Training Appraisal of Hamid Group

1

INDEPENDENT UNIVERSITY, BANGLADESH

Report On

“Training Appraisal of Hamid Group”

HRM-390

Strategic Human Resource Management

Semester: Autumn, 2010

Submitted To: Monzoor Morshed

Lecturer

School of Business (SB)

Submitted By

Group- 04

Kazi Sadia Afrin ID: 0730046

Alimoon Ara ID: 0720302

Kazi Rima Aktar Sumi ID: 0520104

Deboshri Mandal ID: 0720448

Habiba Rashid ID: 0720280

Ahsanul Hoque ID: 0820023

Rounak Ashrafi ID: 0820533

HRM-390 Training Appraisal of Hamid Group

2

Independent University, Bangladesh

Letter of Transmittal 01 December, 2010

Monzoor Morshed

Lecturer,

School of Business (SB)

Independent University, Bangladesh.

Subject: Submission of Report of HRM-390 Autumn 2010

Dear Sir,

With great contentment we submit our final report of HRM-390 (Strategic Human

Resource Management) on “Training Appraisal of Hamid Group”. Preparing this

report was a great experience for us.

Our report reflects the whole representation of the study area that was assigned to me for

carrying out the survey. This picture induces various aspects concerning the issues like,

the basic meaning of training, needs, methods, evaluation and the process of training.

We had also faced some problems to organize this report. However we tried our best to

make a very sensible and practical report within a very short period of time. Hopefully

our findings through our study will successfully reveal the discovery of our own heredity.

Respectfully yours,

Kazi Sadia Afrin ID: 0730046 ____________________

Alimoon Ara ID: 0720302 ____________________

Kazi Rima Akter Sumi ID: 0520104 ____________________

Deboshri Mandal ID: 0720448 ____________________

Habiba Rashid ID: 0720280 ____________________

Ahsanul Hoque ID: 0820023 ____________________

Rounak Ashrafi ID: 0820533 ____________________

(Group: 04)


3


Acknowledgement

We are working on the ―Training Appraisal of Hamid Group‖. For successful completion

of this report, we got support from so many persons, without their help this report was

never possible.

First of all, we would like to thanks Mr. Monzoor Morshed to give us an opportunity to

work on Strategic Human Resource Management.

Secondly, we would like to convey my sincere gratitude to Md. Toriqul Islam, Senior

officer of HR for his continuous and patient guidance. Without his valuable advice and

time, preparation of this report in its present form would not have been possible.

We like to thank especially to Mr. Chowdhury Md. Shariar, Senior officer of HR for

always support me to know the organizational environment.

Lastly, we would like show my heartiest gratitude to all the members of ‗Hamid Group‘

those have helped us with their valuable advice and relevant articles and journals for our

project throughout the working period.


4


Contents

Page No

Introduction 5-6

1.1 Background of the study 5

1.2 Objectives of the study 5

1.3 Scope of the study 5

1.4 Methodology 5

1.5 Limitations 6

1.6 Report review 6

2. About the group 7-8

Theoretical Framework 9-27

3.1 Introduction 9

3.2 What is Employee Training 9

4. Determining training needs and priorities 10-15

4.1 Identification of training needs 11-13

4.2 Training needs analysis-the practice 14

4.3 How to identify training needs 14-15

5. Training planning 16

6. Training division 16-17

7. Training budget 17

8. Training pedagogies 17-20

8.1 On the job training 17-18

8.2 Off the job training 18-20

9. Programmed instruction 21

10. Evaluating training effectiveness 21-22

11. Sketch of training needs and evaluation process 23

12. Conclusion 24

13. Appendix 25-26

14. Bibliography 27


5


Executive Summary

Every organization needs to have well-trained and experienced people to perform the

activities that must be done. If current or potential job occupants can meet these

requirements, training is less critical. When this is not the case, however, it is necessary to

raise the skill levels and increase the versatility and adaptability of employees. As jobs

have become more complex, the importance of employee training has increased. When

jobs were simple, easy to learn, and influenced to only a small degree by technological

