International Journal for Management Science and ... · PDF fileInternational Journal for Management Science and Technology (IJMST) ... Mr. Oteri Malack Omae (Kenya) ... International

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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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



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



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.



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



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.



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


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


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


III = competent, delivers as per standards

IV = competent and also teaches

= competent, delivers as per standards


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




Levels:

I = beginner



• 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



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.



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



Rowley, Jennifer. (2005). The four Cs of cusr loyalty. [Database] Marketing

Intelligence & Planning. DUFE Library, Dalian. Assessed 12, Apr. 2009. [Online]

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International Journal for Management Science and ... · PDF fileInternational Journal for Management Science and Technology (IJMST) ... Mr. Oteri Malack Omae (Kenya) ... International