Training: A strategic HRM function
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... The commercial viability of the DISCOMs can be attained by understanding the balance of power customer interest based on the quality of service and tariff [5]. Frontline managers' services at DISCOMs are limited to providing reliable supply, educating customers on their installation, creating awareness of safe and efficient electricity usage, and motivating them to be responsible customers [6]. The first point of contact for a customer for servicerelated issues is the junior or frontline manager (FM); therefore, his dealing with customers should be such that the service impression of the DISCOM is reflected through his relationship management skills [5]. ...
... The first point of contact for a customer for servicerelated issues is the junior or frontline manager (FM); therefore, his dealing with customers should be such that the service impression of the DISCOM is reflected through his relationship management skills [5]. Frontline managers' services at DISCOMs are limited to providing reliable supply, educating customers on their installation, creating awareness of safe and efficient electricity usage, and motivating them to be responsible customers [6]. The organisation level can focus on productivity, sales, profits, and customer satisfaction [7]. ...
... Internal consistency is confirmed through Cronbach's Alpha value of 0.71 (MM data); for front-line managers, it is 0.725. An acceptable value of Cronbach's alpha ranges from 0.70 to 0.95 [6,21] Chi-square test: The sample size of the two target groups of respondents, middle and frontline managers, differed. Nonparametric tests can be used when the sample sizes of the study groups are unequal [4,22]. ...
These days, organisations are acutely aware of customer concerns’ impact on their business. An empirical study was conducted to understand DISCOM’s approach to training at an organisational level. The purpose is to identify what skills the DISCOMs need to focus on to improve their workforce. How can the DISCOMs ensure an unbiased selection of participants for training? The study analysed the feedback of middle-level managers (MM) on their frontline or junior positions.
Managers (FM) to gain insights. The instrument’s validity was established, and the DISCOMs affirmed their commitment to training their workforce. However, the statistics revealed a lack of focus on incorporating training to achieve organisational
objectives despite the DISCOM’s significant policy influence on workforce training in the Indian power sector. This study recommends that the corporate strategic HR planning include a Training Needs Assessment (TNA) to align performance
with organisational goals, specifically improving customer satisfaction.
Keywords: Power Sector, Operational Skills, Training Needs Assessment (TNA), Distribution Companies (DISCOMs), Training and Development (T&D), Middle-level Managers (MM), Frontline Managers (FM).
... Organizational survival is very crucial and important to all the stakeholders in this current era of heightened competitiveness within and across major business environments. To become very effective and accomplish desired organizational objectives, organization's and its management especially the human resources department should develop the aptitude to effectively train its diverse human assets to be capable of becoming inventive, ingenious and imaginative; that will consistently promote commitment and boost effectiveness, while revolutionizing competitive advantage (Edralin, 2004;Vemic, 2007). Employee relationship is acknowledged as one of the essential and proactive techniques for boosting the performance of employee's thereby promoting organizational effectiveness in the workplace (Gupta, Bostrom & Huber, 2010). ...
... Some of the work of HR is used to make decisions about hiring, promotions, and salaries. HRM has 6 functions (Bankins et al., 2022) : recruitment (Lievens & Chapman, 2010), training (Edralin, 2004) , rewarding (Afrazeh & Zarinozv, 2010), restriction (Duggan et al., 2020), replacement (Vrontis et al., 2022) and promotion Error! Reference source not found. ...
