HUMAN RESOURCE/MANPOWER PLANNING Human Resource Management is very important for the survival and prosperity of an organisation.

Procurement of right kind and right number of employees is the first operative function of Human Resource Management. Before selecting the right man for the right job, it becomes necessary to determine the quality and quantity of people required in the organisation. This is the primary function of Human Resource Planning. Human Resource Planning Human Resource Planning is the planning of Human Resources. It is also called manpower planning/ personnel planning/ employment planning. It is only after Human Resource Planning that the Human Resource department can initiate the recruitment and selection process. Therefore Human Resource Planning is a sub-system of organisational planning. Definition Human Resource Planning is a strategy for the acquisition, utilisation, improvement and preservation of an organisations human resource Y. Moushell Human Resource Planning is a process of forecasting an organisations future demand for human resource and supply of right type of people in right numbers J.Chennly Features of Human Resource Planning 1. It is future oriented: Human Resource Planning is forward-looking. It involves forecasting the manpower needs for a future period so that adequate and timely provisions may be made to meet the needs. 2. It is a continuous process: Human Resource Planning is a continuous process because the demand and supply of Human Resource keeps fluctuating throughout the year. Human Resource Planning has to be reviewed according to the needs of the organisation and changing environment. 3. Integral part of Corporate Planning: Manpower planning is an integral part of corporate planning because without a corporate plan there can be no manpower planning. 4. Optimum utilisation of resources: The basic purpose of Human Resource Planning is to make optimum utilisation of organisations current and future human resources. 5. Both Qualitative and Quantitative aspect: Human Resource Planning considers both the qualitative and quantitative aspects of Human Resource Management, Quantitative meaning the right number of people and Qualitative implying the right quality of manpower required in the organisation. 6. Long term and Short term: Human Resource Planning is both Long-term and short-term in nature. Just like planning which is long-term and short-term depending on the need of

the hour, Human Resource Planning keeps long-term goals and short-term goals in view while predicting and forecasting the demand and supply of Human Resource. 7. Involves study of manpower requirement: Human Resource Planning involves the study of manpower availability and the manpower requirement in the organisation.

Objectives of Human Resource Planning 1. Optimum utilisation of human resources currently employed in the organisation. 2. To reduce imbalance in distribution and allocation of manpower in organisation for various activities. 3. To ensure that the organisation is well-equipped with the required Quantity and Quality of manpower on a sustained basis. 4. To anticipate the impact of technology on jobs and resources. 5. To control cost of Human Resources employed, used and maintained in the organisation. 6. To provide a basis for management development programmes. 7. To ensure optimum contribution and satisfaction of the personnel with reasonable expenditure. 8. To recruit and retain human resource of required Quantity and Quality. Need for Human Resource Planning 1. Shortage of Skills: These days we find shortage of skills in people. So it is necessary to plan for such skilled people much in advance than when we actually need them. Nonavailability of skilled people when and where they are needed is an important factor which prompts sound Human Resource Planning. 2. Frequent Labour Turnover: Human Resource Planning is essential because of frequent labour turnover which is unavoidable by all means. Labour turnover arises because of discharges, marriages, promotion, transfer etc which causes a constant ebb and flow in the workforce in the organisation. 3. Changing needs of technology: Due to changes in technology and new techniques of production, existing employees need to be trained or new blood injected into an organisation. 4. Identify areas of surplus or shortage of personnel: Manpower planning is needed in order to identify areas with a surplus of personnel or areas in which there is a shortage of personnel. If there is a surplus, it can be re-deployed, or if there is a shortage new employees can be procured. 5. Changes in organisation design and structure: Due to changes in organisation structure and design we need to plan the required human resources right from the beginning.

