Transcript APPRENTICESHIP TRAINING

Competence v/s Competencies
 “Competence” means a skill and the standard of
performance reached, while “competency” refers to the
behaviour by which it is achieved.
 Competences refers to the range of skills which are
satisfactorily performed, while competencies refers to
behaviour adopted in competent performance.
What is competency
 “Competencies are the characteristics of a manager
that lead to the demonstration of skills and abilities,
which result in effective performance within an
occupational area. Competencies also embodies the
capacity to transfer skills and abilities from one area to
another.” Hogg (1993)
5 Types of competency
characteristics
 Motives:- things a person consistently thinks about or
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wants and that which causes action.
Traits:- physical characteristics and consistent
responses to situation and information.
Self-concept:- a persons attitude values or self image
Knowledge:- information a person has in specific
content areas.
Skill:- the ability to perform certain physical or mental
task
Competencies can be divided into
two categories:
1. Threshold competencies: these are the essential
characteristics that everyone in the job needs to be
minimally effective, but this does not distinguish
superior from average performers.
2. Differentiating competencies: these factors
distinguish superior from average performers.
APPRENTICESHIP
TRAINING
•In the middle ages it was a way of passing knowledge of
individuals working in skilled trades and crafts.
•Today, it aims at providing trainees the skills needed to
meet continually changing job requirements.
• It represents a partnership between employers, labor
unions , schools and government agencies.
•According to Apprenticeship Act, 1961, section-2(aaa), it
means a course of training in any industry or established
undergone in pursuance of a contract of apprenticeship and
under prescribed terms and conditions which may be
different for different categories of employees.
•Attract adequate number of highly qualified applicants.
•Reduce absenteeism.
•Reduce turnover.
•Increase productivity.
•Reduce cost of training.
•Facilitate compliance with federal and state Equal
Employment Opportunity requirements.
•Ensure availability of related technical instruction.
•Enhance problem-solving ability of craft workers.
•Ensure versatility of craft workers.
•Address need of training and development programs of
an organization.
•Learning based on time requirements, rather than
competency.
•Programs isolated from other programs.
•Concentrated in blue-collar occupations.
•Little concern for post-apprenticeship period.
Apprenticeship in India
 National Apprenticeship Scheme launched in 1959,
initially on voluntary basis.
 The Apprentices Act, 1961 comes into force on March 1,
1962, envisaging the training of apprentices.
 Training of Graduates and Diploma holders in
Engineering and Technology as Graduate and
Technical Apprentices was brought under the purview
of the Act through amendment in 1973.
 Training of students passing out of (10+2) vocational
stream as Technician (Vocational) apprentices was also
brought under the purview of the Act through an
amendment in 1986.
Implementation
 Responsibility of implementing the Apprentices Act,
1961 in Central Government establishments rests with
the Central Apprenticeship Adviser/Director of
Apprenticeship Training in the Directorate General of
Employment and Training (DGE&T), Ministry of
Labour and Employment, along with six Regional
Directorates of Apprenticeship Training (RDATs).
 Responsibility of implementation of the Apprentices
Act, 1961 with respect to State Government
Undertakings/Departments and Private
establishments rests with the State Apprenticeship
Advisers.
 Central Apprenticeship Council is the apex statutory
body to advise Government on laying down policies
and prescribing standards in respect of Apprenticeship
Training Scheme.
 Central Apprenticeship Council is tripartite with
members from Central/State Government, Employers
and Trade Unions.
 All India Trade Tests (AITT) for trade apprentices are
conducted twice a year by National Council of
Vocational Training (NCVT) to award National
Apprenticeship Certificates (NACs), recognized for
employment under Governmental Organizations.
Computer Training
Why?
 Digital Revolution has caused shift from traditional
industries formed since the Industrial Revolution to
economy based on manipulating information.
 Employees are now required to work with computer
applications to carry out routine tasks in
organizations. Hence computer training has gains
strong importance.
Types of Computer Training:
 Introductory Training
 Training to introduce trainees to computer hardware
and software.
 May be offered to whole organization.
 Application Training
 Training on unique software packages relevant to the
organization.
 Offered only on as-needed basis.
Technical skills/knowledge
training
 When organizations introduce new technology they
provide technical training to update the skills of
workers.
 Most are specific to job, process, or equipment
Different Levels of Skills Training
 Entry-level
 Basic skills and procedures
 Advanced Training
 Update employee skills
 Specific skills improvement
 New equipment/procedure training
Safety Training
Why?
 Minimizing chance of accidents.
 Ensure risk free execution of tasks.
 Familiarization with equipment and processes.
 Making aware of risks and hazards associated with the
processes.
 Developing sense of safety among employees.
 Maintaining productivity.
6 Elements of effective safety programs
 Formulating strategy.