The integration of artificial intelligence (AI) into human resource management (HRM) strategies has become increasingly common due to technological advancements. This has spurred a new field of research focused on evaluating the impact of AI adoption on business and individual outcomes, as well as how to evaluate AI-enabled HRM practices. However, there is limited cross-disciplinary research in this area, causing a fragmented body of knowledge. To address this issue, social network analysis has been recognized as a tool for analyzing and researching large-scale social phenomena in HRM. The study of scientific co-authorship networks is one application of social network analysis that can help identify the main components and trends in this field. Using social network analysis indicators, the current study examined the AI&HRM co-authorship network, which consists of 43,789 members and 81,891 scientific collaborations. The study analyzed articles related to AI&HRM published between 2000 and 2023 extracted from the WOS citation database. Through centrality measures, the most important members of the "AI&HRM" co-authorship network were identified using the TOPSIS method, which identified twenty prominent researchers in this field. The study also examined the keywords "AI&HRM" and the scientific cooperation network of nations, universities, and communities. Overall, this study highlights the importance of cross-disciplinary research and social network analysis in understanding the implications of AI adoption in HRM.
In general, the needs analysis models in educational management processes have four stages: the organizational screening stage, the data collection stage, the data analysis/interpretation stage and the action stage. During the organization screening phase, it is necessary to identify potential issues that will arise in the needs analysis and to clarify problems. It aims to be able to see the big picture, identify stakeholders, explore informal powers and influences, reveal opinions, see new trends, identify new sources, situations whose supports are against it, identify limitations. The data collection phase is the phase in which information is clearly focused. It is determined at this stage who, which officials, will be investigated. This stage is a more formal research process. The goal is to decide which people and groups to collect information from. Determining the needs analysis is actually a system intervention. This intervention can be characterized as preparation for change in the organizational system with the needs of the organization, goals, expectations of people, competencies needed by a person and an organization in a common cluster, or new equipment. When determining the method to be used, it should be aimed to obtain the data in the highest quality way. The data interpretation stage is the most important stage in the design of education. By categorizing the data, needs, problematic areas and deficiencies are determined. At this stage, non-educational needs should also be included in the data. While logical results are obtained with concrete data, intuitions, emotions, opinions can also produce results that support these results. A synthesis of concrete data and tables with information about new and different ideas can reveal fruitful results. At the action stage, the design of the training will also become concrete along with the reporting of the analysis of the collected data. This stage is the last stage that completes the whole process. Key Words: Educational Management, Educational Needs, Methods of Analyzing Needs
Eğitimde yönetimi süreçlerinde veri toplama ve analiz metotlarına yönelik ihtiyaç analizinde örgütlerde karar verme sürecine somut bilgi hazırlayan bir bilimsel araştırma ve projelendirme süreci olması sebebiyle veri toplama ve analiz aşamalarının bilimsel çalışma sistemine göre yürütüldüğü söylenebilir. Örgütlerin lehine, etkili ve isabetli kararların alınılabilmesi için büyük ölçekli ihtiyaç analizi çalışmalarından, küçük ölçekli çalışmalara kadar ister devlet sektörü, ya da özel sektör kâr amaçlı olan veya olmayan tüm kurumlarda karar verme sürecinde öncelikli eğitim ihtiyaçlarının belirlenmesi ilk adım olarak bilinmektedir. Literatürde yapılan araştırmalarda, sektörlere özel yürütülen eğitim ihtiyacı analizi çalışmaları, kendi literatürüne göre tasarlanan bilimsel altyapı oluşturulmuş, bir proje tasarımı olarak hazırlanmıştır. Projeler tasarlanırken bu çalışmaların basamaklarına göre şekillenen, projede, hedef sektörde beklenen amaçlara göre süreç planlaması gerçekleştirildiği gözlemlenmiştir. Bu nedenle literatür taramasında karşılaşılan performans çalışmalarının her sektöre özel geliştirmiş bir proje niteliği taşımakta olduğu görülmüştür. Nitekim, eğitim ihtiyacı analizindeki tüm model ve yaklaşımlardaki temel süreç basamakları (tanım, tasarım, geliştirme, eylem, raporlama); kullanılan nicel ve nitel teknikler ve bu tekniklerin geçerlilik ve güvenirlilik testleri, bilimsel araştırma basamakları ve uygulamaları ile örtüştüğü görülebilir. Hatta örgütlerin çalışanlarına ait ihtiyaçlarının değerlendirilmesi sonucunda eğitim ihtiyacı analizi gerekli hâle gelirse, çalışanların eğitimle giderilecek ihtiyaçlarını belirlemek için bir araştırma deseni belirlemek bir alan çalışması olarak nitelikli bir veri toplama bu çalışmanın merkezindeki uygulama olarak nitelendirilebilir. Bu desenlerin uygulanmasında genellenebilir büyük boyutta çalışmalar ile özel durumların ve ihtiyaçların belirlenmesi için lokal, az