Module-3

Chapter -1: Placement: Meaning, Induction/Orientation, Internal Mobility, Transfer, Promotion, Demotion and
Employee Separation.
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 Placement: Meaning
The selection procedure ends with the placement of a worker to the job. The term ‘placement’ is nothing but posting of
people to jobs matching their abilities. It implies matching the requirements of a job with the qualifications of the
candidate. It involves assigning a specific rank and responsibility to an individual. Matching the requirements of the job
with the qualifications of a candidate is the essence of placement.

 Characteristics of Placement
 It is an important human resource activity for an organization.
 It is the actual posting of an employee to a specific job, in other words it is assigning particular job
(specific rank and responsibility) to employee for which they have been identified suitable.
 It involves the task to understand and capitalize on each person’s individuality. Once the manager
establishes a unique profile for each individual, people and jobs can be matched optimally within the
constraints set by available jobs and available people.
 It involves striking a fit between the requirements of a job and the qualifications of a candidate.
 Placement should be made with as minimum disruption to the employee and organization as possible.
 Effective placement is a good match of employee’s competence, knowledge, skill and job interest

 Principles of a Good Placement

 The job should be offered to the selected candidate according to his qualifications. The placement
should neither be higher nor lower than the qualifications.

 Employee should be placed on the job according to the job requirements. The job should not be adjusted
according to the requirements of the employee. If a candidate adjusts himself to the job and continues to
perform as per expectations, it might mean that the candidate is properly placed. Job first, employee
next, should be the principle of placement.

 The employee should be made familiar to the working conditions prevailing in the organization and an
effort should be made to develop a sense of loyalty in newly selected employee, so that he may realize
his responsibilities better towards the organization.

 Initially the placement period may be temporary as changes are likely after the completion of training.
The employee may be later transferred to the job where he can do better justice.

Proper placement helps to improve employee morale. Right placement also helps to reduce labour turnover,
absenteeism and accident rates.
 Benefits of Placement
Benefits to New Employee

 Make him suitable for the job

 Increase the satisfaction level
 Increase the productivity
 Continuous learning and high morale

B. Benefits to the recruiting organisation

 Reduction in cost and save the productive time involve in hiring process
 Improve the quality of new employee
 Enhancement in retention
 Improvement in efficiency
 Achievement of Organizational goals

 Induction or Orientation:
 Definitions of induction:
 According to Michael Armstrong, “Induction is the process of receiving and welcoming employees
when they first join a company and giving them the basic information, they need to settle down quickly
and happily and start work.”

 According to Edwin B. Flippo “Induction is the welcoming process to make the new employee feel at
home and generate in him a feeling of belongingness to the organisation.”

 In the words of John M. Ivancevich, “Orientation orients, directs, and guides employees to understand
the work, firm, colleagues, and mission. It introduces new employees to the organisation, and to his new
tasks, managers, and work groups.”

 According to Donald Currie, “Induction is a process through which new employees, preferably on
joining, are introduced to the organisation in the broad context; its culture, rules and procedures; then in
the local context where they meet their new work colleagues.”

Thus, after selecting compatible personnel the organisation must communicate to the new employee its
philosophy, policies, customs and practices. The new employee is handed over a rulebook, policy manuals,
progress reports, company booklets and documents containing company information which are informational in
nature. It is the responsibility of the HR department to execute the induction programme. Planned induction
helps the new employee, creates a good attitude, reduces labour turnover and the employee feels at home right
from the very beginning.
  Objectives of Induction Programme

[Link] reduce the initial anxiety and stress all new entrants feel when they join a new job in a new organisation.

2. To build up the new employee’s confidence in the organisation and in himself so that he may become an efficient
employee and to promote a feeling of belongingness and loyalty towards the organisation

3. To provide favourable initial job experiences and to answer any questions and to clarify any doubts.

4. To understand the firm in a broad sense (its past, present, values, culture, and vision), as well as key facts such as
structure, product, policies, rules and regulations.

5. To bring an agreement between the organisation goals/ expectations and the personal goals of the organisation.

6. To foster self-directed behaviour which is consistent with the company’s needs.

7. To familiarize the new employees with the job, people, work-place, work environment and the organisation.

8. To assist the new employee in acquiring appropriate role behaviours and to adjust to the work group and its norms.

9. To create a sense of security for the worker in his job by impressing upon the idea that fairness to the worker is the
inherent policy of the organisation and to reduce employee turnover and start-up costs.