Problems with Human Resource Planning 1. Resistance by Employers: Many employers resist Human Resource Planning as they think that it increases the cost of manpower for the management. Further, employers feel that Human Resource Planning is not necessary as candidates will be available as and when required in the country due to the growing unemployment situation. 2. Resistance by Employees: Employees resist Human Resource Planning as it increases the workload on the employees and prepares programmes for securing human resources mostly from outside. 3. Inadequacies in quality of information: Reliable information about the economy, other industries, labour markets, trends in human resources etc are not easily available. This leads to problems while planning for human resources in the organisation. 4. Uncertainties: Uncertainties are quite common in human resource practices in India due to absenteeism, seasonal unemployment, labour turnover etc. Further, the uncertainties in the industrial scenario like technological changes and marketing conditions also cause imperfection in Human Resource Planning. It is the uncertainties that make Human Resource Planning less reliable. 5. Time and expense: Human Resource Planning is a time-consuming and expensive exercise. A good deal of time and cost are involved in data collection and forecasting. Process /steps in Human Resource Planning The process of HRP involves various steps they can be explained with the help of the following diagram.

1. Personnel requirement forecast:This is the very first step in HRP process. Here the HRP department finds out department wise requirements of people for the company. The requirement consists of number of people required as well as qualification they must possess. 2. Personnel Supply Forecast In this step, HR department finds out how many people are actually available in the departments of the company. 3. Comparison:Based on the information collected in the 1st and 2nd step, the HR department makes a comparison and finds out the difference. Two possibilities arise from this comparison a) No difference:-

It is possible that personnel requirement = personnel supplied. In this case there is no difference. Hence no change is required. b) Yes, there is a difference:There may be difference between supply and requirement. The difference may be I. Personnel surplus II. Personnel shortage 4. Personnel surplus:When the supply of personnel is more than the requirement, we have personnel surplus. We require 100 people, but have 125 people. That is we have a surplus of 25 people. Since extra employees increase expenditure of company the company must try to remove excess staff by methods of Layoff Termination VRS 5. Personnel shortage:When supply is less than the requirement, we have personnel shortage. We require 100 people; we have only 75 i.e. we are short of 25 people. In such case the HR department can adopt methods like Overtime, Recruitment, Sub-contracting to obtain new employees.

TRAINING & DEVELOPMENT Training is a process of learning a sequence of programmed behaviour. It improves the employee's performance on the current job and prepares them for an intended job. Development not only improves job performance but also brings about the growth of the personality. Individuals not only mature regarding their potential capacities but also become better individuals. Difference between Training & Development:

Training: 1. It's a short term process. 2. Refers to instruction in technical and mechanical problems 3. Targeted in most cases for non-managerial personnel 4. Specific job related purpose

Development: 1. It is a long term educational process. 2. Refers to philosophical and theoretical educational concepts 3. Managerial personnel 4. General knowledge purpose Objectives of Training 1. To raise efficiency and productivity of employees and the Organisation as a whole. 2. To create a pool of well-trained, capable and loyal employees at all levels and thereby to make arrangement to meet the future needs of an organisation. 3. To provide opportunities of growth and self-development to employees and thereby to motivate them for promotion and other monetary benefits. In addition, to give safety and security to the life and health of employees. 4. To avoid accidents and wastages of all kinds. In addition, to develop balanced, healthy and safety attitudes among the employees. 5. To meet the challenges posed by new developments in science and technology. 6. To improve the quality of production and thereby to create market demand and reputation in the business world. 7. To develop cordial labour management relations and thereby to improve the organisational environment. 8. To develop positive attitude and behavior pattern required by an employee to perform a job efficiently. In other words, to improve the culture of the Organisation.

9. To prevent manpower obsolescence in an organisation. 10. To develop certain personal qualities among employees which can serve as personal assets on long term basis. Importance of Training (A) Benefits of Training to Employer / Management 1. Training raises the efficiency and productivity of managers. It also improves the performance of workers due to their motivation. 2. Training improves the quality of production. It also reduces the volume of spoiled work and wastages of all kinds. This reduces cost of production and improves quality. 3. It reduces accidents as trained employees work systematically and avoid mistakes in the work assigned. 4. Training reduces expenditure on supervision as trained employees take interest in the work and need limited supervision and control. 5. Training brings stability to labour force by reducing turnover of managerial personnel. 6. Training raises the morale of employees. 7. Training creates skilled and efficient manpower which is an asset of an industrial unit. 8. Training moulds attitudes of employees and develops cordial industrial relations. 9. Training reduces absenteeism as trained managers find their job interesting and prefer to remain present on all working days. 10. Training facilitates the introduction of new management techniques and also new production techniques including automation and computer technology. 11. Training creates a pool of trained and capable personnel from which replacements can be drawn to fill up the loss of key personnel due to retirement, etc.
12. Training provides proper guidance and instructions to newly appointed executives and

assists them to adjust properly with the job and the organisation. (B) Benefits of Training to Managers / Employees 1. Training creates a feeling of confidence among the employees. It gives personal safety and security to them at the work place.

