INDEPENDENT UNIVERSITY, BANGLADESH

Report On

“Training Appraisal of Hamid Group”

HRM-390

Strategic Human Resource Management

Semester: Autumn, 2010

Submitted To: Monzoor Morshed

Lecturer
School of Business (SB)
Submitted By

Group- 04

Kazi Sadia Afrin ID: 0730046

Alimoon Ara ID: 0720302
Kazi Rima Aktar Sumi ID: 0520104
Deboshri Mandal ID: 0720448
Habiba Rashid ID: 0720280
Ahsanul Hoque ID: 0820023
Rounak Ashrafi ID: 0820533

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HRM-390 Training Appraisal of Hamid Group

Letter of Transmittal
01 December, 2010

Monzoor Morshed
Lecturer,
School of Business (SB)
Independent University, Bangladesh.

Subject: Submission of Report of HRM-390 Autumn 2010

Dear Sir,
With great contentment we submit our final report of HRM-390 (Strategic Human
Resource Management) on “Training Appraisal of Hamid Group”. Preparing this
report was a great experience for us.
Our report reflects the whole representation of the study area that was assigned to me for
carrying out the survey. This picture induces various aspects concerning the issues like,
the basic meaning of training, needs, methods, evaluation and the process of training.
We had also faced some problems to organize this report. However we tried our best to
make a very sensible and practical report within a very short period of time. Hopefully
our findings through our study will successfully reveal the discovery of our own heredity.

Respectfully yours,

Kazi Sadia Afrin ID: 0730046 ____________________

Alimoon Ara ID: 0720302 ____________________
Kazi Rima Akter Sumi ID: 0520104 ____________________
Deboshri Mandal ID: 0720448 ____________________
Habiba Rashid ID: 0720280 ____________________
Ahsanul Hoque ID: 0820023 ____________________
Rounak Ashrafi ID: 0820533 ____________________
(Group: 04)

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Acknowledgement

We are working on the ―Training Appraisal of Hamid Group‖. For successful completion
of this report, we got support from so many persons, without their help this report was
never possible.
First of all, we would like to thanks Mr. Monzoor Morshed to give us an opportunity to
work on Strategic Human Resource Management.
Secondly, we would like to convey my sincere gratitude to Md. Toriqul Islam, Senior
officer of HR for his continuous and patient guidance. Without his valuable advice and
time, preparation of this report in its present form would not have been possible.
We like to thank especially to Mr. Chowdhury Md. Shariar, Senior officer of HR for
always support me to know the organizational environment.

Lastly, we would like show my heartiest gratitude to all the members of ‗Hamid Group‘
those have helped us with their valuable advice and relevant articles and journals for our
project throughout the working period.

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Contents
Page No
Introduction 5-6
1.1 Background of the study 5
1.2 Objectives of the study 5
1.3 Scope of the study 5
1.4 Methodology 5
1.5 Limitations 6
1.6 Report review 6
2. About the group 7-8
Theoretical Framework 9-27
3.1 Introduction 9
3.2 What is Employee Training 9
4. Determining training needs and priorities 10-15
4.1 Identification of training needs 11-13
4.2 Training needs analysis-the practice 14
4.3 How to identify training needs 14-15
5. Training planning 16
6. Training division 16-17
7. Training budget 17
8. Training pedagogies 17-20
8.1 On the job training 17-18
8.2 Off the job training 18-20
9. Programmed instruction 21
10. Evaluating training effectiveness 21-22
11. Sketch of training needs and evaluation process 23
12. Conclusion 24
13. Appendix 25-26
14. Bibliography 27