sayıda veya tek bir örgütte mikro seviyede analizler yapılabilir. Anahtar Kelimeler: Eğitim Yönetimi, Veri Toplama, Analiz Metotları, Makro ve Mikro Uygulamalar Investigation of Data Collection and Analysis Methods in Educational Management Processes Abstract Since there is a scientific research and project design process that prepares concrete information for the decision-making process in organizations in the analysis of needs for data collection and analysis methods in management processes in education, it can be said that the data collection and analysis stages are carried out according to the scientific study system. In order to make effective and accurate decisions in favor of organizations, from large-scale needs analysis studies to small-scale studies, determining priority training needs in the decision-making process in all institutions, whether in the public sector or the private sector, for profit or not, is known as the first step. In the researches carried out in the literature, the educational needs analysis studies carried out specifically for the sectors, the scientific infrastructure designed according to its own literature has been created and prepared as a project design. While designing the projects, it was observed that process planning was carried out according to the expected objectives in the target sector in the project, which was shaped according to the steps of these studies. For this reason, it has been seen that the performance studies encountered in the literature review have the nature of a project developed specifically for each sector. As a matter of fact, the basic process steps in all models and approaches in the analysis of educational needs (definition, design, development, action, reporting); it can be seen that the quantitative and qualitative techniques used and the validity and reliability tests of these techniques coincide with scientific research steps and applications. Even if educational needs analysis becomes necessary as a result of evaluating the needs of employees of organizations, determining a research pattern to determine the needs of employees that will be addressed by training, data collection qualified as a field study can be qualified as the application at the center of this study. In the application of these patterns, generalizable large-scale studies and micro-level analyses can be performed locally, in a small number or in a single organization to determine specific situations and needs. Key Words: Educational Management, Data Collection, Analysis Methods, Macro and Micro Applications
At the school, which is the core organizational level of education, the integrated efforts of stakeholders can be linked to effective results with the educational leadership expected from school administrators. The training and development of school leaders and educators according to basic competencies will create a common professional understanding in favor of society by ensuring that local and global values, which are our social needs, are rooted starting from schools. In this context, determining the educational needs at the stages of selection, training, training and development by functionally analyzing the basic competencies expected from school administrators and educators in the dimensions of profession, management and leadership stands out in educational management modeling as an effective first step for the professional development of school leaders and educators. In this study, the concepts of organization analysis (organization analysis), task analysis (task /operational analysis) and person analysis (person analysis) will be discussed in this context, although it is expected to be a concrete option for managers, educators and researchers in the context of the educational management analysis model based on the competencies presented to determine the educational needs of education managers and educators from school stakeholders. Key Words: Educational Management, Educational Model, Organization, Task and Person Analysis
Educational needs are the starting point in the cycle of education and skill acquisition, and this cycle forms a continuous cycle that begins with identifying the learning needs of the target community. In addition, if the evaluation ignored the opinions of stakeholders or posed the wrong questions or contained incorrect information, the training to be provided will not coincide with the actual needs of the organization or its employees. It is possible for education to be effective by applying an effective educational needs analysis. The effectiveness of educational needs analysis, on the other hand, requires good planning, including its execution and clear returns. Learning objectives, designing education provides a high-quality tool to the organization in revealing the results of the education provided. Similarly, some researchers have stated that designing an education and development program involves a number of stages that can be grouped into five stages: educational needs analysis, educational objectives, design, implementation and evaluation. Long before a real education takes place, the education manager should determine down to the finest details in advance which methods and tools the education will be conducted in which educational institutions under the supervision of which experts. For this purpose, it is essential to determine the purpose of the educational needs analysis if the purpose of education is in the real sense. The purpose of the training