2. Training develops skills which act as valuable personal assets of employees.

3. Training provides opportunity for quick promotion and self-development to managers. 4. Training provides attractive remuneration and other monetary benefits to employees. 5. Training develops adaptability among employees. It updates their knowledge and skills and keeps them fresh. It actually refreshes the mental outlook of employees. 6. Training develops positive attitude towards work assigned and thereby creates interest and attraction for the job and the work place. 7. Training creates an attitude of mutual co-operation and understanding among the managers. Such attitude is useful not only at the work place but also in the social life.

STEPS IN THE TRAINING PROCESS 1. Organizational objectives 2. Assessment of Training needs 3. Establishment of Training goals 4. Devising training programme 5. Implementation of training programme 6. Evaluation of results I. Organizational Objectives and Strategies: The first step in the training process in an organization is the assessment of its objectives and strategies. Questions to be addressed at this stage include: 1. What business are we in? 2. At what level of quality do we wish to provide this product or service? 3. Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources. II. Needs Assessment:

Needs assessment diagnosis present problems and future challenges to be met through training and development? Organizations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. -Needs assessment occurs at two levels- group and individual. An individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. Faulty selection, poor job design, improving quality of supervision, or discharge will solve the problem. -Assessment of training needs must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills. It is necessary that the employee be trained to acquire new skills. This will help him/her to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging tasks. Individuals may also require new skills because of possible job transfers. Although job transfers are common as organizational personnel demands vary, they do not necessarily require elaborate training efforts. Employees commonly require only an orientation to new facilities and jobs. Jobs have disappeared as technology, foreign competition, and the forces of supply and demand are changing the face of our industry. Assessment of training needs occurs at the group level too. Any change in the organizations strategy necessitates training of groups of employees. Needs Assessment Methods: How are training needs assessed? Methods analysis Organizational goals and objectives. Personnel /skills inventories Organizational climate indices Performance appraisal Work sampling Interviews used in Training Needs Individuals Analysis

assessment: Group or organizational

 Efficiency indices Exit interview MBO or work planning systems Quality circles Customer survey/satisfaction data Consideration of current and projected changes Benefits of Needs assessment:

Questionnaires Attitude survey Training progress Rating scales.

Needs assessment helps diagnose the causes of performance deficiency in employees. Causes require remedial actions. This being a generalized statement there are certain specific benefits of needs assessment. They are: 1. Trainers may be informed about the broader needs of the training group and their sponsoring organizations. 2. The sponsoring organizations are able to reduce the perception gap between the participant and his or her boss about their needs and expectations from the training programmes. 3. Trainers are able to pitch their course inputs course inputs closer to the specific needs of the participants. III. Training and Development objectives Once training needs are assessed, training and development goals must be established. Without clearly set goals, it is not possible to design a training and development programme and, after it has been implemented there will be no way of measuring its effectiveness. Goals must be tangible, verifiable, and measurable. This is easy where skills training is involved. For example, the successful trainee will be expected to type 55 words per minute with two or three errors per page. Nevertheless, clear behavioral standards of expected results are necessary so that the programme can be effectively designed and results can be evaluated.

IV. Designing Training and Development Programme Every training and development programme must address certain vital issues 1. Who participates in the programme? 2. Who are the trainers? 3. What methods and techniques are to be used for training? 4. What should be the level of training? 5. What learning principles are needed? 6. Where is the program conducted? Who are the trainers: Trainers should be selected on the basis of self-nomination, recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audience. For example, rank-and-file employees and their supervisors or by the HR department itself. Several people, including the following may conduct training and Development programmes: 1. Immediate supervisors 2. Co-workers, as in buddy systems, 3. Members of the personnel staff, 4. Specialists in other parts of the company, 5. Outside consultants, 6. Industry associations, and faculty members at universities. V. Methods and Techniques of training A multitude of methods of training is used to train employees. Training methods are categorized into two groups: (i) (ii) On the job training Off-the job methods.