changes, there was little need for employees to upgrade or alter their skills. But the rapid

changes taking place during the last quarter-century in our highly sophisticated and

complex society have created increased pressures for organizations to readapt the

products and services produced, the manner in which products and services are produced

and offered, the types of jobs required, and the types of skills necessary to complete these

jobs. Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his or her ability to perform on the job. We typically say

training can involve the changing what employees know, how they work, their attitudes

toward their work, or their interaction with their co-workers or supervisor. In this report

we try to figure out the training appraisal of Hamid Group. Hamid Group is a leading

group of Bangladesh. It begins its journey as a group in 1986. Hamid group consist of

eight different companies. There are 11,000 employees are working on the group. Here

we show how they determine training needs and priority. There are two levels needs

identification a) Individual level and b) Organizational level. We follow up on training

planning, division and budget. The main part of needs analysis is jobs and people. They

follow three different methods. In the group they follow two types of training on the job

and off the job. They have follow a standard evaluation method. Hamid group provide

successful training program for their employees to develop their skill and career.


6


Introduction

1.1 Background of the Study

As a business student we have to know the concept and tools of human resource

management. The application of different HRM practices should also be known to us.

Training and development are very important part of HRM. We choose ―Hamid Group‖

which are practices most of the training methods popular in HRM.

1.2 Objectives of the Study

The broad objective of the report is to find out the training appraisal of the companies.

Specific Objectives

The specific objectives of the report are:

a) To understand the signals when training is needed.

b) To identify the methods of training.

c) To evaluate the training effectiveness.

1.3 Scope of the Study

Hamid group is a leading group of our country. Hamid group consist eight groups. All the

requirements of our purposes will be relatively easy since Hamid group are successful

organization and therefore, we believe their activities are based on rational thinking.

1.4 Methodology

The following methodologies will be followed to prepare the report:

a) Interview Manager of HR Department.

b) Collect information through questionnaire and face to face interviews.

c) Support with available facts and figures.

d) Draw conclusion with comments and suggestions, if necessary.


7


1.5 Limitations

The limitation we faced to prepare the report is studying organization as a whole is a very

extensive topic. So, the report which we prepared has not encompassed all the fields of it

but emphasized on training needs process as a part of organization objectives.

1.6 Report Preview

Human Resource Management is one of the most fundamental parts of advanced

management dealing with decision making related to proper utilization of labor resources

so that the tasks of putting right people in the right job can be successfully performed.

Training process as a part of human resource management and make it possible for a

company to provide necessary steps to ensure the continued operation of the organization.

This report will cover the practice of training needs process in Hamid Group in the light

of theoretical data. This overview will contain goals, different sources, and activities of

recruitment and also draw a clear picture of selection along with its goals, significance,

various approaches in a detail glance.


8


2. About the Group:

Hamid Group is a leading group of Bangladesh. It begins its journey as a group in

1986. Hamid group consist of eight different companies. They are the first and only coal

distributor in East Pakistan before 1971. Their first business project was ‗Green ways

corporation ltd. That was a cold-storage. There are 11,000 employees are working on the

group. Their companies are

Hamid Fashion Ltd.

Hamid Sweater Ltd.

Hamid Sourcing Ltd.

Green Ways Corporation Ltd.

Hamid Real Estate Construction Ltd.(Priyo Prangon)

Delco Business Associate Ltd. (Kube)

Hamid Construction Ltd.

Hamid Agro Ltd.

Registered Office:

Hamid Group

Priyo Prangon Tower, Plot # 19, Road # 17, Banani, Dhaka-1213, Bangladesh.

The HR department of Hamid group is exceptionally well-built. There are many

responsibilities of HR.

HR Activities

All managers of all departments get involved in HR activities. For example, Hamid

group‘s line managers have responsibilities like-

Starting new employees in the organization by orientation,

Training employees,

Developing smooth working relationship,

Creating and maintaining departmental morale.


9


Line managers have direct responsibility for accomplishing organization‘s basic goals

and HR manager actually assist those managers to accomplish these goals.

