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January|2014 www.ijmst.com Vol.2 Issue 1
January | 2014
ISSN 2320-8848 (Online)
ISSN 2321-0362 (Print)
International Journal for Management Science and
Technology (IJMST)
Management Science and Technology
Journal
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 2 January, 2014
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International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 3 January, 2014
Persons Associated Editorial Board
Mrs. Vaijayanti Mala (India) PhD (Cont.), D.ed, B.ed, M.Com, BCom Dr. IBEM, Eziyi Offia (Nigeria)
PhD (Architecture), Full Registration by ARCON, MSC
(Architecture), BSC (Architecture)
Dr. K.K.Patra (India)
FDPM-IIMA, PhD, PGDM, PGDFM, MBA, LL.B, M.Com.
Muhammad Usman (Islamabad) Doctorate BA - Global Business and Leadership (Continued), M.Sc (Software Engineering), B.Sc (Computer Science) Dr. K.Sudarsan (India) PhD, M.Com, MBA, BA Sandeep Aggarwal (India) MBA (Marketing & Finance), BBA Muqeem Ahmed (India) PhD (Computer Science), MCA, BSc Dr. Muhammad Reza Iravani (Iran) Ph.D. (Social work), M.A. (Sociology), B.A. (Social Sciences) Dr. Muhammad Sabbir Rahman (Malaysia) Ph.D (Business Administration), MBA (Marketing & Human Resource Management), BBA (Marketing)
Advisory Body Ms. Rachna Ingle (India) PhD (Microbiology) (Cont.), B.Ed, MSc (Microbiology), BSc (Microbiology) Er. Rajesh Ojha, Muscat (Oman) Bachlor Of Engineering (Computer Science)
Mahesh Kumar Maheshwari
BA. LLB (High Court Advocate)
Reviewers Ms. Mamta Yadav (India) PhD (Cont.), MBA, BCom Dr. Asiamah Yeboah (Ghana) PhD (Marketing), Professional Postgraduate Diploma in Marketing, MBA-Marketing, Bachelor of Education (Social Studies). Dr. Alexander Ayogyam (Ghana) PhD (Marketing), M.A Industrial Management, B.sc (Mathematics) Mr. W.M.R.B.Weerasooriya (Sri-Lanka) PhD (Reading) (Management and Science University– MSU Malaysia), M.Com (University of Kelaniya), CCSD, MAAT, LICA, SP (RUSL), B.Sc (Business Management) Mr. MD. Zakir Hosen (Bangladesh) MBA & BBA (Accounting & Information Systems) Mr. Oteri Malack Omae (Kenya) PhD (cont.), MSc (Electrical Engineering), BSc (Electrical & Electronic Engineering) Dr. P.M.B. Jayathilake (Sri Lanka) PhD, M.Com, B.Sc (Business Management) Dr. Jaidev S. Tomar (India) PhD, Master of Industrial Relations & Personnel Management, M.A Dr. Joanna Zator-Peljan (Poland) PhD (Literary studies), M.A. (Intercultural communication), B.A. (Methodology of teaching)from Adam Mickiewicz University, Poznan, Poland
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 4 January, 2014
Impact Of Learning And Training Strategy At Bhilai Steel Plant To
Creat A Culture Of Excellence Jai Prakash Pandey and Sanjay Guha
5
TABLE OF CONTENT
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 5 January, 2014
Abstract Competitive environment demands a culture of excellence. Employees have to get
intellectually and emotionally commited to meet the challenges in terms of quality, cost and
innovation for customer satisfaction. It requires development of appropriate skills and attitude
and set personal examples of new behaviour to be followed by others working in the
organization. Emphasis is given to orient the training to specific needs of the individuals or
groups for the development of skills and their effective utilisation in suitable jobs. Training
need identification in respect of standard operating practices and designing and conducting
the training programmes contributes high quality product at lower cost. Thrust is given for
the development of managerial competencies to facilitates operation in competitive situation.
In the present paper, the approach adopted at Bhilai Steel Plant for competence development
has been analysed in light of the present organizational requirements. Assessment of
competency gaps through the process of evaluation, gives insight for training
implementation strategy of the organisation, that make the most difference in bridging the
skill-gap. It also brings out the positive impact of the competence development programs on
organizational learning and performance.