On the job training: refers to methods that are applied in the workplace, while the employee is actually working.

On-job training Cannell (1997:28) defines on-the-job training as: Training that is planned and structured that takes place mainly at the normal workstation of the trainee- although some instruction may be provided in a special training area on site - and where a manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set of skills that have been specified in advance. Advantages i. ii. iii. iv. Tailor-made course content with use of REAL company situations/examples. It is usually less expensive than off-job training Learning will take place using the equipment which will be actually used Trainees acclimatize more rapidly

Disadvantages i. ii. iii. iv. v. Possibility of poor instruction and insufficient time. Trainee may be exposed to bad work practices. A large amount of spoiled work and scrap material may be produced. Valuable equipment may be damaged. Training takes place under production conditions that are stressful, i.e. noisy, busy,

confusing and exposing the trainee to comments by other workers. Off-job training Advantages a. b. c. d. e. f. A specialist instructor enables delivery of high quality training. Wider range of facilities and equipment are available. The trainee can learn the job in planned stages. It is free from the pressures and distractions of company life. It is easier to calculate the cost of off-job training because it is more self-contained Cross-fertilisation of ideas between different companies.

Disadvantages i. ii. Can result in transfer of learning difficulties when a trainee changes from training No training can be entirely off-job as some aspects of the task can only be learned equipment to production equipment. by doing them in the normal production setting, with its own customs and network of personal relationships. iii. iv. Can be more expensive. Carrying out the training

Everyone involved in the training should be informed well in advance of the training session(s). It is equally important that the person(s) delivering the training whether in-job or off-job training are well versed in what has to be achieved and the most suitable techniques to adopt. On the Job Training methods Orientation training Job-instruction training Apprentice training Internships and assistantships Job rotation Coaching Off-the job training methods: are used away from workplaces. Vestibule Lecture Special study Films Television Conference or discussion Case study Role playing Simulation Programmed instruction

 Laboratory training 1. Vestibule Training: This training method attempt to duplicate on-the-job-situation in a company classroom. It is a classroom training that is often imported with the help of the equipment and machines, which are identical with those in use in the place of work. This technique enables the trainees to concentrate on learning new skill rather than on performing on actual job. This type of training is efficient to train semi-skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time. Often used to train bank tellers, inspectors, machine operators, typists etc. In this, training is generally given in the form of lectures, conferences, case studies, role-play etc. 2. Demonstrations And Example: In this type of training method trainer describes and displays something, as & when he teaches an employee, how to do something by actually performing the activity himself & going on explaining why & what he is doing. This method is very effective in teaching because it is much easier to show a person how to do a job than tell him or give him instruction about a particular job. This training is done by combination with lectures, pictures, text materials etc. 3. Lectures: Lecture is a verbal presentation of information by an instructor to a large audience. The lecture is presumed to possess a considerable depth of knowledge of the subject at hand. A virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities, though its application is restricted in training factory employees. Limitations of the lecture method account for its low popularity. The method violates the principle of learning by practice. It constitutes a one-way communication. There is no feedback from the audience. Continued lecturing method can be made effective it if is combined with other methods of training. 4. Audio-visuals: Audio-visuals include television slides, overheads, video-types and films. These can be used to provide a wide range of realistic examples of job conditions and situations in the condensed period of time. Further, the quality of the presentation can be controlled and will remain equal for all training groups. But, audio-visuals constitute a one-way system of communication with no scope for the audience to raise doubts for clarification. Further, there is no flexibility of presentation from audience to audience.