10. To reduce the time it takes for the newcomer to reach proficiency.

 Types of Induction Programme

 Informal or Unplanned Induction: It is generally done by the small scale units. This may be simply an
introduction to the new entrant about the job and organisation. It can be conducted by the immediate job
supervisor or by an experienced employee.
 Formal or Planned Induction: It is usually carried out by the large size organisation to integrate the newcomer
into the organisation. It is carefully designed to introduce the newcomer to his job, colleagues and organisation.
Accordingly, the contents of the formal induction programme cover the following various aspects:
 The company, its mission, goals, rules, policies, practices, history and products, process of production and
major operations involved in his job;
 The significance of Job, job training and job hazards;
 Employee’s own department and job and how they fit into the organisation, methods of reporting, tardiness
absenteeism;
 Terms and conditions of service, hours of work and overtime, employee benefits, holidays and vacations,
amenities, and welfare facilities;
 Organizational Structure- functions of the various departments;
 Social benefits, grievance procedure and rules of discipline;
 Follow-up interviews at the end of 3 or 6 months with a view to finding out how the new employee is getting
along;
 Opportunities, promotions, transfers and job stabilisation

 On the basis of purpose and objectives, an induction programme may be of three types:
General Orientation: It is conducted by the personnel department. This type of induction is general; it gives the
necessary general information about the history and operations of the organization, the purpose of this is to build
employee’s pride and interest in the organisation. Information is also given on specific employee services, such as social
benefits, pension, health and welfare plans, safety programmes, etc.

Specific Orientation: It is conducted by the job supervisor. This type of induction is specific in nature and requires skill
on the part of the foreman. The employee is oriented his department or place of work, introduced to other employees of
the department, informed about the organisation’s specific practices and customs (such as lunch timings and length of
rest periods, the work dress etc). The purpose of this induction is to enable an employee to adjust himself in his work
environment.

Follow-up Orientation: It takes place within one week to six months from the time of the initial hiring and orientation.
It is conducted either by a foreman or a human resource specialist. Its purpose is to find out whether the employee is
satisfied or unsatisfied with the work place, how he feels about his fellow workers, how he feels about his boss, and
whether he has any suggestions for improvement in organization. The interviewer records the answers as well as his
own comments on the employee progress. At the same time, the immediate supervisor does an evaluation of the
employee about his strong and weak points. Through personal talks, guidance and counselling, efforts are made to
remove the difficulties.

 Phases of Induction Programme

The socialisation process may take months hence the induction programme can be divided into following four phases:
Phase one: Acclimating workers by providing expectations and product training.
Phase two: Providing training sessions on the company’s history, strategy, policies, and benefits.
Phase three: Putting the employee on the job for first three months and focusing on training of employee about the
market, its customers, and business plans.
Phase four: It carries on through at least six months and consists of interim reviews and feedback.

According to Edwin B. Flippo the induction programme can be divided into three phases as mentioned below:

A. First Phase: It is usually conducted by the staff personnel unit. In thus phase the newly recruited employee is make
aware about products of the company, employee benefits, salary schedules, safety, probationary period, time recording
and absences, holidays, equal employment opportunity programmes, parking, and the grievance procedure.

B. Second Phase: It is performed by the immediate supervisor. The inductee is introduced to fellow employees, given a
tour of the department, and informed about such details as locker and rest rooms, supply procedures, hours of work,
overtime, call-in procedures, rest and lunch periods, and lunching facilities.

C. Phase Three: The complete induction programme provides a ‘follow- up’ some weeks later. This is conducted by
either the supervisor or a personnel specialist, and it is concerned with (1) employee satisfaction with the job and
organisation, and (2) supervisor satisfaction with the employee. Dissatisfactions may be cleared up by explanations or
actual transfers to a different job.