Keywords: Competency gap, Human Resource Development, Assessment, Strategy,
Evaluation.
Introduction Caught up in the endless race for competitive edge and cobwebbed market dynamics,
organizations today can no longer hinge their growth strategies on resources which their
competitors can gain access to easily. It is in this context that the ‘soft‟ resources like
organizational culture, reputation, relationship with stakeholders, and people become the
differentiating factors. As more and more organizations evolve and realize that it is the
people that they house within their walls who really are the engines of excellence, the
scramble for developing talent (or competencies) within their own walls or acquiring talent
from outside intensifies.
On one hand, it looks ahead at the unprecedented exciting opportunities in the form of
optimistic steel outlook till 2020, large scale expansion and modernization, growing domestic
market and unprecedented growth in its revenues and profits. On the other hand, it is bogged
down, almost to the same extent, by rising inflation, government pressure to reduce steel
prices, increasing input costs and competition from new entrants.
In the context of such paradoxical business situations, if, in the long run, the steel companies
have to differentiate themselves from their competitors and at the same time, achieve
sustainable growth, they have to do so, on the basis of their capability to leverage their human
resources to their maximum potential. And, Bhilai Steel Plant can be no exception to this
rule.
„Developing workforce for excellence‟ becomes very difficult in organizations where human
resource development is not up to the mark. People are not exposed to new concepts and
technologies and hence old ways of doing things appear to be the best option. Continuous
learning and training through human resource development programmes serve as a significant
trigger for „competence development‟. People come to know about new technological
developments and therefore each training programme reinforces the dictum that new things
have to replace the old concepts.
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 6 January, 2014
The purpose of the present study is to support the training function in the assignment of
development measures for employees of Bhilai Steel Plant. It undertakes to identify elements
of existing training and development approach which have proven to be applicable in
organisational contexts. It also aims to find out the impact of competence development
programmes on the organizational performance
At first, theoretical concepts of competence building and organisational learning is presented;
second, it attempts to integrate approaches related to competence management and to
organizational learning. Third, Training and learning strategies adopted at Bhilai Steel Plant
has been illustrated. Next, impact of competence development programmes on the
organization has been described and finally presenting the conclusion.
Theoretical Concepts: Competence building It has been argued that the success of today‟s businesses increasingly depends on their
intellectual assets, as opposed to their tangible resources (Sveiby, 1997; Stewart, 1997).
Among other things, these assets include knowledge and skills of the workforce. Several
organizational disciplines have attempted to find ways to leverage these assets.
From a Strategic Management point of view, the question has been how organizations are
able to use the assets to secure a persisting competitive advantage. Ever since the influential
publication of Prahalad & Hamel (1990), who coined the term “core competence”, human
expertise has been seen as an important ingredient in the mix of a company‟s systems,
technologies, physical location and infrastructure that make up this competence.
Competency is defined as an underlying characteristic of an individual that is causally
related to criterion-referenced effective and/or superior performance in a job or situation.
There is now a rather long tradition of Competency Management approaches within HRM
research and practice. Many researchers have credited the start of the competency movement
within the HR field to an article by David McClelland (1973). McClelland‟s work has since
been elaborated on and adapted by himself and his colleagues to suit the needs of the business
world (Boyatzis, 1982). This includes methods to derive job requirements for any position
(Klemp & McClelland, 1986) or providing readymade competency models for specific
positions (Spencer & Spencer, 1993).
Organisational Learning
According to Dodgson (1993: 376-377), “economists tend to view learning either as simple
quantifiable improvement in activities or as some form of abstract and vaguely defined
positive outcome”. Within the learning context, it should point to the need for sharing
insights, knowledge, beliefs and goals in order for the collective aspect to prevail and the
organization to learn, that is, for the company to build its own reality and memory that will be
the basis of future learning.
Organizational Learning and Competence Development The works developed by organizational learning researchers (Kolb, Argyris, Senge, Sitkin
and Leonard-Barton), illustrate the competence development approach. David Kolb‟s (1971)
approach is focused on the Experiential Learning Cycle. Argyris (1992), in turn, puts forward
the debate on the gap between exposed theory and in use theory (discourse and practice).