HR Department’s relation to other departments’ functions:

Hamid group‘s HR activities and other department functions are related in the following

ways-

In recruitment and selection line managers‘ list specific duties and job

responsibilities in question and with this information, HR manager writes job

description and job specification. Then HR manager conduct initial screening

interviews and refer possible candidates to department heads. After that department

heads make final selection and choose the best candidates.

HR manager maintains records of appraisals and advice CEO or upper level

managers about development plan in terms of future need. Department heads

appraise employee‘s performance and assess their career progress.

In case of compensation, HR manager determines relative worth of each job in the

company with the information regarding job from line managers. Again, HR

manager advises line managers about financial incentives and pay plan incentives.

Then line management decides on the benefit package and services Hamid group is

to pay.

Thus, HR activities of Hamid group affect the whole group. For the increased competition

in the world market, HR department‘s role has become more crucial.


10


Theoretical Framework

3.1 Introduction:

Every organization needs to have well-trained and experienced people to perform the

activities that must be done. If current or potential job occupants can meet these

requirements, training is less critical. When this is not the case, however, it is necessary to

raise the skill levels and increase the versatility and adaptability of employees.

As jobs have become more complex, the importance of employee training has increased.

When jobs were simple, easy to learn, and influenced to only a small degree by

technological changes, there was little need for employees to upgrade or alter their skills.

But the rapid changes taking place during the last quarter-century in our highly

sophisticated and complex society have created increased pressures for organizations to

readapt the products and services produced, the manner in which products and services

are produced and offered, the types of jobs required, and the types of skills necessary to

complete these jobs.

3.2 What is Employee Training

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his or her ability to perform on the job. We typically say

training can involve the changing what employees know, how they work, their attitudes

toward their work, or their interaction with their co-workers or supervisor.

For our purposes, we will differentiate between employee training and employee

development for one particular reason. Although both are similar in the methods used to

affect learning, their time frames differ. Training is more present-day oriented; its focus is

on individuals‘ current jobs, enhancing those specific skills and abilities to immediately

perform their jobs. For example, suppose a person enters the job market during his senior

year of college, pursuing a job as a marketing representative, although he has a Business

administration degree with a concentration in marketing, when he is hired, some training

is in order. Specifically, he will need to learn the company‘s product line, territory, and

other pertinent selling tactics. This, by definition, is job-specific training, or training that

is designed to make a person more effective in his present job.


11


Irrespective of whether we are involved in employee training or employee development,

the same outcome is required- that is, these programs are designed ton enhance learning,

so that employees are more effective and efficient on the job.

4. Determining Training Needs and Priorities:

Now that we have an understanding of what training should include, we can look at how

Hamid group assess whether there is a need for training. They uses and can determine this

by answering four questions:

1. What are the organization‘s goals?

2. What tasks must be completed to achieve these goals?

3. What behaviors are necessary for each job incumbent to complete his or her assigned

tasks?

4. What deficiencies, if any, do incumbents have in the skills, knowledge or attitudes

required to perform the necessary behaviors?

These questions demonstrate the lose link between strategic human resources planning

and the determination of training needs. Based on their determination of the

organization‘s needs, the type of work to be done, and the type of skills necessary to

complete this work, their training program should follow naturally. Once they can answer

question 4, they have a grasp of the extent and nature of their training needs.

What kind of signals can warn a manager that employee training may be necessary?

Clearly, the more obvious ones relate directly to productivity; that is, inadequate job

performance or a drop in productivity. The former is likely to occur in the early months

on a new job. When a manager sees evidence of inadequate job performance, assuming

the individual is making a satisfactory effort, attention should be given to raising the

worker‘s skill level. When a manager is confronted with a drop in productivity, it may

suggest that skills need to be ―fine-tuned‖.

Training will be judged by its contribution to performance, where performance is a

function of skills, abilities, motivation, and the opportunity to perform. Managers must

compare the value received from the increase in performance that can be attributed to


12


training with the costs incurred in that training. The desire for improved worker

productivity cannot be approached in a vacuum. The benefits that accrue from training

must exceed the costs incurred.