 Induction Approaches
Based on the managers’ attitudes to induction, resources, objectives, he adopts several types of induction approaches.
Organisations adopt several approaches to induction, out of which some are more complex and larger in duration than
others. Some approaches are discussed below:
A. ‘Induction Pack’ Approach
Under this approach, the new employee is provided with various information materials in writing which we call
induction pack. This may include annual reports, briefing about corporate structure & history of the organisation,
something about its future plans, vision, layout for car parking, the staff canteen, any other facilities, terms and
conditions of employment and the procedure of disciplinary and grievance handling.
B. Initial Briefing Approach
Under this approach, the new employee is explained about the main points of ‘induction pack’ by the HR practitioner. At
this stage, a favourable picture of the organisation, especially in terms of its employment policies is shown to the newly
appointed employee. A detailed briefing about the organisation is not normally offered at this stage.
C. Walk and Talk Approach
Under this approach, the new employee is visited to actual site and is given explanations about each work activity of
each place. At the end the employee is taken to the department in which he will work and then a more detailed
explanation of what happens in department is given. This is a good time to introduce the new employee to the staff.
D. Induction Training
A large number of organisations have adopted it as it is the most successful and effective form of induction. In this
approach a number of training sessions are conducted and each session deals with a particular subject and is usually
delivered by a person who has specialization in that area. The duration of the training sessions varies, and sometimes
they are staggered across a number of days or even weeks, depending on the amount and complexity of the information
to be delivered and work profile of the newly employed person.
 Internal mobility
What is internal mobility? Internal mobility is the movement of employees (vertically and laterally) to new career and
development opportunities within the same organization. This includes promotions, demotions, new positions,
mentorships, cross-team or additional projects, job shadowing, and job swaps.
 Why is an Internal Mobility Program Important?
An internal mobility program is essential for workplace retention for several reasons:
 Employee development and engagement: Internal mobility programs provide employees with opportunities to
learn new skills, take on new challenges, and advance their careers, which can lead to increased engagement and
motivation.
 Career advancement: Internal mobility programs can help employees advance their careers within the company,
increasing their sense of fulfillment and satisfaction.
 Talent retention: By providing employees with career development and advancement opportunities, internal
mobility programs can help reduce turnover and retain talented employees within the company.
  Diversification of skills: Internal mobility programs can help employees broaden their skill sets and experience,
benefiting both the employees and the company.
 Succession planning: By promoting internal mobility, companies can identify and groom future leaders and
ensure they are prepared for critical positions when they become available.
 Internal mobility encourages employees to take on new growth opportunities that align with their long-term
career goals. In addition, it gives talent the ability to pursue a broader range of prospects. Therefore, employees
are more engaged and capable, and companies are more resilient.
 Upward mobility is a powerful way to keep employee satisfaction and engagement high.
 Promoting employees sends a positive signal to their colleagues that their efforts will be rewarded.
 It demonstrates the organization’s values and boosts morale and productivity.

 Types of Internal Mobility at a Company

 Upward and Vertical Mobility:
Upward mobility means a worker advances to a higher position. Promotions based on seniority typically come with
more responsibilities and a higher salary. Vertical mobility usually means upward promotions, which can also relate to
demotions.

A demotion is when an employee’s status or title decreases in the organization’s hierarchy. Workplace demotions can
occur when employees produce low-quality work or do not follow policies. Demotions may also be the result of
unexpected budget cuts or company restructuring.
 Lateral or Role-to-Role Mobility
Lateral mobility means an employee moves positions with little to no change in seniority or compensation. These job
changes can still be beneficial even though employees are not climbing the career ladder.
Also referred to as role-to-role mobility, it allows workers to apply the skills acquired in their current role to other
business areas. Therefore, they fuel knowledge-sharing and effective cross-functional collaboration.
 Transfers
Transfers are when employees change locations or departments but keep the same responsibilities and compensation.
They occur to meet business priorities or employees’ preferences. Transfers can be permanent or temporary.
 Project-Based Mobility
Project-based mobility involves teams completing one-off projects or achieving a common business goal. Employees
from different departments collaborate with colleagues they may only sometimes work with.
Project-based mobility enables team members to leverage a diverse set of expertise. As a result, employees dedicate part
of their work to projects beyond their usual workflow and department.

 Internal Mobility Process

While internal mobility has many benefits, organizations may need a process to move employees. The first step is to
look at current company policies. Organization management may need to ask themselves:
 Are employees aware of their internal mobility options and how to pursue them?
 Does the company support employees if they want to pursue an internal move?
 Do managers encourage internal mobility and discuss the option with their reports?
 Does Human Resource (HR) staff pursue internal candidates?
 Does HR understand which skills exist within the internal talent pool?
For internal mobility to flourish, leaders must bring it into every stage of the employee lifecycle.

 Employee Separation
 Employee Separation means retirement, resignation, suspension, discharge, dismissal; redundancy,
retrenchment and outplacement.
 Employee separation refers to the end of a professional relationship of an employee with their employer
 Types of employee separation
 Resignation
Many people see resigning from a job as a professional and courteous way to pursue employment separation. This can
help employees maintain a professional relationship with their employer even when leaving the company.

