EMPLOYEE DEVELOPMENT assignment document
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The document discusses various methods for developing employee skills, including on-the-job training, distance learning, management training, and self-directed learning. It emphasizes that employee development requires a balance between individual career goals and organizational needs, and helps make employees more adaptable, productive, and able to handle challenges. Some key training methods covered include coaching, job rotation, mentoring, case studies, simulations, and succession planning to fill future leadership roles. The overall goal of training and development is to improve employee performance and the organization's competitiveness.
EMPLOYEE DEVELOPMENT assignment document
- 1. EMPLOYEE DEVELOPMENT Joint and on-going effort on the part of an employee and the organization for which individual works to upgrade the employee's knowledge, skills, and abilities. Successful employee development requires a balance between an individual's career needs and goals and the organization's need to get work done. Why should Employee Skills and Abilities be developed? To make employee more adaptable and productive and to manage difficulty and obstacles in the organization. To grapple with complex change in organization, technology and process quite successfully. To give the better performance in the organization and for the work life balance of employees. A more highly skilled workforce can accomplish more as the individuals gain in experience and knowledge … TRAINING METHODS: The general purpose of training is to improve employees’ abilities and performance on the job. There are a large number of training methods available that can be used by human resource department. Once we have decided to train employers and on what they should learn, we have to design the training program. i. On–the-Job Training: On–the-Job Training means a person learns a job by actually doing it. In many companies, On–the-Job Training is the only training method. There are several types of On–the-Job Training. The most common one is coaching method. Here, an experienced worker or the supervisor trains the employee. At lower levels, trainees learn the
- 2. skills by observing the supervisor. This technique is also used at top management levels. For example, a potential future CEO may spend a year as the assistant to the current CEO. Job rotation, in which an employee moves from job to job at planned intervals, is another On–the- Job Training method. On–the-Job Training has several advantages. It is relatively inexpensive; trainees learn while producing. There is no need for expensive off-site facilities like classrooms or programmed learning devices. The method also facilities learning, since trainees learn doing and get quick feedback on their performance. There are several points to note when using On– the-Job Training that are the trainers themselves should be trained and they should be given the proper training materials. ii. Distance and Internet-Based Training: There are various forms of distance learning methods. They include traditional paper- and-pencil correspondence courses, as well as teletraining, video-conferencing, and Internet-based classes. Teletraining: In teletraining, a trainer in a central location teaches groups of employees at remote locations via television hooks-ups. Video-Conferencing: In video-conferencing, people in one location to communicate live via video equipment with people in another location, city, or country. Internet-Based-Training: Many companies let their employees take online courses offered by online course providers. Others use their own internal intranet to facilitate computer-based training. iii. Managerial On-The-Job Training: On-The-Job Training is not just for non- managers. Managerial On-The-Job Training methods include job rotation, coaching and action learning.
- 3. Job Rotation: Job rotation means moving management trainees from department to department to broaden their understanding of all parts of the business and to test their abilities. The trainees may spend several months in each department. They may just be observes in each department, but it is more common for them to get fully involved in its operations. The trainees thus learn the department’s business by actually doing it, while discovering what jobs they prefer. Mentoring: In the mentoring or understudy approach, the trainee works directly with a senior manager who is the trainees’ mentor. Normally, the trainee relieves that manager of certain responsibilities, thus having a chance to learn the job. Action Learning: In action learning programs, managers are given released time to work full time on projects as a member of the project team. They analyze and solve problems in departments other than their town. iv. Off-The-Job Management Training: The Case Study Method: In a case study, trainees are given an organizational problem. They analyze the case, diagnose the problem, and discuss their solutions with other trainees. Management Games: In management games, trainees are divided into small teams that compete with one another in a simulated market place or can be called as Structured Role play. For example, each group must decide:- Howmuch to spend on advertising, Howmuch to produce ,How much inventory to maintain , How many of which product to produce. Usually, the game itself compresses a two-or three-year period into days, weeks or months. As in the real world, teams do not know the decision of other teams although these decisions do affect their own performance. Management games help trainees develop their problem-solving skills,
- 4. as well as focus attention on planning. The teams also usually elect their own officers and organize themselves; they can thus develop leadership skills and foster cooperation and teamwork. Corporate University and In-House Training Center: Many large companies have their own in-house training centers. These centers need not offer a wide range of courses. They cooperate with training providers to create programs that suit their needs. Some may even work closely with a university to offer specific degree programs. v. Management Development: Management development is any attempt to improve managerial performance by providing knowledge, changing attitudes, or increasing skills. The aim is to improve the performance of the company. The management development process consists of the following: Assess the company’s strategic needs (for instance, to fill future executive openings, or to boost competitiveness). Evaluate the managers’ performance. Develop the managers (and future managers). Some development programs are company- wide and involve all or most managers. Other development programs aim to fill specific positions, such as the CEO. This usually involves succession planning. Succession planning refers to the process through which a company plans for and fills senior positions. The typical success planning process involves these steps: Anticipate management needs based on strategic factors like planned expansion. Review the company’s management skills inventory (data on things like education and work experience, career preferences, and performance appraisals) to access current talent. Create replacement charts that summarize potential candidates and each person’s development needs. As in an earlier example the development needs for a future division vice president may include job rotation, executive development programs- to provide training in
- 5. strategic planning- and assignment for two weeks to the employer’s in-house management development center. vi. Employee promotion: Promoting someone to a position of greater responsibility is a traditional way of rewarding good performance, developing employee skills and retaining valued employees. Effective promotion involves careful consideration of many details, including identifying gaps in skills and experience and providing support through training, coaching or mentoring. vii. Self-directed learning: This approach puts individual employees in control of their own learning, allowing for personal differences in learning styles and encouraging ownership of the learning process. When using this approach, many employers work with employees to develop a learning contract or personal development plan. The contract or plan, which is signed by both parties, outlines clear learning goals.