5. Programmed Instruction (PI): This is method where training is offer without the intervention of a trainer. Information is provided to the trainee in blocks, either in a book form of through a teaching machine. PI involves: 1. Presenting questions, facts, or problems to the learner 2. Allowing the person to respond 3. Providing feedback on the accuracy of his or her answers 4. If the answers are correct, the learner proceeds to the next block. If not, he or she repeats the same. 6. Computer-Assisted Instruction (CAI): this is an extension of the PI method. CAI provides for accountability as tests are taken on the computer so that the management can monitor each trainees progress and needs. CAI training program can also be modified easily to reflect technological innovations in the equipment for which the employee is being trained. This training also tends to be more flexible in that trainees can usually use the computer almost any time they want, thus get training when they prefer. 7. Apprenticeship: This method of training is usually done in crafts, trades and in technical areas. It is the oldest and most commonly used method, if the training is relatively for a longer period. Here a major part of training is spent on the job productive work. Each apprentice is given a programme of assignments according to a pre-determined schedule, which provide for efficient training in trade skills. 8. Simulation: A simulator is any kind of equipment or technique that duplicates as nearly as possible the actual conditions encountered on the job. Simulation then, is an attempt to create a realistic decision-making environment for the trainee. Simulations present likely problem situations and decision alternatives to the trainee. The more widely held simulation exercises are case study, role-playing and vestibule training. 9. Conference: In this method, the participating individuals confer to discuss points of common interest to each other. It is a basic to most participative group centered methods of developments.

This emphasis on small group discussion, on organized subject matter and on the active participation of the members involved. There are three types of conferences, 1. Direct discussion: - Here trainer guides the discussion in such a way that the facts, principles or concepts are explained. 2. Training Conference: - The instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. 3. Seminar Conference: - In this method instructor defines the problem, encourages and ensures the full participation in the discussion. 10. Case Studies: This method is developed in 1800S At the Harvard Law School. The case study is based upon the belief that managerial competence can best be attained through the study, contemplation and discussion of concrete cases. When the trainees are given cases to analyse, they are asked to identify the problem and recommend tentative solution for it. The case study is primarily useful as a training technique for supervisors and is specially valuable as a technique of developing discussion-making skills, and for broadening the prospective of the trainee.

In case study method the trainee is expected to master the facts, should acquainted with the content of the case, define the objective sought in dealing with the issues in the case, identify the problem, develop alternative courses of action, define the controls needed to make the action effective and role play the action to test its effectiveness and find conditions that may limit it. 11. Role Playing :In role-playing trainees act out the given role as they would be in stage play. Two or more trainees are assigned parts to play before the nest of the class. Here role players are informed of a situation and of the respective roles they have to pay. Sometimes after the preliminary planning, the situation is acted out by the role players. This method primarily involves employee-employer relationship Hiring, firing, discussing a grievance procedure, conducting a post appraisal interview etc.

12. Programmed Instructions: This method involves a sequence of steps that are often set up through the central panel of an electronic computer as guides in the performance of desired operation or series of operations. This method involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning. The programme involves presenting questions, facts or problems to trainees to utilize the information given and the trainee instantly receive feedback on the basis of the accuracy of his answers. To be really effective, the training methods must fit in training programme needs to find out how effective the methods are in accomplishing their goals of modifying skills, attitudes and ultimate behavior. V. Training Evaluation Reasons of carrying out a training evaluation? i. ii. iii. iv. v. To monitor the quality of training Provide feedback To appraise the overall effectiveness of the investment in training To assist the development of new methods of training To aid the individual evaluate his or her own learning experience.

Methods of Evaluation Various methods can be used to collect data on the outcomes of training. Some of these are: 1.Questionnaires: Comprehensive questionnaires could be used to obtain opinion reactions, views of trainees. . 2.Tests: Standard tests could be used to find out whether trainees have learnt anything during and after the training. 3.Interviews: Interviews could be conducted to find the usefulness of training offered to operatives.

4.Studies: Comprehensive studies could be carried out eliciting the opinions and judgments of trainers, superiors and peer groups about the training. 5.Human resource factors: Training can also be evaluated on the basis of employee satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc. 6.Cost benefit analysis: The costs of training (cost of hiring trainers, tools to learn training centre, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time improved learning, superior performance) in order to evaluate a training programme. 7.Feedback: After the evaluation, the situation should be examined to identify the probable causes for gaps in performance. The training evaluation information. (about costs, time spent, outcomes, etc.) should be provided to the instructors trainees and other parties concerned for control, correction and improvement of trainees' activities. The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage. Impediments or problems in Training Process: Lack of Managements commitment is lacking Inadequate financial spending on the training The trainers may lack skills Poaching No help in case of downsizing