4.1 Identification of Training Needs:

The identification of a training need means that performance is not up to the level

required and this in turn means that both the existing level of achievement and that

required have been measured and assessed.

Training needs can obviously be many and various depending on the nature of the job to

be done and the people who have to perform the jobs. They can be expressed generally in

terms of skills, attitudes and knowledge. Some needs may cover this whole spectrum

while other, perhaps may concentrate on singular aspects only.

Training and development are areas in which there have been considerable movements

over the past few years. We would prefer to say ‗advances‘, rather that ‗movements‘, but

so little evaluation of the new approaches has taken place or has been possible, that to do

so would be dangerous. These developments have been evident in the topics of training,

the use of technology as training aids, and most of all in the increasing variety of

approaches used.

Course formats have also undergone similar liberations. From a completely trainee-

conceived program construction, approaches have swung towards the trainees who may

be asked in specially conceived workshops to produce a course based on their

requirements, or they may attend a course which they construct from their needs as they

go along, within the confines only of the original raison there.


13


Whoever may identify the training need; the process of identification is similar and can be

expressed in the model shown in the following figure.

Stage 1 can be identified in a variety of ways and often depends on where an

organization‘s responsibilities lie. Unless there is a routine mechanism which surveys

training need, many training needs come to light accidentally or as the result of some

unrelated activity. A common situation which can suggest the existence of training needs

is when shortfalls in service or production become evident in an organization. These can

suggest that the job is not being performed correctly at some stage, perhaps due to a

shortfall in skills, knowledge or attitudes in the job performers. Of course the shortfall

may have nothing to do with training needs at all, but once the warning signals have been

given, some form of investigation is a logical step which may be taken quite naturally.

Audits, whether financial or general, can also be occasions when shortfalls are discovered

and usually an immediate identification of whether or not they are due to a training

problem can be made.

However, training needs will arise from the identification of a deficiency in a routine

inspection or survey, or result from a special survey mounted to determine whether any

training needs might exist.

Stage 4 introduces the in-depth analysis of the training need related to recommendations

for its fulfillment, and is characterized by two major aspects of the process of training

needs identification – job analysis and data collection.

(1) Suggestion or suspicion

that a problem exists

(2) Recognition that a

training need exists

Symptoms come to

light

Identification of

the problem

(4) Confirmation of the

training need

(3)Data collection


14


Individual level:

1. Identification will need to begin with the job description. This will provide a list of

the skills and knowledge required. It can be compared with the actual skills and

knowledge that the job holder possesses.

2. Another approach could be to look at critical incidents over, say, the past three

months that were particularly challenging or stressful. The training can then be

directed at the areas that are most relevant.

3. Managers will also be able to identify training for their subordinates. One of the best

ways of achieving this is through the appraisal interview, where agreed training needs

can be identified.

4. Individuals may request training that they perceive will equip them for a change of

job, either laterally or through promotion. Like the construction employee can ask his

senor to help or train in a particular sector related to the construction work. Or the

officer of finance department need to write a proposal for the department he can

request the senior officer to train about how submit the proposal.

Organizational level:

1. Training needs may be identified through the performance appraisal system. This may

provide the key channel for feeding back individual needs. The information should be

processed by a human resource professional in order to plan the overall needs of the

organization.

2. The management team or a training committee (if one is established) may identify

areas from the corporate plan that they want included in the training plans. So for

example, an organization that is planning to expand may want all supervisors to be

properly trained in supervisory techniques, including recruitment and selection.

Alternatively management may identify a short-term problem in one area and dictate

that extra training be provided. An example may be of a department that is constantly

not completing tasks due to overrunning. A short-term response could be providing

time management training. This may not be the complete solution as poor time

management may be a symptom of an underlying problem, but it will help to make

the department more efficient


15


4.2 Training needs analysis- the practice

Hamid group analysis‘s their needs on training. Training needs analysis they examined

with respect to two groups- jobs and people

Jobs - The first question to ask is: what are the training priorities? The answers may lie in

the manpower plan or in the importance of the problem to the organization. The next

stage is to consider how the job can best be analyzed. This could involve observation,

questioning or job analysis.