 Developing safety policy.
 Organizing for safety measures.
 Analysis of causes of accidents.
 Implementation of programs.
 Evaluation of effectiveness through inspection and
audit.
Methods of Safety Training
 Classroom Training
Focus on introduction to safe handling of machinery,
regulations, reporting procedures etc.
 Live instructors
 Video Presentations
 Computer based training (CBT) programs
 Job Site Training
Focus on actual safety behavior and practices.
 Onsite Safety observation
Requirements for successful implementation
 Identification of all potential hazards.
 Top management support and reinforcement.
 Employee involvement.
 Regular and recurrent safety training.
 Effective safety monitoring and accountability.
 Linking with performance evaluation and rewards.
QUALITY TRAINING
Quality Training
 What is Quality?
Quality can be defined from many perspectives ,including
product quality ,service quality ,and customer quality .
Product quality is defined as the degree to which products
achieve or exceed production standards .
Service quality is how well the organization responds to the
customer’s need after the product or service is delivered.
2 fundamental skills required for
TQM
 The ability to work effectively with others in team
 The Collection, analysis, and evaluation of
quantitative data in decision making
2 Phases of Quality Training
 Quality Awareness training
 In-depth Quality Process
Statistical Process Control
 One of the important tool in quality is Statistical
process control (SPC) has been most widely
applied in various organizational settings. SPC
focuses on training employees to be able to discern
abnormal variations, so that adjustment can be
made to the process to improve quality
Interpersonal Skills
 It would be surprise to know that more managers
are probably fired because of poor interpersonal
skills than for a lack of technical ability.
Because managers
ultimately get things done
through others,
competencies in leadership
communication and other
interpersonal skills are
prerequisites to managerial
effectiveness.
A survey of top executives at
Fortune 500 companies found
that interpersonal skills were
the most important
consideration in hiring senior
level employees.
One way of describing interpersonal skills is to
say-
'I will work with
you if you work
with me'.
If that is something that you are not good at then
how do work with others in any role.
Interpersonal skills are
essential ingredients of
good communication but
they do not come
naturally.
What Does Interpersonal Skills Mean?
The skills used by
a person to
properly
interact with others.
In the business
domain, the term
generally refers to
an employee's
ability to get along
with others while
getting the job
done.
Interpersonal skills
include everything
from
communication
and listening skills
to attitude and
deportment. Good
interpersonal skills
are a prerequisite
for many positions
in an organization.
Incorporating the thinking of
Argyle, Klein & colleagues
concluded,
expertise in interpersonal performance
requires competent performance in several
different areas –accurate perception ,
effective non verbal communication ,
appropriate self- presentation, and mastery
of skilled sequences of behavior.
Now a days,
interpersonal skills also
includes
INTERCULTURAL
SENSITIVITY. It may
also be described as
cultural competencewhich includes
acceptance and
sensitivity to other’s
ideas , as well as crosscultural relations. It
describes the ability to
appreciate individual
differences among
people and act
appropriately based on
that understanding and
appreciation.
It is estimated that across all industries, half
the training budget is spent on improving the
Ips of organizational employees.
Ips are now viewed as behaviorally based
competencies, expressed independent of
personality and capable of improvement through
training.
Teaching interpersonal skills creates the same kind
of challenges as teaching employees how to work
with products coming off the assembly line.
Ips training should focus on specific,
optimal social skills, and not on increased
general sensitivity or insight.
Having a professional development plan is
an important part of career development. A
development plan will lay out your career
objectives and the path you will take
towards achieving them. It will also set up
clear expectations between you and your
manager.
The following steps to create an
effective Professional development
plan
 Define Your Career Goals and Objectives
 Identify the Skills and Work Experience Needed For
Your to Achieve Your Goals
Steps to create an effective
PDP(cont.)
 Frame Your Career Goals Within the Context of Your
Current Job
 Set Up a Career Goal Accomplishment Time Line
Steps to create an effective
PDP(cont.)
 Work With Your Manager to Set Up Clear Expectations
 Take Initiative
Employer Benefits of CPD
 In today’s working environment, anyone who values their
career must be prepared to continually add to their skills,
whether it be formally through a learning programme, or
informally through experience and knowledge being
passed down to them by colleagues and associates. Not
surprisingly, in a profession based around technology and
innovation Continuing Professional Development is vital
to the careers of employees and, more importantly, to those
companies and organisations that employ them and rely on
their expertise.
 Just as an employee increases their productivity and value
through their continued development, your company can
improve its marketability, efficiency and profitability by
supporting and nurturing its most valued asset - your staff.