 Forced resignation: There may be some challenging situations where an employer may ask an employee to
resign or the company may require to let them go. This option gives employees the opportunity to leave their
current role without the employer terminating them, which can work favourably for them when they wish to
find a new job.
  Voluntary resignation: A voluntary resignation happens when an employee chooses to leave a company for
their own benefit. Employees typically provide a notice period before their last day of work, which helps the
employer to find a replacement.
 Termination
Another type of employment separation is termination. There are several types of employment separation within
this category.
 Termination with prejudice: An employer may choose to terminate an employee with prejudice if they
do not plan to hire the employee for the same job again in the future. While this may be challenging
news to receive, it provides both the employee and the employer with clarity and an opportunity for a
new start.
 Termination without prejudice: If an employer terminates an employee without prejudice, it means
that the company may rehire the employee in the future. This type of termination typically occurs when
a company lets go of an employee for reasons other than their performance, and gives them the
opportunity to apply for jobs with the company later in their career if they wish to do so.
 Wrongful termination: Wrongful termination occurs when an employer dismisses an employee
unlawfully. As there are laws that exist to protect employees, the employee may be able to receive
compensation if they have a strong enough case, which can help them continue with their career.
 Fired: An employee and an employer may not always suit each other. An employer may choose to fire
an employee in these cases so both parties can pursue other opportunities that fit their interests and
goals.
 Layoff: When a layoff occurs, an employer may decide to let go of an employee due to changing
business needs, such as an acquisition or restructuring of departments. Employees who get laid off often
receive extended benefits and job search assistance to help them pursue a new career path they enjoy.
 Constructive dismissal: There are some work environments that employees may find challenging,
even after they have attempted to improve their situation multiple times. Here, the employee can choose
to leave the company through a constructive dismissal, which may provide them with some of the same
rights as a discharged employee if their case for leaving is strong enough.
 End of temporary job or employment contract: If an employee is working with a company through a
temporary job or a contract, the company may let them go when their agreement ends. Both parties are
aware of the final date of employment in these situations, which often allows them to part on good
terms and provides the potential to work together again in the future.
 Voluntary termination: A voluntary termination occurs when an employee leaves a company at their
own free will. For example, an employee may pursue voluntary termination when they accept a job
offer with another company or when they decide to retire from their role.
 Involuntary termination: An involuntary termination takes place when an employer chooses to let go
of an employee. The reasons for an involuntary termination can vary, but typically the employee is still
willing and able to work, which can make it easier for them to find employment elsewhere.
 Termination by mutual agreement: A ter
termination by mutual agreement occurs when both the employee and the employer agree to a separation.
This
type of arrangement can benefit both parties by giving the employer time to hire someone new and the
employee
an opportunity to plan for the next phase of their career.
 Termination for a cause: If a company terminates an employee for a cause, it lets them go for a
specific reason. While this news may be challenging to receive, an employee who understands why they
were terminated may accept this as a learning experience and use the employer's feedback to improve
themselves professionally.
 Retirement
Many employees choose to work with an organisation throughout their career. They may decide to
separate from their employer at their age of retirement or take an early voluntary retirement. Here are
the different types of retirements:
 Mandatory retirement: An employer may implement a mandatory retirement to encourage an
experienced employee to retire for a variety of reasons. This can provide employees with the
opportunity to pursue other interests outside of work and allow the company to train someone new to
fill their role.
 Voluntary retirement: For many professionals, the end goal in their career is to retire. When they
reach this milestone, they may go through the process of resigning from the company voluntarily.
  Phased retirement: Companies may implement a phased retirement plan for experienced employees.
This can help both parties adjust by slowly reducing the employee's work hours prior to their official
retirement date.
 Reasons Of Employment Separation

 New job opportunity: Many employees decide to change companies at different stages in their
careers. They may decide to separate from their current employer to work with a different
employer to fulfil their career goals.
 Employee performance: Employers may sometimes decide to terminate an employee's
contract if they do not meet the company's expectation. The company may determine that the
employee may perform better in a different role at a different organisation.
 Retirement: Experienced employees may choose to retire so they can spend more time
pursuing their interests outside of work. Retirement is often mutually beneficial for the
employee and the employer, who may wish to acquire new talent to fill the open position.
 Relocation: An employee may choose to move for a variety of reasons, such as to be closer to
family or to support a change in their spouse's career. In these cases, leaving their current job
may give them the opportunity to relocate.
 Change in family dynamic: Employees may choose to leave a company based on changes
within their family dynamic, such as having a child or becoming the primary caregiver for a
loved one. This type of employment separation may be temporary or permanent.
 Finances: An employer may choose to lay off employees to save money so they can sustain
their company long term. An employee may also seek employment separation for financial
reasons if another company offers them a position with a better salary or benefits.