People - Analysis will reveal the kind of person required. Information can be used from

the person specification.

4.3 How to identify training needs

In this section they look at three methods of how Hamid group might go about the actual

process of identifying training needs. The three methods are:

The fully comprehensive review. (The most effective approach)

The priority problem approach.

The performance management approach.

The fully comprehensive review - A comprehensive organization-wide review might

follow the following four steps:

Step 1: preparing for the review. Obtain a clear brief and support from the top

management. Explain the purpose of the review to all those involved in order to enlist

their support and, avoid any ‗uncooperative‘ attitudes.

Step 2: collection of data and initial interpretation: identification of problems with

non-training solutions. Collect information on the following:

External influences such as changes in demand or technological innovations.

Top management objectives. This might be information from the corporate plan

and information from the top management on changes they see coming.


16


The human resource. Such information might be available in the manpower plan.

Other information that is useful on recruitment plans, selection policy, assessment

systems and promotion policy.

The views of line management. Line managers will know about the existing

practices and their adequacy. Information may be available on specific jobs where

gaps on knowledge or skill are producing poor performance. Line managers

should also have ideas on future needs and priorities of their departments.

Step 3: detailed Interpretations of data: Identification of key areas; development of

recommendations. At this stage it should be possible to rank training priorities. This

can be accomplished at department level and then organization level. Linking back to

step 2 the training plan should support the corporate plan and objectives. It should be

acceptable to all levels of management and to those receiving the training. The plan is

practical but costly.

Step 4: implement the recommendations. Acceptance by top management of all or

part of the recommendations will lead to the formulation of detailed training programs

and plans.

The priority problem approach - This approach, as the name implies, involves

concentrating on the organization‘s urgent problems. This approach is ad hoc but still

systematic. Concentration is on areas that are critical to the organization‘s objectives. The

emphasis is definitely short-term.

The performance management approach - This approach looks at appraisal and

performance management from the training perspective.

As an approach this is the one that will lead easiest into a ‗learning organization‘ –one

where it is accepted that everyone is still learning. Because of environmental change the

organization are constantly changing, therefore the jobs in the organization are constantly

changing and individuals need to be constantly learning new skills in order to keep up.


17


5. Training Planning:

Hamid group develops human resource development and training planning each year for

the next three-year for all its employees. The training planning for an employee is

developed by his immediate superior.

At the beginning of the year superiors develop plans for their subordinates that what

trainings are necessary immediately and what trainings can be given later.

Hamid group has started a new training performance evaluation program. Whenever

training is conducted a senior executives or other who has full knowledge about Hamid

group takes part in the training program as an assessor. He assesses that whether the

training is aligned with the policies of the Hamid group. The senior member also assesses

the trainers and the trainees.

The company also trains the in-house trainers. It has separate manual and standardized

operating procedures for the training. In Hamid group management by objective works

for training. Superiors and subordinates sit together and decide what inadequacy the

subordinates have and what training is best fit to fulfill the inadequacy.

6. Training Division: Hamid group has no separate department for training. They organized training group by

senior members of require department. Formulated department is run by an assistant

manager.

The company always tries to improve the efficiency level of its workforce.

In Hamid group training is provided for two reasons.

1. Skill development.

2. Career development.

6.1 Skill Development:

This training is provided when the employees should do their task but fail to do so.

Because of skill inadequacy, if they cannot perform their task then the company arranges

this type of training. An example can be given. A computer operator supposed to know all

the popular packages. But if s/he doesn‘t know any of the packages then the company

sends him/her for a training to learn the package.


18


6.2 Career Development:

It is more of a future-oriented training. Only executives get the opportunity to take part in

this type of training. As the company has future plan and clear knowledge about the

potential vacuum in the future it continues to improve its workforce.

The company provides functional as well as general management training.

Functional Training: Functional training is the training which aimed at developing the

functional areas like Sales, Production, Marketing, etc,

General Management Training: Except functional training all other trainings is General

Management Training.