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Executive Summary

Every organization needs to have well-trained and experienced people to perform the
activities that must be done. If current or potential job occupants can meet these
requirements, training is less critical. When this is not the case, however, it is necessary to
raise the skill levels and increase the versatility and adaptability of employees. As jobs
have become more complex, the importance of employee training has increased. When
jobs were simple, easy to learn, and influenced to only a small degree by technological
changes, there was little need for employees to upgrade or alter their skills. But the rapid
changes taking place during the last quarter-century in our highly sophisticated and
complex society have created increased pressures for organizations to readapt the
products and services produced, the manner in which products and services are produced
and offered, the types of jobs required, and the types of skills necessary to complete these
jobs. Training is a learning experience in that it seeks a relatively permanent change in an
individual that will improve his or her ability to perform on the job. We typically say
training can involve the changing what employees know, how they work, their attitudes
toward their work, or their interaction with their co-workers or supervisor. In this report
we try to figure out the training appraisal of Hamid Group. Hamid Group is a leading
group of Bangladesh. It begins its journey as a group in 1986. Hamid group consist of
eight different companies. There are 11,000 employees are working on the group. Here
we show how they determine training needs and priority. There are two levels needs
identification a) Individual level and b) Organizational level. We follow up on training
planning, division and budget. The main part of needs analysis is jobs and people. They
follow three different methods. In the group they follow two types of training on the job
and off the job. They have follow a standard evaluation method. Hamid group provide
successful training program for their employees to develop their skill and career.

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Introduction

1.1 Background of the Study

As a business student we have to know the concept and tools of human resource
management. The application of different HRM practices should also be known to us.
Training and development are very important part of HRM. We choose ―Hamid Group‖
which are practices most of the training methods popular in HRM.

1.2 Objectives of the Study

The broad objective of the report is to find out the training appraisal of the companies.

Specific Objectives

The specific objectives of the report are:

a) To understand the signals when training is needed.
b) To identify the methods of training.
c) To evaluate the training effectiveness.

1.3 Scope of the Study

Hamid group is a leading group of our country. Hamid group consist eight groups. All the
requirements of our purposes will be relatively easy since Hamid group are successful
organization and therefore, we believe their activities are based on rational thinking.

1.4 Methodology

The following methodologies will be followed to prepare the report:

a) Interview Manager of HR Department.
b) Collect information through questionnaire and face to face interviews.
c) Support with available facts and figures.
d) Draw conclusion with comments and suggestions, if necessary.

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1.5 Limitations

The limitation we faced to prepare the report is studying organization as a whole is a very
extensive topic. So, the report which we prepared has not encompassed all the fields of it
but emphasized on training needs process as a part of organization objectives.

1.6 Report Preview

Human Resource Management is one of the most fundamental parts of advanced

management dealing with decision making related to proper utilization of labor resources
so that the tasks of putting right people in the right job can be successfully performed.
Training process as a part of human resource management and make it possible for a
company to provide necessary steps to ensure the continued operation of the organization.

This report will cover the practice of training needs process in Hamid Group in the light
of theoretical data. This overview will contain goals, different sources, and activities of
recruitment and also draw a clear picture of selection along with its goals, significance,
various approaches in a detail glance.

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2. About the Group:

Hamid Group is a leading group of Bangladesh. It begins its journey as a group in

1986. Hamid group consist of eight different companies. They are the first and only coal
distributor in East Pakistan before 1971. Their first business project was ‗Green ways
corporation ltd. That was a cold-storage. There are 11,000 employees are working on the
group. Their companies are
Hamid Fashion Ltd.
Hamid Sweater Ltd.
Hamid Sourcing Ltd.
Green Ways Corporation Ltd.
Hamid Real Estate Construction Ltd.(Priyo Prangon)
Delco Business Associate Ltd. (Kube)
Hamid Construction Ltd.
Hamid Agro Ltd.

Registered Office:
Hamid Group
Priyo Prangon Tower, Plot # 19, Road # 17, Banani, Dhaka-1213, Bangladesh.
The HR department of Hamid group is exceptionally well-built. There are many
responsibilities of HR.