 Road Map to Placement

1. Core Technical Subjects:
 Emphasize subjects related to your specific branch of engineering, such as Computer Science, Mechanical,
Civil, Electrical, Electronics, etc.
 Study fundamentals and advanced topics in your chosen field.
 Stay up-to-date with the latest developments in your field.
2. Coding and Programming:
 Develop strong programming skills in languages commonly used in your field (e.g., Python, Java, C++, etc.).
 Practice data structures and algorithms.
 Solve coding challenges and participate in coding competitions.
3. Data Structures and Algorithms:
Master data structures and algorithms as these are essential for technical interviews. Study sorting algorithms, searching
algorithms, and data structures like arrays, linked lists, trees, and graphs.
4. Database Management:
 Understand database concepts, SQL, and database management systems (e.g., MySQL, PostgreSQL, Oracle).
 Learn about data modelling and database design.
5. Web Development and Software Engineering:
Learn web development technologies (HTML, CSS, JavaScript).
Understand software development methodologies (Agile, Scrum) and version control (e.g., Git)
[Link] Systems and Computer Networks:
 Gain knowledge in operating system principles and network protocols.
 Learn about TCP/IP, routing, and network security.
7. Machine Learning and Artificial Intelligence (if applicable):
 Study machine learning algorithms, deep learning, and AI concepts.
 Gain hands-on experience with tools like TensorFlow, Py Torch, or scikit-learn.
8. Soft Skills:
 Develop strong communication skills, both written and verbal.
 Work on problem-solving, critical thinking, and analytical skills.
 Improve your time management and teamwork abilities.
9. Professional Development:
 Build a strong LinkedIn profile.
 Attend seminars, workshops, and webinars related to your field.
 Participate in hackathons, coding competitions, and open-source projects.
10. Projects and Internships:
-Engage in meaningful projects related to your field.
- Pursue internships to gain practical experience in real-world settings.
11. Resume and Interview Preparation:
- Create a well-structured resume highlighting your skills, projects, and achievements.
- Practice for technical and HR interviews through mock interviews.
- Learn about common interview questions and how to approach them.
12. Networking:
- Attend industry events, job fairs, and networking sessions.
- Connect with professionals in your field, including alumni and professors.
13. Continuous Learning:
- Stay updated with the latest industry trends and technologies.
- Consider pursuing post-graduate studies or certifications if relevant to your career goals.
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Chapter 2: Training and development: Training v/s development, Training v/s Education, Systematic Approach to
Training, Training Methods, Executive Development, Methods and Development of Management Development,
Career and Succession Planning.

 Training and Development in Human Resource Management is the process of acquiring knowledge, skills, and
attitude that helps improve employees’ job performance and enables future career growth.
 Training refers to acquiring specific knowledge and skills for a particular job or task. It is usually a short-term
activity concerned with improving an employee’s current job performance. It includes formal training courses,
on-the-job training, or coaching sessions.
 Development is concerned with the long-term growth of an individual’s career. It usually covers acquiring
knowledge that goes beyond the requirements of their current job to prepare the employees for their future job
role or career advancement opportunities. Development activities include job shadowing, mentoring, attending
conferences, or pursuing further education.


Differences between training and development

Let’s take a look at five key factors that explain the differences between training and development.
Purpose: Training teaches employees specific skills and knowledge that’s required for their current role. It aims to
improve job performance and productivity so employees can be successful. Development has a broader focus and
includes activities that enhance an employee’s skills, knowledge, and abilities over time. Development programs aim to
prepare employees for future roles and responsibilities.
Timing: Training is a short-term process that focuses on immediate skills acquisition. It’s often provided when
employees join an organization or need to learn something new for their role. Development is a long-term process that
focuses on growth and progression over time. It is not limited to a specific job or role.

Scope: Training is role-specific and focuses on technical skills and knowledge. Development is broader in scope and
includes elements such as leadership, problem-solving, and change management.