7. Training Budget:

The training budget is very important to construct a successful training event. The Sales

Department has the maximum training in Hamid group. So they get a large portion of

total budget for training. Unlike other department sales department has separate budget

for the training.

The company sends executives abroad for training. Mostly it is functional. Square

Pharmaceuticals provides in-house or off-the-job training which one is less costly. It also

brings foreign experts for training if needed.

8. Training Pedagogies:

The most popular training and development methods used by organizations can be

classified as either on-the-job or off-the-job training. In the following, we will briefly

introduce the better-known techniques of each category.

8.1 On-the-job training

The most widely used training methods take place on the job. This can be attributed to the

simplicity of such methods and the impression that they are less costly to operate. On-the-

job training places the employees in actual work situations and makes them appear to be

immediately productive. It is learning by doing. For jobs that either are difficult to

simulate or can be learned quickly by watching and doing, on-the-job training makes

sense.


19


One of the drawbacks of on-the-job training can be low productivity while the employees

develop their skills. Other drawbacks can be the errors made by the trainees while they

learn. However, when the damage the trainees can do is minimal, where training facilities

and personnel are limited or costly, and where it is desirable for the workers to learn the

job under normal working conditions, the benefits of on-the-job training frequently offset

its drawbacks.

Apprenticeship Programs

People seeking to enter skilled trades—to become, for example, plumbers, electricians, or

ironworkers—are often required to undergo apprenticeship training before they are

accepted to expert status. For instance, a cosmetician‘s apprenticeship is two years, a

bricklayer‘s is three years, machinists and printers spend four years, and a pattern maker

requires five years. For their office they take fresh graduates and their probation period is

three months. During the apprenticeship period, the trainee is paid less than a fully-

qualified worker.

Job instruction Training

During World War II, a systematic approach to 0n-the-job training was developed to

prepare supervisors to train operatives. This approach, called job instruction training

(JIT), was part of the training. Hamid group uses JIT programs. JIT proved highly

effective became extremely popular. JIT consists of four basic steps: (1) preparing the

trainees by telling them about the job and overcoming their uncertainties; (2) presenting

the instruction, giving essential information in a clear manner; (3) having the trainees try

out the job to demonstrate their understanding; and (4) placing the workers into the job,

on their own, with designated resource person to call upon should they need assistance.

Use of JIT they achieve impressive results. By following the steps, studies indicate that

employee turnover can be reduced. Higher levels of employee morale have been

witnessed, as well as decreases in employee accidents.

8.2 Off-the job Training:

Off-the-job training covers a number of techniques—classroom lectures, films,

demonstrations, case studies, and other simulation exercises, and programmed instruction.

The facilities needed for each of these techniques vary from a small makeshift classroom

to an elaborate development center with large lecture halls, supplemented by small


20


conference rooms with sophisticated audio-visual equipment, two-way mirrors, all the

frills.

Seminars or Conferences - The seminar or conference approach is well adapted to

conveying specific information—rules, procedures, or methods. The use of audio-visual

or demonstrations can often make formal seminar presentations more interesting while

increasing retention and possibly clarifying more difficult points. This program is

applicable for organizational employees.

Videos films can be useful training technique. Whether purchased from standard video

distributors or produced internally by the organization, they can provide information and

explicitly demonstrate skills that are not easily presented by other techniques. Videos and

seminar discussions are often used in conjunction to clarify and amplify those points that

the video emphasized.

Simulation Exercises Any training activity that places the trainee in an artificial

environment that closely imitates actual working conditions can be considered a

simulation. Simulation activities include case exercises, experimental exercises, complex

computer-based training (CBT), and vestibule training.

Case present an in-depth description of a particular problem an employee might encounter

on the job. The employee attempts to find and analyze the problem, evaluate alternative

courses of action, and decide what course of action would be most satisfactory.

Experimental exercises are usually short, structured learning experiences in which

individuals learn by doing. For instance, rather than talk about interpersonal conflicts and

how to deal with them, an experimental exercise could be used to create a conflict

situation where employees have to experience a conflict personally and work out its

resolution. After completing the exercise, the facilitator or trainer typically discusses what

happened and introduces theoretical concepts to help explain the members‘ behaviors

during the exercise.

