Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Tables of Content
SL
Particulars
Executive Summary
Introduction
literatures Review
Methodology
Data analysis
10
References
11
Annexure
Page no.
Preface
Report is a project, which is conducted to acquire practical knowledge. It is
believed that practical knowledge will be added advantage in our future life
that May also help to achieve our aim and ambition.
It is really a matter of pleasure that, we have completed our report
visiting many organizations. This report was conducted from 19th December,
2009 to 6th March, 2010. We have tried our level best to complete this report.
During the completion of the report we focused some difficulties. Updated
data arent available. Most of the books are written in foreign context. Some
organizations didnt give us their full support due to their time limitations.
This report has been prepared for the fulfillment to academic
curriculum as required under BBA program while preparing this report we
gathered practical experience of working field.
Acknowledgement
First of all we are grateful to the almighty, the merciful and the benevolent
Allah (SWT), who has enabled us to successfully complete our assignment.
We got all out support and assistance from many organizations of
personnel. We express heartiest gratitude of profound respect to all of them.
We are specially thankful to our honorable teacher Mr. Mohammad Shahab
uddin, lecturer, Department of Management studies, University of Chittgong.
Without their active co-operation the preparation of this report couldnt be
possible.
We shall be remish, if we dont Thank to Mr. Salim Uddin Ahmed (Abul
Khair Group), Md. Jahangir Alam (Bank Asia Ltd.), Md. Mofizul Hoque (PHP
group), Shamsuddin (BD Seafood Ltd.), M.M. Fazle Rahim (Asia Pacific
General Insurance Co. Ltd), S.M. Omar Faruk (Salim & Brothers), Mr. Indrajit
Mallick (IDLS Finance Ltd.).
Executive Summary
Employees are the most valuable asset of any organization. The increased
productivity & total quality depend upon the drive, initiative, core
competence, skills of technical knowledge of employees. So they must be
trained & educated for survival & growth of the organization. Practically it is
seen that organizations are also very much concerned about training &
development of employees. Most of the organizations spend a huge amount of
money to raise the skill level of versatility of the employees. Organizations
realize that the advancement in technology, wide use of computerized and
related sophistication have increased the need for training by manifold.
Basically organizations follow on the job training programs. They usually
provide training to new comers. Some organizations are reluctant to provide
training due to time and money constraints. Organizations hardly maintain
separate training department. It is recommended by the managers of the
organizations that training programs should be continuous and
implementation as well as evaluation should be properly carried on.
Introduction
Bangladesh is a country with cheap & abundant supply of labor. The labors
have a lion share contribution to the economic development of our country.
But most the work forces arent trained. So they fail to give their best efforts to
increase productivity. So training can play an important role to make them
efficient and effective. It improves the knowledge and skills, and changes the
attitudes of an individual for doing a specific job.
Countries like China, Japan, and India are able to produce products at a lower
cost. The reason behind is that they possess skilled manpower whole
Bangladesh is lagging behind to compete with these countries. So it is high
time to patronage our organizations to have a skilled manpower.
Literature review:
Purpose of training:
Any training program must have a definite purpose. Training module should
be designed to suit that purpose. Normally training serves the following
purposes:
- To give individuals the managerial or technical knowledge or skill
needed to perform the job effectively.
- To ensure that employees continue to grow both as human beings and
as workers/managers in the organization.
- To help people adjust to organizational changes.
- To help people develop basic management skills viz, communication
skill, inter-personal skill, interviewing skill etc.
- To help people see how their jobs relate to the goals of the organization.
System model of training:
In system model of training three major steps are involved: assessment,
development and evaluation. The goal of the assessment phase is to collect
information to determine if training is needed n the organization. This
information is collected by conducting three types of analyses: at the
o
o
o
DEVELOPMENT
by
EVALUATION
Identify or develop criteria
to evaluate outcomes:
Organization
Task or job
Person
o
o
o
o
Reactions
Learning
Behavior change
Organizational
results
Conduct training
Training cycle:
Plan training
For others the policy statement may be quite lengthy, as in the following
example:
The company believes that it is in its own interests as well as in employees
interests that full support should be given to training and development.
Systematic assessments of training needs will be carried out before any
planned training takes places.
Training and development activities will also be regarded as key elements in
an individuals mastery of, and satisfaction in, his principal duties.
