10320140502003 2

International Journal of Marketing and Human Resource Management (IJMHRM), ISSN 0976 – 6421

(Print), ISSN 0976 – 643X (Online), Volume 5, Issue 2, March-April (2014), pp. 26-33 © IAEME

26

THE IMPORTANCE OF HRD PRACTICES IN EDUCATIONAL

INSTITUTIONS AT ALL STANDARDS

Mr. M. Thejomoorthy

Research Scholar, Dept. of Management Studies, S.V. University, Tirupati (A.P)

Dr. B. Amarnadh

Professor, Dept. of Management Studies, S.V. University, Tirupati (A.P)

ABSTRACT

Human resource development practices have been observed only in limited

organizations to satisfy the globalization standards. But these practices haven’t been

implemented in lot many existing and upcoming organizations especially in educational

institutions. There has been a lot of research work was done keeping only higher educational

institutions in view but at primary and senior level there hasn’t been any kind of research

work was done.

Keywords: Globalization - Sophisticated Projects - HRM Professionals - Tangible Asset

Management Theorists - Behavioral Knowledge - Guru Kulas.

INTRODUCTION

Globalization has forced the competition among the organizations which led to the

revolutionary changes in all sectors of private and public. There is an incessant fast changing

scenario in global economy. Sophisticated projects aimed at enriching the quality of life of

common people in the society have been on the increase. Ever growing communication

facilities have brought together the nations and people. These developments have brought

different changes in the society and have left behind many unforeseen problems and issues

which are becoming formidable to face. The basic values are getting further diluted. The

cultural back up is losing its strength. At this juncture human resources management has

assumed greater significance. People today possess advanced skills, knowledge and work on

INTERNATIONAL JOURNAL OF MARKETING AND HUMAN

RESOURCE MANAGEMENT (IJMHRM)

ISSN 0976 – 6421 (Print)

ISSN 0976 – 643X (Online)

Volume 5, Issue 2, March – April (2014), pp. 26-33 © IAEME: www.iaeme.com/ijmhrm.asp

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27

sophisticated machines and equipments. But they are becoming highly vulnerable and

sensitive to every aspect of their living.

Organizations now are facing greeter their challenge to retain their talented competent

personnel with them. Now the HRM professionals’ goals are changed the quality of HRM is

reported to be an effective alternative to face these challenges. Employees should have open

mind for learning and change. Their pro active approach can be generated by providing

adequate opportunities as well as motivation in the form of various incentives for the

employees by fostering a supportive and favorable from leadership base a productive and

supportive environment is essential for effective learning and development in organizations.

To fill the long term goals of the organization, the employers want their employees to

perform well in teams against both current and future objectives of the organization. Tangible

asset of the future is, Human Resource Management. It is increasingly realized that

management of human resource is much more complex than managing other resources. The

survival and prosperity of an organization depends largely on the capability and attitude of

the people who are engaged in the process of performance of the organization. Among all the resources, India’s greatest resource is human resources. It has the

power of strengthening or weakening the economy. Indian HR policies vary with western

human resource practices. Though it varies still western management theorists influence is

there in Indian human resource practices. Indian experience of HRM does not imply that the

happenings or practices of all units are one and the same.

HUMAN RESOURCE DEVELOPMENT (HRD) HRD: In organizational point of view HRD is a process in which the employees of an

organization are helped/ motivated to acquire and develop technical, managerial and

behavioral knowledge, skills and abilities and mould the values beliefs and attitudes those are

necessary to perform present and future roles by realizing highest human potential with a

view to contribute positively to the organization’s group, individual and social goals.

A comparative analysis of some of the definitions given by various authors reveals

that human resource development deals with the developmental aspects of all the components

of human resources. Further it deals with all types of skills and the present and future of the

organizational needs and the aspect of contribution to not only organizational but also other

goals. It is further stated that there are three other aspects, viz.