Complex computer-based training simulates the work environment by programming a

computer to imitate some of the realities of the job. Over a year ago their accounts

department started to use ―Accroll software‖ to make easier their audit. So they require a


21


training program to teach how they can run the program. The computer simulates critical

job dimensions and allows learning to take place without the risk or high costs. An error

during an audit offers an opportunity to learn through one‘s mistakes; a similar error

under real-life conditions could cost a number of lives and the loss of properties—quite a

high price for a learning exercise. Obviously, complex computer modeling is expensive

and can be justified only where programs are formal, a significant number of trainees will

be developed, and the costs of allowing the individual to learn on the jobs are prohibitive.

In vestibule training, employees learn their jobs on the equipment they will be using, but

the training is conducted away from the actual work floor. They provide these types of

training for their Hamid Fashion and Hamid Sweater employees especially the

merchandisers—which are much more complex because they control inventory and

perform other functions in addition to ringing up orders—in specially created vestibule

labs that simulate the actual checkout-counter environment. While expensive vestibule

training allows employees to get a feeling for doing tasks without ―real-world‖ pressures.

Additionally, it minimizes the problem of transferring learning to the job, since vestibule

training uses the same equipment the trainee will use on the job.

Management Development Program:

The group has management development program. It is an ongoing process. The

development program is separated in different small modules.

For the management development program both on-the-job and off-the-job methods are

used.

The management development program is aimed at improving managerial performance. It

is mostly educational process and the executives have gone through lots of reading and

think about what might increase their productivity.

The program is also come as fringe benefit for the executives. Last year the group had a

tremendous sale in Hamid Fashion and Hamid Sweater and it sent some of its executives

to Europe countries for training. The trainings they had were merely attending the

programs and they had lot of time roaming the tourist spots of the countries.

Coaching, understudy assignment, job rotation and committee assignment are the on-the-

job method the company uses for management development program.

Under the coaching senior managers guide the juniors and train them and it is widely used

in Hamid group.


22


Lecture and Simulation Exercise are off-the-job methods that the company uses.

The company always considers cost before go for any type of training. If the on-the-job

training is less costly then the off-the-job training then it goes for on-the-job training.

9. Programmed Instruction:

The programmed instruction technique is the form of programmed tests, manuals, or

videos displays, while in some organizations teaching machines are utilized. All

programmed instruction approaches have a common characteristic: The condense the

material to be learned into highly organized, logical sequences, which require the trainee

to respond. The ideal format provides for nearly instantaneous feedback that informs the

trainee if his or her response is correct.

For example, popular today with the purchase of computer software is an accompanying

tutorial program. This tutorial walks the user through the software application, giving the

individual opportunities to experiment with the program. These tutorials, then, form one

basis of programmed instruction.

As technology changes continue to evolve; now they expect programmed instruction to

become more dominant. Two noticeable versions, interactive video (IVD) and virtual

reality, are gaining momentum in corporate training. Interactive video disks, as the name

implies, allow users to interact with a personal computer while simultaneously being

exposed to video pictures. This ―motion picture‖ enables the trainee to experience the

effect of his or her decision in a real-time mode.

10. Evaluating Training Effectiveness:

Irrespective of the type of training or development effort underway, they must be cost

effective. Only by analyzing such programs can effectiveness be determined. The

management of Hamid group concerned, for example, with whether employment tests

actually differentiated between satisfactory and unsatisfactory job performers. This same

concern for effectiveness arises when they discuss training or development activities. It is

not enough to merely assume that any training an organization offers is effective; they

develop substantive data whether their training effort is achieving its goals-that is, if it is

correcting the deficiencies in skills, knowledge, or attitudes that were assessed as needing

attention. The costs incurred alone justify evaluating the effectiveness.


23


It is easy to generate a new training program, but if the training effort is not evaluated, it

becomes possible to rationalize any employee-training efforts. To avoid the uncontrolled

expansion of training costs, management must insist on a thorough cost-benefit evaluation

to ensure that training money generates satisfactory returns.