HR Activities

All managers of all departments get involved in HR activities. For example, Hamid
group‘s line managers have responsibilities like-

 Starting new employees in the organization by orientation,

 Training employees,

 Developing smooth working relationship,

 Creating and maintaining departmental morale.

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Line managers have direct responsibility for accomplishing organization‘s basic goals
and HR manager actually assist those managers to accomplish these goals.

HR Department’s relation to other departments’ functions:

Hamid group‘s HR activities and other department functions are related in the following
ways-

 In recruitment and selection line managers‘ list specific duties and job
responsibilities in question and with this information, HR manager writes job
description and job specification. Then HR manager conduct initial screening
interviews and refer possible candidates to department heads. After that department
heads make final selection and choose the best candidates.

 HR manager maintains records of appraisals and advice CEO or upper level

managers about development plan in terms of future need. Department heads
appraise employee‘s performance and assess their career progress.

 In case of compensation, HR manager determines relative worth of each job in the

company with the information regarding job from line managers. Again, HR
manager advises line managers about financial incentives and pay plan incentives.
Then line management decides on the benefit package and services Hamid group is
to pay.

Thus, HR activities of Hamid group affect the whole group. For the increased competition
in the world market, HR department‘s role has become more crucial.

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Theoretical Framework
3.1 Introduction:
Every organization needs to have well-trained and experienced people to perform the
activities that must be done. If current or potential job occupants can meet these
requirements, training is less critical. When this is not the case, however, it is necessary to
raise the skill levels and increase the versatility and adaptability of employees.

As jobs have become more complex, the importance of employee training has increased.
When jobs were simple, easy to learn, and influenced to only a small degree by
technological changes, there was little need for employees to upgrade or alter their skills.
But the rapid changes taking place during the last quarter-century in our highly
sophisticated and complex society have created increased pressures for organizations to
readapt the products and services produced, the manner in which products and services
are produced and offered, the types of jobs required, and the types of skills necessary to
complete these jobs.

3.2 What is Employee Training

Training is a learning experience in that it seeks a relatively permanent change in an
individual that will improve his or her ability to perform on the job. We typically say
training can involve the changing what employees know, how they work, their attitudes
toward their work, or their interaction with their co-workers or supervisor.

For our purposes, we will differentiate between employee training and employee
development for one particular reason. Although both are similar in the methods used to
affect learning, their time frames differ. Training is more present-day oriented; its focus is
on individuals‘ current jobs, enhancing those specific skills and abilities to immediately
perform their jobs. For example, suppose a person enters the job market during his senior
year of college, pursuing a job as a marketing representative, although he has a Business
administration degree with a concentration in marketing, when he is hired, some training
is in order. Specifically, he will need to learn the company‘s product line, territory, and
other pertinent selling tactics. This, by definition, is job-specific training, or training that
is designed to make a person more effective in his present job.

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Irrespective of whether we are involved in employee training or employee development,

the same outcome is required- that is, these programs are designed ton enhance learning,
so that employees are more effective and efficient on the job.

4. Determining Training Needs and Priorities:

Now that we have an understanding of what training should include, we can look at how
Hamid group assess whether there is a need for training. They uses and can determine this
by answering four questions:

1. What are the organization‘s goals?

2. What tasks must be completed to achieve these goals?
3. What behaviors are necessary for each job incumbent to complete his or her assigned
tasks?
4. What deficiencies, if any, do incumbents have in the skills, knowledge or attitudes
required to perform the necessary behaviors?

These questions demonstrate the lose link between strategic human resources planning
and the determination of training needs. Based on their determination of the
organization‘s needs, the type of work to be done, and the type of skills necessary to
complete this work, their training program should follow naturally. Once they can answer
question 4, they have a grasp of the extent and nature of their training needs.

What kind of signals can warn a manager that employee training may be necessary?
Clearly, the more obvious ones relate directly to productivity; that is, inadequate job
performance or a drop in productivity. The former is likely to occur in the early months
on a new job. When a manager sees evidence of inadequate job performance, assuming
the individual is making a satisfactory effort, attention should be given to raising the
worker‘s skill level. When a manager is confronted with a drop in productivity, it may
suggest that skills need to be ―fine-tuned‖.

