program

Program Overview

Education makes a good business model only as long as your graduates find a good future for

themselves. Securing their future lies at the core of all responsibilities for any educationalinstitution. The challenge for doing so is two fold. Firstly establishing a professional career

counseling office and a market savvy training and placement office. It is usually noticed that the


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need for cost cutting and abilities in multitasking provide administrators the opportunity tomerge these two functions into one. This program attempts to provide a road map to all career

counselors and / or placement officers on how to effectively maximize results for their institutes.

Program Objectives

At this program's conclusion, participants should be able to:

1. Identify the need for career counsellors and training and placement officers.

2. Co-operate to compete.

3. Methodologies for establishing preferences for organizations.

4. Joint campus recruitment process its future.

5. Documentation formats.

6. Campus recruitment process automated.

The following outline highlights some of the courses key learning points.

CourseOutline

Establishing the career office

This program begins with understanding the career office. It looks into the difference between

career counseling and training & placement. It also details the scope of activity and opportunitiesfor self-development and growth.

How to make your practice more professional and influential

The career office is by far the busiest and the most influential office in any academic institution.

The need for making it even more professional and influential underscores the image theinstitution is trying to build for itself. One of the basic ways to accomplish is to co-operate

instead of compete with institutions in your area or region. This section attempts to analyze theadvantages of co-operating over competing.

Which organization comes first?

The madness of organizations clambering one on top of the other to get first into a institution has

always been daunting task for most placement officers. This section attempts to remedy some ofthe madness of the placement week.

The age ofJoint campus


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Organizations these days are recruiting large numbers from institutions. At the same time thereare many institutions to choose from. The going gets tough for organizations when they need to

shortlist institutions to visit for recruitment. Joint campus recruitment programs have their ownmerits as a remedy for this problem. This session deals with negotiating for the need of a joint

campus in your region. The session also looks into the merging trend of campus job fairs.

Career office documentation

The career office needs to involve into various forms and formats for various purposes. In thispart of the program the participants practice developing forms and formats based on their

institutions and the industry needs and best practices.

Process automation

During the campus season when organizations are visiting institutes, reports and tables in theform of various MIS are required on a immediate basis. This can be easily accomplished if your

career office is fully automated. This final part of the session reveals how and what to automatefor optimal results.

At the program's conclusion, participants will have an understanding of how to setup andsuccessfully run a career office. It will also help in building a network of placement officers in a

particular region or territory.

hrm hard copy

Documents