Senge (1990), based on the development of Five Disciplines: Personal Mastery ,Mental
Models ,Team Learning ,Systemic Thinking, Common or Shared Vision, indirectly
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 7 January, 2014
approaches the issue of competence. According to Leonard-Barton (1995), competence must
be seen as a system. According to Sitkin (2000), the most effective organizations shown in
the literature are those that integrate formal and informal control practices.
Training and learning strategies adopted at Bhilai Steel Plant
Bhilai Steel Plant is a learning organization. It has got a well defined HRD Policy in line with
Business goals. At the apex level, Training Advisory Board (TAB) sets the direction for the
Training Strategy, taking into account the business scenario, business goals, thrust areas and
the inputs from Heads of Training, Heads of Personnel and Training advisory committee.
In line with the direction from Training advisory Board, Training Advisory Committee
(TAC) which is chaired by the Chief Executive Officer and represented by all Zonal and
Departmental Heads takes into account the Competency gaps, organizational learning needs
and thrust areas which are included in the Annual Training Plan (ATP). The TAC also
reviews the Training infrastructure, Training target and training effectiveness.
Training Implementation Strategy
The training need is derived out of the organizational thrust areas, the competency gaps
identified at individual and Group level for required training inputs in enhancing Knowledge/
Skill/ attitude level.
The Annual training Plan (ATP) is prepared taking into account the
individual/Group/organizational requirement. The training is imparted either in-house or
through outside faculties depending upon the resource availability.
Competency Assessment Competency Assessment of Executives in the area of Managerial Competency and Functional
/ Technical Competency is done by respective reporting / reviewing officers as part of
appraisal review interviews and is reflected as developmental needs for the individual. For
corporate cadre executives need assessment forms elaborating the job profile, activities
performed and areas of competency gaps are assessed by the HOD and sent to Management
Training Institute (MTI) of SAIL.
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 8 January, 2014
Model for Assessment of Competency Gap for Non Executives
• Identifying work platforms in a department
• Defining standard/desired deliverables
• Listing the various roles required
• Articulating knowledge, skill & behavioural attributes for
each role
• Compiling the competency profile by including standards
of performance
• Validation of role profiles
• Articulating knowledge, skill & behavioural attributes for each role
• • Articulating knowledge, skill & behavioural attributes for each role
• • Compiling the competency profile by including standards of performance
• • Validation of role profiles
• Compiling the competency profile by including standards of performance
• Validation of role profiles
Need for Competency gap identification The competency gaps are identified based on the following strategic initiatives:
Developing the employee to acquire higher proficiency in his existing area of job /
Performance.
Developing the employee competency in a related new area in the same job cluster /
work platform.
Developing generic competencies in employees to cope up with advancements in
technical, technological and managerial areas.
• Articulating knowledge, skill & behavioural attributes for
each role
• Compiling the competency profile by including standards
of performance
• Validation of role profiles
Grading the individual competency levels
Validation by section officer or practical and written
test where required
Levels:
I = beginner
II = does but under supervision
III Grading the individual competency levels
Validation by section officer or practical and written test where required
Levels:
I = beginner
II = does but under supervision
III = competent, delivers as per standards
IV = competent and also teaches
= competent, delivers as per standards
IV = competent and also teaches
Grading the individual competency levels
Val Grading the individual competency levels
Validation by section officer or practical and written test where required Grading the individual competency levels
Validation by section officer or practical and written test where required
Levels:
I = beginner
II = does but under supervision
III = competent, delivers as per standards
IV = competent and also teaches
Levels:
I = beginner
II = does but under supervision
III = competent, delivers as per standards
• Grading the individual competency levels
• Validation by section officer or practical and written test
where required
• Levels:
• I = beginner
• II = does but under supervision
• III = competent, delivers as per standards
• IV = competent and also teaches
• Entering data into software
• Running the programme to generate
Individual competency profile
Individual micro training need
Group development needs
Departmental development needs
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 9 January, 2014
Initiate the development of employees in the organizational thrust areas
Programme Evaluation The model used for evaluation of training effectiveness is based on KIRK PATRICK model
Reaction level effectiveness is feedback from trainees, Learning level effectiveness is based
on knowledge shift, Application level effectiveness is based on feedback received from
HOD on applying learning to work situation, Result Level effectiveness is evaluated for
objectives which are in terms of tangible/quantifiable form like yield, production, reduction
in defects etc.