needs analysis is to determine the performance requirements in the organization in order to direct those who are closely related to the areas where they are most needed, to fulfill the goals and objectives of the institution, to increase productivity, to provide quality products and services. Accordingly, educational needs are used as the basis for determining educational goals, choosing and designing educational programs, implementing programs, and evaluating the provided education as the first step in establishing an educational and development program. As a result of data collection and analysis, the need for education is determined, it becomes clear which education is required, and the type and scope of resources required to support an educational program can be examined. Key Words: Educational Institutions, Human Resources Management, the Importance and Purpose of Educational Needs
The most important of the methods used in training and development is to shape the knowledge, skills and competencies of the employees of the organization. Education is essentially the internalization of knowledge, while skills and attitude/behavior are related to each other and successive roles. The development is that this trio quickly becomes an observable action in practice as competence. In modern business discourses, the concept of skill has turned into the concept of competence. Competence is a difference in performance that distinguishes effective managers from ineffective managers in a particular organization. since the 1970s, competencies have been the main starting point for evaluating personnel performance in human resources management; competence has been defined as the successful fulfillment of critical tasks and tasks, the potential to apply and use the knowledge, skills and behaviors necessary for a specific role or position. According to a different view, competencies are an output of continuous learning adaptation, the creation of new skills and the sustainability of achievements. Education is an activity of acquiring or producing competencies that are potentially produced in the process of professional development of a person. Since the earliest historical times, the integration of learning activities of knowledge, skills and procedures, the practice, rules and impact of education have been part of the sustainability of society. In social/cultural theories, the knowledge and skills of individuals are seen as inseparable from the social world in which they think and act. Knowledge and skills are the elements that make up competence. When attitude/behavior is developed after knowledge and skills are acquired, declarative and procedural knowledge turns into implicit knowledge, and functional competence emerges, and this triple integration process is completed, the entire process turns into professional competence. The professional competencies that they must acquire by completing the knowledge-skill-attitude integration process have been defined as basic and professional (professional) competencies as a functional competence. Key Words: Educational Processes, Professional Competence, Integration of Competence Elements
Education is defined as a series of planned effects that serve to provide certain improvements in people's behavior according to predetermined goals, or education and development in a certain subject, knowledge or science branch. Although only the word education is used for all its meanings in Turkish usage, it can be considered that the word training used in the literature corresponds more to the meaning of skill / training. The word education, 15. which began to be used in the century, 1. Popular in World War II, it is a word used to refer to the routines of adults that cover general professional development activities. In terminology, education defines actions such as the development of consciously designed and organized skills, purposeful learning, formal preparation, raising the professional level and developing human potential. Since the earliest historical times, the integration of learning activities of knowledge, skills and procedures, the practice, rules and impact of education have been part of the sustainability of society. However, although the word education is seen as equivalent in Turkish, it seems that the word education is used more often and widely in this sense. In the literature, the need for education homogeneously refers to the gap between the previously determined competencies required Decently in a job and the current situation. However, this concept does not seem to indicate deficiencies in qualifications literally. Because there may be numerous training strategies that Decipher on-the-job training to reduce or help the gap between knowledge, skills and behavior/attitude. For this reason, the need for education has often been used in a problematic way other than its main meaning, such as educational need, learning need. In this context, while educational needs analysis determines the existence of needs at the evaluation stage, concrete data related to the determination and qualifications of needs to be addressed by education are clarified by analysis. According to the relevant literature, educational needs analysis is an ongoing data collection process for analyzing which educational needs are available in order to improve education in order to help the organization achieve its goals. Key Words: Education, Educational Processes, Educational Needs
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