The company will, wherever appropriate, provide opportunities for selected
employees to participate in development activities to prepare them for new
roles in the organization.
Training and development activities will be reviewed at least annually by the
companys joint consultative committee and any proposals for amending this
policy will be seriously considered by the board.
The fulfillment of an organizations policy can be achieved in a number of
different ways. Some organizations have a long tradition of growing their own
managers and specialists and provide a substantial internal training
organization to sustain all their needs. Thus, most of the training and
development is provided on an in-company basis with little reliance on
outsiders. Other organizations believe in contracting out their training to
external providers such as colleges, consultants and private training
organizations. In these cases the internal training organization may be little
more than one or two persons acting as a liaison between the company and its
suppliers.
Yet other organizations adopt a midway position, providing induction
training and job-training internally, but contracting out management and
supervisory training.
Trainers role in organization:
The role of the trainer usually mean the terms of our expectations of the way
in which the jobholder performs in the job. A persons role is somewhat wider
in scope than his or her job duties and position in the job hierarchy. The
concept of role is clouded precisely because of its closeness to other concepts,
such as the job, the jobholder, and the organizational culture.
Nadler isolated three main roles and a number of subordinate roles. They are:
a) Learning specialist
Instructor
Curricular builder
Methods and materials developer
b) Administrator
Developer of personnel
Maintainer of community relations
Sponsor of ongoing programmes
Arranger for facilities and finances
c) Problem solver
Advocate
Expert
Alternative identifier
Catalyst
Process specialist
Training Need assessment
The first step in training is to determine that a need for training actually
exists. An organization should commit it resources of a training activity only if
the training can be expected to achieve some organizational goal. A need
assessment is a systematic, objective determination of training needs that
involves conducting three primary types of analyses. These analyses are used
to derive objectives for the training program. The three analyses consist of an
organizational analysis, a job analyses, and a person analyses. After
completing the results, objectives for the training program can be derived.
-specify the areas in which each employee should gain new skills.
- decide whether the employee can benefit from the periodically.
Training needs
Organizations adopting a systematic approach to training and development
will usually set about defining their needs for training in accordance with a
well-organized procedure. Such a procedure will entail looking at training
needs from a number of different perspectives:
1.
2.
3.
4.
The organization
The department
The job or occupational group
The individual employees
equals
sals
Training need
The diagram shows the demans of the job will be made up of appropriate
performance of knowledge, understanding, skills and attitudes. Add to these
factors the demans for change, and it will be got a picture of what is required
to perform the job in context concerned. Against these requirement are set the
employees level of knowledge, skill and so on, together with the extent of his
willingness to cooperate in change. If the two sides match perfectly, there will
be no training requirement; if, as is more likely, there is a mismatch between
what is required and what is available, then a training need has been
identified.
Data collection
Action plan
The various stages are as follows:
1. Preparatory
a. Determining the scope of the survey
b. Agreeing objectives of survey
c. Agreeing time-scale, resources etc.
2. Data collection
a. Organization-level information
b. Occupational-group level
c. Job-level
d. Individual performance
3. Interpretation of data
Interpretation
Recommendations
Personnel statistics
Job descriptions
Appraisal records
Time and method study data
Training reports
Production records
Marketing statistics
Interviews:
1. With immediate staff
2. With their managers
As the above list shows, recoded data from the largest single source of
information for those undertaking an training needs analysis. Most training
needs surveys have to go beyond the paper work evidence. Usually employers
are asked directly for their views and perceptions either by interview or by
questionnaire. Mostly people are asked about their own job and their views
and perceptions either by interview or by questionnaire. Mostly people are
asked about their own job and their own performance. But managers and
supervisors will also be asked to comment on the performance of their teammembers.
The methods that can be used to support a survey of training needs are wideranging and involve more than just a few training specialists.
INPUTS
PROCESSESS
OUTPUTS
Students/trainers
learning methods
skilled employees
Tutors/ instructors
examinations
tutor-trainee interactions
success in
Materials
group interactions
job mastery
Learning aids
environmental factor
Intentions
expensive objectives
personal satisfaction
behavioral objectives
As we shall see below, most course objectives focus on terminal behavior, i.e.
on outputs. Some objectives, especially in the areas of feelings and values
focus on processes. These are what have been described as expressive
objectives. Some objectives focus on inputs, especially those which express
intentions of providers more than anything else.