Training will be judged by its contribution to performance, where performance is a

function of skills, abilities, motivation, and the opportunity to perform. Managers must
compare the value received from the increase in performance that can be attributed to

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training with the costs incurred in that training. The desire for improved worker
productivity cannot be approached in a vacuum. The benefits that accrue from training
must exceed the costs incurred.

4.1 Identification of Training Needs:

The identification of a training need means that performance is not up to the level
required and this in turn means that both the existing level of achievement and that
required have been measured and assessed.

Training needs can obviously be many and various depending on the nature of the job to
be done and the people who have to perform the jobs. They can be expressed generally in
terms of skills, attitudes and knowledge. Some needs may cover this whole spectrum
while other, perhaps may concentrate on singular aspects only.

Training and development are areas in which there have been considerable movements
over the past few years. We would prefer to say ‗advances‘, rather that ‗movements‘, but
so little evaluation of the new approaches has taken place or has been possible, that to do
so would be dangerous. These developments have been evident in the topics of training,
the use of technology as training aids, and most of all in the increasing variety of
approaches used.

Course formats have also undergone similar liberations. From a completely trainee-
conceived program construction, approaches have swung towards the trainees who may
be asked in specially conceived workshops to produce a course based on their
requirements, or they may attend a course which they construct from their needs as they
go along, within the confines only of the original raison there.

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Whoever may identify the training need; the process of identification is similar and can be
expressed in the model shown in the following figure.

(1) Suggestion or suspicion (2) Recognition that a

that a problem exists training need exists

Symptoms come to Identification of

light the problem

(3)Data collection
(4) Confirmation of the
training need

Stage 1 can be identified in a variety of ways and often depends on where an

organization‘s responsibilities lie. Unless there is a routine mechanism which surveys
training need, many training needs come to light accidentally or as the result of some
unrelated activity. A common situation which can suggest the existence of training needs
is when shortfalls in service or production become evident in an organization. These can
suggest that the job is not being performed correctly at some stage, perhaps due to a
shortfall in skills, knowledge or attitudes in the job performers. Of course the shortfall
may have nothing to do with training needs at all, but once the warning signals have been
given, some form of investigation is a logical step which may be taken quite naturally.
Audits, whether financial or general, can also be occasions when shortfalls are discovered
and usually an immediate identification of whether or not they are due to a training
problem can be made.

However, training needs will arise from the identification of a deficiency in a routine
inspection or survey, or result from a special survey mounted to determine whether any
training needs might exist.

Stage 4 introduces the in-depth analysis of the training need related to recommendations
for its fulfillment, and is characterized by two major aspects of the process of training
needs identification – job analysis and data collection.

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Individual level:
1. Identification will need to begin with the job description. This will provide a list of
the skills and knowledge required. It can be compared with the actual skills and
knowledge that the job holder possesses.
2. Another approach could be to look at critical incidents over, say, the past three
months that were particularly challenging or stressful. The training can then be
directed at the areas that are most relevant.
3. Managers will also be able to identify training for their subordinates. One of the best
ways of achieving this is through the appraisal interview, where agreed training needs
can be identified.
4. Individuals may request training that they perceive will equip them for a change of
job, either laterally or through promotion. Like the construction employee can ask his
senor to help or train in a particular sector related to the construction work. Or the
officer of finance department need to write a proposal for the department he can
request the senior officer to train about how submit the proposal.