Employees of an organization are helped/ motivated acquire, develop and mould

various aspects of human resources and contribute to the organizational group, individual and

social goals. The first aspect deals with helping and motivating factors for HRD. These

factors may be called enabling factors, which include organizational climate. HRD climate,

HRD knowledge and skills to managers include human resource planning, recruitment and

selection. The second aspect deals with the techniques or methods which are the means to

acquire development and mould the various human resources. These techniques include

performance appraisal, potential appraisal, career planning and development training

management, developing social and cultural programmes and workers participation in

management and quality circles. The third category includes the outcome of the contribution

of the HRD process to the goals of the organization, groups, individuals and the society. T.V Rao (1986) an eminent Indian author defined HRD in three organizational

contexts as a process by which the employees of an organization are helped in a continuous

and planned way to acquire or sharpen capabilities required to perform various functions

associated with their present or expected future goals and develop their general capabilities as



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individuals and discover and explicit their own inner potentials for their own and

organizational purposes. SIGNIFICANCE OF EDUCATIONAL INSTITUTIONS

The prosperity and development in every aspect of the country is based on the role of

the education system as earlier mentioned by Kothari ‘the future of the nation is structured in

the class rooms’ because universities or educational institutions have to follow the objectives

of higher education a statutory governing body which controls the activities of the higher

education.

The destined duties of academies to provide leadership in all aspects to meet the

increasing demands for every kind of education. They must enable the country to attain in as

short time as possible freedom from wants, disease and ignorance by the application of

developed scientific knowledge. As India is rich in natural resources and her people now it is

the duty of the universities to create knowledge and train minds that bring together two

material resources and human energy.

THE EVOLUTION OF EDUCATION SYSTEM IN INDIA

The roots of Indian education system deep in antiquity in its early stages it appeared

in the form of Gurukulas later some famous ancient institutions like Takshsa sila, Nagarjuna

konda, vallabhi, kanchi were established in various states of India. But Nalanda and other

famous places of learning were declined/ perished either as a consequence of invasions or

political up wheels or through internal decay.13

Old system of Higher Education slowly

extinguished in India with the advent of Muslim rule. Then came the Dutch, Portuguese,

French, and British. Among them British survived finally and established their empire in

India. Britishers were initially reluctant to provide educational facilities to the natives of

India. With the passage of time the areas of education expanded steadily and the size of the

institution grew manifold with this necessitated a more complex structure of university

organization. Thus problems which were once handled small body of scholars began to be

handled by an elaborate body of academic and administrative network.

REVIEW OF LITERATURE

Azad (1978) says that institutions of higher education spend more on consumption

rather than investment. The expenditure on salary, wages, stationery, and expenditure on day

today affairs are mounting whereas investment in infrastructure, laboratories and libraries

and on research are scanty and seldom happens. Human capital formation must be the aim of

higher educational institutions and for achieving it, the institutions must invest in and for

human beings, rather than spending on consumption.

Sudhir Kumar. M. A.,(1979) in his study titled “Impact of Education on Social

Attitudes of People in Some Backward Villages of Malabar” states that education is the

process by which society through schools, colleges and universities and other institutions

deliberately transmits its cultural heritage - its accumulated knowledge, values, and skills

from one generation to another. Therefore, one of the main aims of modern education is to

develop the rational faculties of human beings so that they can have independent thinking and

their actions are not governed by any stereotyped norms or principles. In a closer analysis,



29

what Sudhir claims is that the very purpose of education is Human resources Development

through quality education.

OBJECTIVES

* To find out whether HRD practices are being implemented in academic institutions of

all standards

* To confirm to what extent management of concerned institutions is involved in

observing HRD practices.

DATA ANALYSIS AND INTERPRETATION

Table.1: Age-wise distribution of the respondents

Age Frequency Percent

Below 30years 16 12.5%

31-40years 29 22.7%

41-49 years 39 30.5%

Above 50 years 44 34.3%

Total 128 100%

The above Table furnishes the age-wise distribution of the respondents. Out of the

total sample of 128, a majority, 44 respondents are above 50 years and 39 respondents are of

age between 41-49 years and between 31-40 years age of respondents are29 and at the least

16 respondents are 30 years of age and their percentages respectively. The graphical

representation is shown below.

Table.2: Gender -wise distribution of the respondents

Frequency

Below 30years, 16

31-40years, 29

41-49 years, 39

Above 50 years, 44

Total, 128

Below 30years

31-40years

41-49 years

Above 50 years

Total

GENDER Frequency Percent

Male 78 61%

Female 50 39%

Total 128 100%



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Table 2 depicts the Gender-wise distribution of the respondents. Out of the total

sample of128, per cent of the respondents are male and the remaining per cent respondents

are female respondents and their numbers are 78 and 50 respectively It is observed from the

data that the organizations taken up for the present study have more number of male

respondents.