Employer Benefits of CPD
 Employers have a better skilled and more efficient work
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force
Informed employers attract high caliber staff and keep
them
Good CPD policies can provide the most cost effective
means of providing training, particularly if carried out in
partnership with institutions
Individuals will have the skills to react to a changing
profession more readily
Staff will be more adaptable aiding diversification
opportunities
CPD support from the employer as far as the employee's are
concerned improves motivation and retention
Professional development refers to skills and
knowledge attained for both personal development
and career advancement. Professional development
encompasses all types of facilitated learning
opportunities, ranging from college degrees to
formal coursework, conferences and informal
learning opportunities situated in practice. It has
been described as intensive and collaborative, ideally
incorporating an evaluative stage . There are a variety
of approaches to professional development,
including consultation, coaching, communities of
practice, lesson study, mentoring, reflective
supervision and technical assistance.
Who participates and why
 A wide variety of people, such as teachers, military
officers and non-commissioned officers, health care
professionals, lawyers, accountants and engineers
engage in professional development. Individuals may
participate in professional development because of an
interest in lifelong learning, a sense of moral
obligation, to maintain and improve professional
competence, enhance career progression, keep abreast
of new technology and practice, or to comply with
professional regulatory organizations.
Approaches to PD
 In a broad sense, professional development may include formal
types of vocational education, typically post-secondary or polytechnical training leading to qualification or credential required
to obtain or retain employment.
 Professional development may also come in the form of preservice or in-service professional development programs. These
programs may be formal, or informal, group or individualized.
Individuals may pursue professional development
independently, or programs may be offered by human resource
departments.
 Professional development on the job may develop or enhance
process skills, sometimes referred to as leadership skills, as well
as task skills. Some examples for process skills are 'effectiveness
skills', 'team functioning skills', and 'systems thinking skills'.
Examples of approaches to
professional development
 Case Study Method - The case method is a teaching
approach that consists in presenting the students with a
case, putting them in the role of a decision maker facing
a problem
 Consultation - to assist an individual or group of
individuals to clarify and address immediate concerns by
following a systematic problem-solving process.
 Coaching - to enhance a person’s competencies in a
specific skill area by providing a process of observation,
reflection, and action.
 Communities of Practice - to improve professional
practice by engaging in shared inquiry and learning
with people who have a common goal
 Lesson Study - to solve practical dilemmas related to
intervention or instruction through participation with
other professionals in systematically examining
practice
 Mentoring - to promote an individual’s awareness and
refinement of his or her own professional development
by providing and recommending structured
opportunities for reflection and observation
 Reflective Supervision - to support, develop, and
ultimately evaluate the performance of employees
through a process of inquiry that encourages their
understanding and articulation of the rationale for
their own practices
 Technical Assistance - to assist individuals and their
organization to improve by offering resources and
information, supporting networking and change
efforts
Online professional development
 The 21st century has seen a significant growth in
online professional development.
 In the education industry, the use of online sources of
professional development represents a significant
shift. Whereas many other industries have used online
sources of continuing education and professional
practices for many years, traditionally educators have
turned solely to internal professional development
departments, local education agencies (LEAs), and
local colleges and universities to acquire the necessary
education .
Why PD ? ANTHONY
 Professional development brings not only benefits to
the individual but also the organisation they work for
as well. The following points highlight what these
advantages are: Retain and sharpen old skills
 Development of new skills
 Industry trends - keeping up-to-date
 Fresh Perspectives
 Networking opportunities
 Expand horizons and explore career
opportunities
 Energising and renewing
•Continuing Education At Colleges And Universities
Many colleges and universities offer courses to meet the
continuing education needs of professionals. Some benefits
that can come out of this arrangement are:
Organisations are able to use the expertise available at
colleges.
Organisations can sometimes assist the schools in designing
courses that arte job specific
Organisations can choose instructors
Colleges credit may be granted, making it possible for
employees to obtain a college degree.
•Continuing Education By Professional Associations
The main way professional associations provide continuing
education opportunities' is by sponsoring conferences,
meetings and workshops for their members. The program for
these gatherings typically includes speeches by leading
experts, discussion of current issues and presentation of
research findings.
•Company –Sponsored Continuing Education
Organisations also play an important part in offering continuing education
opportunities for the professionals they employ. Some organisations have
developed college-like curricula within their own training centers.At the
same time that many organisations are moving towards decentralizing the
delivery of training programs, there appears to be a continuing trends
toward developing on-site corporate universities.
HRD Departments Role In Continuing Education
The HRD department has three distinct roles to play with respect to
continuing education- as an enabler, a resource provider and a monitor.
As an enabler the HRD department must establish policies and
procedures that foster an effect and equitable distribution of continuing
education throughout the organisation. As a resource provider the HRD
department should consider programs –support options, including tuition
reimbursement, educational leave, paid professional association fees and
compensation of travel expenses to off-site professional development
sites. Finally HRD department serves as a monitor by ensuring that
professional development process is working as planned.