Organizational level:
1. Training needs may be identified through the performance appraisal system. This may
provide the key channel for feeding back individual needs. The information should be
processed by a human resource professional in order to plan the overall needs of the
organization.
2. The management team or a training committee (if one is established) may identify
areas from the corporate plan that they want included in the training plans. So for
example, an organization that is planning to expand may want all supervisors to be
properly trained in supervisory techniques, including recruitment and selection.
Alternatively management may identify a short-term problem in one area and dictate
that extra training be provided. An example may be of a department that is constantly
not completing tasks due to overrunning. A short-term response could be providing
time management training. This may not be the complete solution as poor time
management may be a symptom of an underlying problem, but it will help to make
the department more efficient

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4.2 Training needs analysis- the practice

Hamid group analysis‘s their needs on training. Training needs analysis they examined
with respect to two groups- jobs and people

Jobs - The first question to ask is: what are the training priorities? The answers may lie in
the manpower plan or in the importance of the problem to the organization. The next
stage is to consider how the job can best be analyzed. This could involve observation,
questioning or job analysis.

People - Analysis will reveal the kind of person required. Information can be used from
the person specification.

4.3 How to identify training needs

In this section they look at three methods of how Hamid group might go about the actual
process of identifying training needs. The three methods are:

 The fully comprehensive review. (The most effective approach)

 The priority problem approach.
 The performance management approach.

The fully comprehensive review - A comprehensive organization-wide review might

follow the following four steps:

Step 1: preparing for the review. Obtain a clear brief and support from the top
management. Explain the purpose of the review to all those involved in order to enlist
their support and, avoid any ‗uncooperative‘ attitudes.
Step 2: collection of data and initial interpretation: identification of problems with
non-training solutions. Collect information on the following:
 External influences such as changes in demand or technological innovations.
 Top management objectives. This might be information from the corporate plan
and information from the top management on changes they see coming.

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 The human resource. Such information might be available in the manpower plan.
Other information that is useful on recruitment plans, selection policy, assessment
systems and promotion policy.
 The views of line management. Line managers will know about the existing
practices and their adequacy. Information may be available on specific jobs where
gaps on knowledge or skill are producing poor performance. Line managers
should also have ideas on future needs and priorities of their departments.

Step 3: detailed Interpretations of data: Identification of key areas; development of

recommendations. At this stage it should be possible to rank training priorities. This
can be accomplished at department level and then organization level. Linking back to
step 2 the training plan should support the corporate plan and objectives. It should be
acceptable to all levels of management and to those receiving the training. The plan is
practical but costly.
Step 4: implement the recommendations. Acceptance by top management of all or
part of the recommendations will lead to the formulation of detailed training programs
and plans.

The priority problem approach - This approach, as the name implies, involves
concentrating on the organization‘s urgent problems. This approach is ad hoc but still
systematic. Concentration is on areas that are critical to the organization‘s objectives. The
emphasis is definitely short-term.

The performance management approach - This approach looks at appraisal and

performance management from the training perspective.

As an approach this is the one that will lead easiest into a ‗learning organization‘ –one
where it is accepted that everyone is still learning. Because of environmental change the
organization are constantly changing, therefore the jobs in the organization are constantly
changing and individuals need to be constantly learning new skills in order to keep up.

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5. Training Planning:
Hamid group develops human resource development and training planning each year for
the next three-year for all its employees. The training planning for an employee is
developed by his immediate superior.
At the beginning of the year superiors develop plans for their subordinates that what
trainings are necessary immediately and what trainings can be given later.

Hamid group has started a new training performance evaluation program. Whenever
training is conducted a senior executives or other who has full knowledge about Hamid
group takes part in the training program as an assessor. He assesses that whether the
training is aligned with the policies of the Hamid group. The senior member also assesses
the trainers and the trainees.

The company also trains the in-house trainers. It has separate manual and standardized
operating procedures for the training. In Hamid group management by objective works
for training. Superiors and subordinates sit together and decide what inadequacy the
subordinates have and what training is best fit to fulfill the inadequacy.

6. Training Division:
Hamid group has no separate department for training. They organized training group by
senior members of require department. Formulated department is run by an assistant
manager.
The company always tries to improve the efficiency level of its workforce.
In Hamid group training is provided for two reasons.
1. Skill development.
2. Career development.