Goals: The primary objective of training is to improve skills that drive performance and growth. Development aims to
advance a person’s career or capabilities.

Methods: Training is often led by experts, trainers, and enablement leaders. Common training methods include
workshops, online training lessons, and practice exercises. Development includes mentoring, coaching, and formal
leadership programs.

Training v/s Education

In general sense, the term training implies the act of imparting a special skill or behaviour to a person, which is
commonly offered to employees of operational level.

It is not exactly same as education, which is a process of systematic learning something in an institution that develops a
sense of judgment and reasoning in employees. It is offered to all employees equally, irrespective of their grades or level
in the corporate ladder

Comparison Chart

BASIS FOR COMPARISON TRAINING EDUCATION

Meaning The process of inculcating specific skills in Theoretical learning in the classroom or
a person is training any institution is education.
What is it? It is a method of skill development It is a typical form of learning
Based on Practical application Theoretical orientation
Perspective Narrow Wide
Involves Job experience Classroom learning
Term Short term Comparatively long term
Prepares For Present job Future job
TeachesSpecific task Specific task General concepts
Objective To improve performance and productivity To develop a sense of reasoning and
judgement.
Definition of Training
Training is nothing but learning by doing. It is a well-planned program aimed at developing specific skills and
knowledge of the manpower. It is a common concept of human resource development where an attempt is made to
improve the performance, productivity and competency of the existing and potential employees through learning. The
program is specially designed by the organisation to achieve definite goals.
Training helps in imparting job-related skills in the employees so that they can do the job efficiently and effectively.
Training can be on-the-job or off-the-job, paid or unpaid, part time or full time, depending on the contract with the
employer. At the end of the program, the employees are tested by observing, what they learned during training. Some
common types of training are:
 Sensitivity training
 Vestibule training
 Job rotation
 Laboratory training
 Apprenticeship training
 Internship training
 Orientation training

Definition of Education
By the term education, we mean learning in the classroom to acquire certain knowledge. Education does not equal to
schooling, but it refers to what a person gains while he is in school or college. It is aimed to deliver knowledge about
facts, events, values, beliefs, general concepts, principles, etc. to the students. This helps in developing a sense of
reasoning, understanding, judgement and intellect in an individual.
The lessons learned during the process of education helps a person to face future challenges, and it prepares a person for
future jobs. Nowadays, education is not confined to classroom learning, but new methods are implemented that offers
practical knowledge about the world.

Differences Between Training and Education

The significant differences between training and education are mentioned in the following points:
1. Training refers to an act of inculcating specific skills in a person. Education is all about gaining theoretical
knowledge in the classroom or any institution.
2. Training is a way to develop specific skills, whereas education is a typical system of learning.
3. Training is completely based on practical application, which is just opposite in the case of education that
involves theoretical orientation.
4. The concept of training is narrow while the concept of education is comparatively wider.
5. Training involves hands-on experience regarding the particular job. On the other hand, education involves
learning in the classroom.
6. The term of education is longer than the duration of training.
7. The training prepares a person for the present job. Conversely, education prepares a person for future job and
challenges.
8. The purpose of training is to improve the performance and productivity of employees. As opposed to education,
where the purpose is to develop a sense of reasoning and judgement.
9. During training, a person learns, how to do a specific task. Unlike Education, which teaches about the general
concepts.
10.
SYSTEMATIC APPROACH TO TRAINING
Systematic Approach to Training (SAT) is a methodology for arranging training programs. It ensures that people are
prepared for their work by having the necessary knowledge, skills, and attitudes to do their job. It begins with
identifying people's work-related needs.
[Link] a systematic approach to training is beneficial as it prioritizes a company’s objectives and goals prior to
initiating phases of training. A systematic approach to training is a type of formal training designed to ensure training
begins and ends with the company’s needs. This approach equips employees with the knowledge and skills to perform
job with
competency

[Link] SAT is a methodology for managing training programs. It is an orderly; logical approach to determining what
people should know and do at a particular job. The systematic approach to training ensures that people are prepared for
them
work having the necessary knowledge, skills, and attitudes to do their job.
[Link] of training needs: The first phase includes determination of training needs through
analysis of employee performance and behaviour, and comparisons of organizational goals. Input from
supervisory staff is critical to efforts to identify needs.

2. Analysis: The first phase in SAT is analysis. The first questions that must be asked are "Is there a
need for training?" and "If something is wrong, is it caused by a performance problem that training will
fix?" Managers sometimes will attempt to correct a human performance problem caused by an
inadequate procedure or faulty equipment by training the people.