Because of the assumption by many managers and training directors that any type of

training is worthwhile, training programs may not be as effective as they could be. It is

impossible to claim that training, in and of itself, is effective unless it is evaluated. If

those responsible for training are convinced that every training program being offered is

―good‖, it is reasonable bet that little evaluation is taking place, and it is very possible that

the actual training could be improved. While they know training can be effective in

assisting management in attaining its goals, the issue of whether it is effective is often

more a matter of opinion than of fact.


24


11. Sketch of training needs and evaluation process:

Suspect existence of a problem

Consider job description

Produce job specification = Training needs

Conduct job and task analysis Determine most effective method of learning

Identify errors and Omissions Test existing skills, knowledge, attitudes

Conduct training event

Immediate reaction testing

Session, section, day reviews

End of course testing of skills, knowledge, attitudes

End of course validation review

Mid - term evaluation follow up

Long term evaluation follows up

Identify control group(s)

Test existing skills etc

Second testing of skills

Third testing of skills

Fourth testing of skills


25


The evaluation process timing is fully dependent on training period. If the training period

is three months long the duration of evaluation process is three months.

12. Conclusion:

In the era of technology, it is very necessary for everyone to run with the advancement of

new automations in the society as well as in the country. A developing & densely

populated country like Bangladesh requires effective human resources for her

development. A generation of high & lucrative talents can change the whole phenomena

of the country if they are properly utilized. ―Hamid Group‖ has great actions on training

so they can provide new generation talents for the country. There identification of training

needs, process, methods, evaluation and other activities regarding training is very

effective and well organized.


26


13. Appendix:

Questionnaire

1. How do determine that your employees need training?

a) Observation

b) Management and staff conference

c) Analysis of job requirements

d) Consideration of current and projected changes

e) Surveys, report and management inventories

f) Interviews

g) Other

2. How do you determine what kind of training do your employees need?

3. What are the signals you get about employees training needs?

a) decrease in productivity

b) poor performance

4. How do you evaluate training

a. Cost

b. performance

c. target achieved

5. What method do you use for training

a) On the job

i) Apprenticeship program

ii) Job instruction training

b) Off the job

i) Lecture or conference

ii) Films

iii) Simulation exercise

iv) Experimental exercise

v) Computer programming

c) Programmed instruction

6. When do you give formal training and informal training

7. Do you have any management development program


27


8. How do you determine the what type of management development program you need

9. What method do you use for management development program

a) On the job

b) Off the job

10. Do you perform any test or use any other method to evaluate training like test-retest

method, pre-post performance method, experimental-control method

11. What are the areas you assess to evaluate training

13. Do you have any separate training division?

14. Who is the head of the division?

15. What type of in-house training you provide

16. When do you need outside experts for training?

17. Which department gets the maximum training?

a. Marketing

b. Production

c. Sales

18. Do you send employees abroad for training?

19. If yes, for what type of training

20. How much you spend on training in a year (on an average)

21. Do you keep a budget for training?

22. In what basis you determine the budget – equal amount for every year or proportion

of sales / production.


28


14. Bibliography

1. David A. De Cenzo & Stephen P. Robbins, ―Human Resource Management:

Concepts & Practices‖ 4rd

Edition, Printed by John Wiley & Sons, Inc. 1994, pp. 254

2. John Kempton , ―Human Resource Management: Current Issues and Themes‖,

Published by Macmillan Press Ltd., Printed by Antony Rome Ltd. Newyork, U.S., pp.

112

3. Mark C. Zweiz, ―Human Resource Management‖, Printed by John Wiley & Sons,

Inc.1989, pp. 92

4. Rae, Laslie, “How To Measure Training Effectiveness‖, published by Gower

Publishing Company Ltd., England, 1987. pp. 17 – 20, appendix.

5. Some handouts provided by Square Pharmaceuticals Ltd. & Advanced Chemical

Industries (ACI) Limited

Documents

Training Appraisal of Hamid Group