Table.3: Opinion on evaluation of faculties and administrative staff Category Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Total Percentage

Principals 10 (7.8%) 12(9.4%) 0(0.0) 0(0.0) 0(0.0) 22 17.2%

HODS 14(10.9%) 18(14.1%) 0 0 0(0.0) 32 25%

Faculties 0(0.0) 40(31.3%) 10(7.8%) 2(1.5%) 0(0.0) 52 40.6%

Administration

staff 5(3.9%) 9(7.1%) 5(3.9%) 2(1.5%) 1(0.8%) 22 17.2%

Total 29(22.7%) 79(61.7%) 15(11.7%) 4(3.1%) 1(0.8%) 128 100%

Frequency

Male, 78

Female, 50

Total, 128

Male

Female

Total

22

32

52

22

128

17.20% 25% 40.60% 17.20% 100%

0

20

40

60

80

100

120

140

1/1/1900 1/2/1900 1/3/1900 1/4/1900 1/5/1900

Total

Percentage



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From the above table it was observed that a majority of 108 respondents agreed the

above said statement but surprisingly 15 respondents were neutral regarding the statement

whereas 5 respondents disagreed with the statement.

Table.4: Opinion on relationship between the management and staff

Category Strongly


Strongly

Disagree Total

Percentage

principals 4 (3.1%) 1 (0.8%) 1 (0.8%) 2 (1.5%) 0(0.0) 8 6.2%

HODs 6 (4.7%) 10 (7.8%) 12 (9.4%) 0(0.0) 0(0.0) 28 21.9%

faculties 12 (9.4%) 33 (25.8%) 13 (10.6%) 6 (4.7%) 0(0.0) 64 50.1%

Administrativ

e staff 9 (7%) 18 (14.6%) 0(0.0) 1 (0.8%) 0(0.0) 28 21.9%

Total 31 (24.2%) 62 (48.5%) 26 (20.3%) 9 (7%) 0(0.0) 128 100.00%

Out of 128 respondents a majority of 93 respondents d the agreed the statement

strongly and positively whereas 26 respondents were silent about the said statement while 09

respondents did not agree with the statement.

Table.5: Opinion on Participative style of management in the academies Category Strongly


Strongly

Disagree

Total Percentage

Principals 6 (4.7%) 3 (2.3%) 1 (0.8%) 1(0.8%) 0(0.0) 11 8.6%

HODs 1 (0.8%) 14 (10.9%) 4 (3.1%) 0(0.0) 0(0.0) 19 14.8%

Faculties 2 (1.6%) 50 (39.1%) 6 (4.7%) 2 (1.6%) 0(0.0) 60 46.9%

Administrative

staff 4 (3.1%) 30 (23.5%) 3 (2.3%) 1 (0.8%) 0(0.0) 38 29.7%

Total 13 (10.2%) 97 (75.8%) 14 (10.9%) 4 (3.1%) 0(0.0) 128

100.00%

8

28

64

28

128

6.20% 21.90% 50.10% 21.90% 100.00%

0

20

40

60

80

100

120

140

principals HODs faculties Administrative staff Total

Total

Percentage



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It was observed from the above table that 110 respondents positively agreed the

statement whereas very few 4 respondents did not offer any opinion about the statement but

14 respondents were neutral regarding the above furnished statement the respondents belong

to the categories of principals, head of the departments, faculties of various departments and

administrative staff.

Findings

* 86% respondents felt that there must be participative style of management in their

educational institutions.

* 84.4% respondents opined that there must be proper evaluation of every faculty

members.

* 72.9% respondents responded that there should have proper relationship between

management and staff.

CONCLUSION

It is found from the above analysis that the existing HRD system in Indian education

is not up to the expectations of the world level standards. That to Indian government is more

concern about higher education than school and senior level education. Resource persons

sought HRD practices to be implemented in every institution of all standards.

SUGGESTIONS

Recent statistical analysis says that there is a shortage of skilled employees all over

the world which resulted into the more pressure on skilled employees which cannot be borne

by them and forced them to resign their jobs. So it is suggested that it must be made

mandatory by the government to all academic organizations to implement human resource

development practices.

Percentage

8.60%14.80%

46.90%

29.70%

100.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

11 19 60 38 128

Principals HODs Faculties Administrative staff Total

Percentage



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REFERENCES

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York, p.4.

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6. T.V.Rao, “Human Resource Audit’, Response Books, a division of sage publications,

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Technology

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