3. Making sure that training is needed: Trainers sometimes attempt to use training to correct problems even though
training will not solve the problem because they want to help. Make sure training is needed. Then analyze to
determine what training should be done. In the analysis phase the duties of a job are identified. The tasks that must be
done to accomplish the duties are analysed.

4. Task and elements: Often we find tasks that are so large that we must break them into smaller parts that we call
task elements. From these groupings help us in selecting the tasks on which workers will receive training throughout
their careers. Generally difficult task would have training associated with it where as an easy task may not have formal
training, but may only have a procedure for the worker to follow.

Tasks and elements we determine the knowledge, skills, and attitudes needed to successfully perform the task. Tasks
are reviewed and characterized by difficulty, importance, and frequency to help determine whether training is required
prior to performing the task.
Tasks that are important to safety or operation would have training. Routine tasks with no impact on safety or
operation may not require training. Infrequently performed tasks usually have training completed just before they are
to be performed. Infrequently performed emergency procedures usually have training performed often so operators
are always ready to take emergency actions.

[Link] of operating line managers: The involvement of operating line managers is important to the analysis process.
Trainers should not be expected to know everything about a job. They are not expected to set the performance
standards for the operating group. This is the responsibility of the operating group. The operating group should provide
the standards and their expectations for performance to the trainers during the analysis phase. The trainer will use
these standards for successful performance of work to create the standards for passing the training course

[Link] of knowledge and skills: During the analysis phase trainers will attempt to identify the knowledge and
skills of trainees. This will allow the course to be designed to meet their learning needs. If students were labourers with
little education, a math course may be necessary to learn to read plant instruments.

If students were engineers, the math course is probably not necessary. The outcome of the analysis phase is a task
analysis that lists the tasks that are performed to accomplish the duties of a position and the knowledge, skills, and
attitudes necessary to perform the tasks. These become the basis for the design of the training course and for writing
the student learning objectives.
7. Design
a. Basic design: In the design stage, input gathered during the analysis stage is used to create learning objectives,
stipulate instructional methods, identify training materials to be used and specify the location at which training will
take place. It will produce end-of-course evaluations of course content and examine students' competency.
b. Design phase Activities: The design phase is really a decision-making phase. In the design phase we complete three
important activities:
1. We decide what the student will learn in the class and how that learning will transfer to the job. From this activity
we write student-learning objectives.
2. We decide what will be taught and the instructional methods to be used to teach.
3. We decide how the student will demonstrate competency to do the required work and we develop an examination
plan to test the student's competency.

Training Methods:
 On-the-job training methods
 Off-the-Job Methods
 On-the-job training methods
1. Job Rotation
2. Coaching
3. Job Instruction
4. Committee Assignment
 Off-the-Job Methods
1 Vestibule training
2 Role-Playing
3 Lecture Method
4 Conference
5 Programmed Instructions

Executive development

Executive development is the process of helping managers and executives gain unique skills that can help
improve their performance and prepare them for future leadership roles within an organisation. Both
employees
and employers aiming to upskill their workforce may use executive development programmes

Objectives of executive development

 Training new employees:
One of the main objectives of executive development is to train new employees and impart knowledge about the
organisation. These employees may be managers or executives who are new to the company or who have
changed jobs within the organisation. Executive development training can help increase their understanding of
how the company works so that they can make informed decisions.
 Improving the quality of work:
As there are often constant changes in an industry, organisations frequently attempt to train employees
about these changes. By doing so, employees may gain new skills and conceive innovative ideas and
techniques for their assignments. Overall, this may have the effect of improving the quality of work in
the organisation, which eventually can help in achieving goals.
 Preparing for leadership:
An important objective of executive development is to develop the managers and executives for the role
of CTO, CEO or another similar position. Development training helps in introducing a leader's mindset
to the employees. This prepares the executives for future responsibilities that may be a part of their
career growth.
 Introducing the latest management techniques:
n addition to preparing managers for future roles, executive development also aims to teach them the
latest management techniques. These techniques are useful in their current roles, as they can implement
them within their teams for productivity. Such training mainly focuses on their area of specialisation
and new techniques.
 Providing more opportunities:
Executive development facilitates employee growth by providing training on key skills for executives to
succeed in their careers. New skills may create more opportunities for them to advance in their career.
This may provide a solution where both the employees and the company benefit.
 Introducing changes:
Executive development helps executives understand and accept new concepts in their work life. The
company introduces planned changes by helping the executives broaden their vision. They are then able
to pass these changes on to the teams, as they act as change makers for the company.
 Utilising resources to the optimum:
Companies generally prioritise using resources in an optimum way to achieve their goals. This may
include using its human and managerial resources to maximise the company's growth. By training
employees, they can perform better and manage their time better to accomplish projects by their
deadlines.