Impact of Training / Learning Impact of Training Programmes was analyzed based on the survey undertaken to study the
effectiveness of training programmes conducted at HRDC and BMDC, POWER (People
Oriented Workshops for Enhancing Results), Multiskill Training Programme and impact on
work efficiency of employees of Bhilai Steel Plant.
It was found out that men faced hurdles in their functioning due to lack of training, lack of
discipline, improper utilization of manpower, lack of knowledge about new technology. It
was felt that proper training should be given to every person for doing each task. Inter team
sensitization, collaboration and Computer training would go a long way in motivating the
workers. Workforce need to be trained for proper planning, communication and coordination
to avoid wastage of time.
Conclusion The steel companies have to differentiate themselves from their competitors and at the same
time, achieve sustainable growth on the basis of their capability to develop the workforce
trough training and learning. Individual competencies (knowledge and skills) are important
element in the management of strategic competitive advantage. Organizational learning has
the basic premise of permanently developing strategies and proceedings in the process of
acquisition and dissemination of knowledge, which directly relates to competence
development. Bhilai Steel Plant as a learning organization has got a well defined HRD policy
to take into account the thrust areas of training and development for meeting organizational
goal. Organizational, Group and Individual competencies are assessed and accordingly
Training Needs are identified based on structured models. Training and development
activities empower the workforce and make them realize to act proactively to achieve their
targets. This results in improved performance of the organization.
References Argyris, C., ”On Organizational Learning”, Blackwell Publishers: Massachusetts,
1992.
Boyatzis, R. E., “The Competent Manager”, New York: Wiley,1982..
Dodgson, M., Organizational Learning: a review of some literatures” Organization
Studies, 14(3), 1993, pp 375-394.
Greentech HR Excellence Award, 2010.
Growth - Journal of Management Training Institute (MTI), SAIL, Ranchi; Vol. 35,
No.4; January-March 2008.
Kolb, D., “Individual Learning Styles and the Learning Proces”, Working Paper
no 535-71, 1971, MIT Sloan School.
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 10 January, 2014
Klemp, G. O., & McClelland, D. C., “What characterizes intelligent functioning amog
senior managers”, In R. J. Sternberg, & R. K. Wagner (Ed.), Practcial intelligence:
Nature and origins of competence in the everyday world (pp. 31-50). Cambridge:
Cambridge University Press, 1986.
Leonard-Barton, D. “Wellsprings of Knowledge”, Harvard Business School
Press:Cambridge and Boston, MA, 1995.
Prahalad, C., & Hamel, G., “The Core Competence of the Corporation”, Harvard
Business Review, 68(3),1990, pp. 79-91.
Senge, P. A., “Quinta Disciplina”, Nova Cultural: São Paulo, 1990.
Sitkin, S., Sequencing Control System Adoption and Adaptation. University of
Queensland, Research Seminar Series, Graduate School of Management: Brisbane,
2000.
Spencer, S. M., & Spencer, L. M., “Competence at Work : Models for Superior”,
Journal of Management, Vol. 4, 1993, pp. 23-29.
Stewart, T. A., “Intellectual capital: the new wealth of organizations”, New York:
Doubleday, 1997.
Sveiby, K. E., The New Organizational Wealth. San Francisco: Berrett-Koehler, 1997.
List of Table
Table 1: Identification of Training Needs
There is a structured model for training need identification.
Organizational Training
Needs
Group Training Needs Individual Training
Needs
Training Advisory
Committee
Performance Parameter Deviations Development Needs
from Self Appraisal
Head of Training Enhanced Targets/ Technology Competency Gap
Assessment
Head of Personnel Project /Task Force Teams Reaction Level
Assessment
Performance Gaps Internal Customer Satisfaction &
Training Advisory Committee
Supervisor's
Assessment
Benchmarking
Feedback from System
International Journal for Management Science and Technology (IJMST) Vol. 2; Issue 1
ISSN: 2320-8848(O.)/2321-0362(P.) Page 11 January, 2014
Rowley, Jennifer. (2005). The four Cs of cusr loyalty. [Database] Marketing
Intelligence & Planning. DUFE Library, Dalian. Assessed 12, Apr. 2009. [Online]
Available:
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