Uses
Lecture
Gaining new knowledge to present
introductory material
Audiovisuals
Gaining new knowledge
Gaining attention
Independent study
Gaining new knowledge
Completing degree requirements
Continuous education
Programmed instructions
Gaining new knowledge
Pertaining preparation to ensure that
all trainees have similar backgrounds
Benefits
Equality as good as programmed
instruction and television
Low cost
Reaches a large audience at one time
audience is often comfortable with it
Can reach a large audience at one
time
Allows for replays
Versatility
Allows trainees to go at their own
pace
Minimizes trainers time
Minimizes costs of development
Allows trainees to go at their own
pace
Can guarantee mastery at a specified
level
Encourages active trainee
involvement
Provides immediate feedback to
trainees
Experiential methods
Experiential methods are used to teach physical and cognitive skills and
abilities. These techniques include OJT, computer-based training (CBT),
equipment simulation, games and other simulation, case analyses, role-
playing, and behavior modeling. In addition, a variety of electronic trainingdelivery media and distance learning techniques have increased in their usage
as instructional methods.
Uses
On-the-Job-Training
Learning job skills
Apprenticeship training
Job rotation
Computer-assisted instruction
(CAT)
Gaining new knowledge
Drill and practice
Individualized training
Equipment simulators
To reproduce real-world conditions
For physical and cognitive skills
For team training
Games and simulations
Decision making skills
Management training
Interpersonal skills
Case study for analysis
Decision making skills
Analytical skills
Communication skills
To illustrate diversity of solution
Role-playing
For changing attitudes
To practice skills
To analyze interpersonal problems
Behavioral modeling
To teach interpersonal skills
To teach cognitive skills
Sensitivity training
To enhance self-awareness
To allow trainees to see how others
see them
Benefits
Good transfer
Limited transfer costs
High trainee motivation since training
in relevant
Self-paced
Standardization of training over time
Feedback given
Good retention
Effective for learning and transfer
Can practice most of the job skills
Resembles the job tasks
Provides feedback
Presents realistic challenges
Decision making practice
Real-worlds training materials
Active learning
Good for developing problem-solving
skills
Gain experience of other roles
Active learning
Close to reality
Allows practice
Provides feedback
Retention is improved
Can improve self-concept
Can reduce prejudice
Can change interpersonal behaviors
Location of training
According to location of training we can classify training methods into two
ways:
o
a)
b)
c)
a)
b)
c)
d)
a)
b)
c)
d)
e)
Manual skills:
Job instruction
Sitting by Nellie
Off-the-job instruction
Thinking skills
Case study exercises
Problem-solving exercises
Setting written questions
Project work
Communication and social skills
Effective speaking courses
Report-writing courses
Role-play exercises
Discussion groups
Leadership exercises
Program
aims/objective
Program
content/methods
Program
implementation
Results
Program improvements
Program evaluation
Program dropped
Taking a systems view above the process, the program aims, content and
learning methods represent inputs, the program implementation represents
the process, and the program results represent the outputs. The last
mentioned may represent either intend outcomes, as expressed in program
objectives, or unintended outcomes, whereas a responsive approach would
actively seek out such outcomes.
Agree aims/scope of
evaluation
Identify focal
groups/key issues
Conduct evaluation
Obtain resources
Methodology
Preparing the report we follow several steps. First of all we collected
forwarding letter from our department. Next we prepared a questionnaire for
collecting primary data. We divided our group into three subgroups consisting
four (4) members in each. Then we submitted the questionnaires including
forwarding letter to the organizations. They gave us a specific date for
collecting the feedback. We combined all feedbacks. Then we went for
collecting secondary data in the central library. We collected photocopies of
different Journals and books. We edited and summarized the collected
materials to make literature as a part of the report.
The collected data at findings have been processed and analyzed carefully to
make the report more informative useful.
Data analysis
The collected data from the different organization reflect some statistics. The
statistics are shows bellow:
Reference
Halim. A. And M.S. Islam. 1990. Extension of Farming systems Research
technology in Bangladesh. In : Development communication for Agriculture
(R. K. Samanata), B.R. Publishing Corporation, Delhi.
Miah, Md. Abdul Momen and Md. Amir Hossain