 Principles Of Executive Development:

 It is often the duty of the manager to undertake the responsibility of developing department members.
 The company management may set guidelines regarding executive development that clearly mention
the type of development, objectives and coverage.

 Consider making it mandatory for executives to participate in executive development programmes.

 Management makes all arrangements for executive development or appoints a senior manager to
manage all activities.

 The company's executive development programme may meet the individual needs of executives and the
whole company.

 Hiring the right executives and managers is an integral part of the success of executive development.

 The management's time schedule for executive development may apply to the company's long-term and
short-term needs.

 The executive development programme focuses on every executive introducing new ideas and skills to
all employees and avoiding obsolescence.

 It is the duty of the management team to create an atmosphere that supports executive development.

 The company can create a feedback system to inform executives about their progress so they can take
steps to make changes.

 The primary goal of executive development is to prepare all employees for high-level positions.
It is a continuous effort where results and progress may be gradual and quantifiable.

 Management is proactive in its efforts to understand the requirements of the organisation and its
employees for the future and takes steps accordingly.

 CAREER & SUCCESSION PLANNING:

A career development system is a formal, organised, planned effort to achieve balance between individual
career needs and organisational workforce requirements. It is a mechanism for meeting the present and
future human resource needs of an organisation.

 AIMS AND OBJECTIVES OF CAREER PLANNING:

The principal objectives of career planning are:
1. to secure the right man at the right job and at the right time;
2. to maintain a contended team of employees;
3. to provide adequate career avenues to employees to higher levels of responsibilities; and
4. to strengthen the retention programme of the organisation.
 CAREER PLANNING PROCESS:
 Direction: This involves the career goals one sets and the organisation’s ability to act favourable upon
these goals, especially in the light of business objectives and realities.
 Career Time: This relates to distance and velocity factors - how far one wants to go in an organisation
or on the career path and how fast that person expects to get there.
 Transition: This is the resistance one encounters while moving toward career goals. Transition relates
to the changes expected, say, in knowledge, skill and attitude enroute to a career goal. Outcomes: This
relates to the probabilities that one’s investment and sacrifices for career progress will pay off.
 CAREER STRUCTURE:
The characteristics of a good career structure (sometimes known as career ladders) are:
 It has steps consistent with the general value of jobs and with other career structures.
 It makes clear that getting to the top of the structure is not a right but is based on
merit and capability.
 The entry requirements for each step are clear.
 There is formal assessment procedure in order to progress from one step to another.
 The career structure is known and understood by all.
 It is controlled and implemented with integrity.
 It links with the development review part of appraisals.

 SUCCESSION PLANNING:
The process of ensuring a suitable supply of successors for current and future senior or key
jobs arising from business strategy, so that the careers of individuals can be planned and
managed to optimise the organisation’s needs and the individuals’ aspirations.
 Succession planning includes these activities:
 Analysis of the demand for managers and professionals by company level, function
and skill.
 Audit for existing executives and projection of likely future supply from internal and
external sources.
  Planning of individual career paths based on objective estimates of future needs and
drawing on reliable performance appraisals and assessments of potential.
 Career counselling undertaken in the context of a realistic understanding of the future
needs of the firm, as well as those of the individuals.
 Accelerated promotions, targeted against the future needs of the business.
 Performance-related training and development to prepare individuals for future roles
as well as current responsibilities.
 Planned strategic recruitment not only to fill short-term needs but also future needs.
 The actual activities by which openings are filled.
Succession planning identifies high potential employees as possible replacements for key jobs, by encouraging
hiring from within, succession planning helps employees develop careers, not just hold jobs. Succession planning is
part of a long-term HR strategy that plans for future vacancies and changing work requirements. A sophisticated
succession planning system is oriented at developing leaders at the levels of the organisation through ongoing training,
education and development. Also, it involves proactive planning for future talent needs at all levels and implementing
programmes designed to ensure that the right leaders are available for the right jobs in the right places and at the right
times to meet organisational needs.