6.1 Skill Development:

This training is provided when the employees should do their task but fail to do so.
Because of skill inadequacy, if they cannot perform their task then the company arranges
this type of training. An example can be given. A computer operator supposed to know all
the popular packages. But if s/he doesn‘t know any of the packages then the company
sends him/her for a training to learn the package.

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6.2 Career Development:

It is more of a future-oriented training. Only executives get the opportunity to take part in
this type of training. As the company has future plan and clear knowledge about the
potential vacuum in the future it continues to improve its workforce.
The company provides functional as well as general management training.

Functional Training: Functional training is the training which aimed at developing the
functional areas like Sales, Production, Marketing, etc,
General Management Training: Except functional training all other trainings is General
Management Training.

7. Training Budget:
The training budget is very important to construct a successful training event. The Sales
Department has the maximum training in Hamid group. So they get a large portion of
total budget for training. Unlike other department sales department has separate budget
for the training.
The company sends executives abroad for training. Mostly it is functional. Square
Pharmaceuticals provides in-house or off-the-job training which one is less costly. It also
brings foreign experts for training if needed.

8. Training Pedagogies:
The most popular training and development methods used by organizations can be
classified as either on-the-job or off-the-job training. In the following, we will briefly
introduce the better-known techniques of each category.

8.1 On-the-job training

The most widely used training methods take place on the job. This can be attributed to the
simplicity of such methods and the impression that they are less costly to operate. On-the-
job training places the employees in actual work situations and makes them appear to be
immediately productive. It is learning by doing. For jobs that either are difficult to
simulate or can be learned quickly by watching and doing, on-the-job training makes
sense.

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One of the drawbacks of on-the-job training can be low productivity while the employees
develop their skills. Other drawbacks can be the errors made by the trainees while they
learn. However, when the damage the trainees can do is minimal, where training facilities
and personnel are limited or costly, and where it is desirable for the workers to learn the
job under normal working conditions, the benefits of on-the-job training frequently offset
its drawbacks.

Apprenticeship Programs
People seeking to enter skilled trades—to become, for example, plumbers, electricians, or
ironworkers—are often required to undergo apprenticeship training before they are
accepted to expert status. For instance, a cosmetician‘s apprenticeship is two years, a
bricklayer‘s is three years, machinists and printers spend four years, and a pattern maker
requires five years. For their office they take fresh graduates and their probation period is
three months. During the apprenticeship period, the trainee is paid less than a fully-
qualified worker.

Job instruction Training

During World War II, a systematic approach to 0n-the-job training was developed to
prepare supervisors to train operatives. This approach, called job instruction training
(JIT), was part of the training. Hamid group uses JIT programs. JIT proved highly
effective became extremely popular. JIT consists of four basic steps: (1) preparing the
trainees by telling them about the job and overcoming their uncertainties; (2) presenting
the instruction, giving essential information in a clear manner; (3) having the trainees try
out the job to demonstrate their understanding; and (4) placing the workers into the job,
on their own, with designated resource person to call upon should they need assistance.
Use of JIT they achieve impressive results. By following the steps, studies indicate that
employee turnover can be reduced. Higher levels of employee morale have been
witnessed, as well as decreases in employee accidents.

8.2 Off-the job Training:

Off-the-job training covers a number of techniques—classroom lectures, films,
demonstrations, case studies, and other simulation exercises, and programmed instruction.
The facilities needed for each of these techniques vary from a small makeshift classroom
to an elaborate development center with large lecture halls, supplemented by small

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conference rooms with sophisticated audio-visual equipment, two-way mirrors, all the
frills.

Seminars or Conferences - The seminar or conference approach is well adapted to

conveying specific information—rules, procedures, or methods. The use of audio-visual
or demonstrations can often make formal seminar presentations more interesting while
increasing retention and possibly clarifying more difficult points. This program is
applicable for organizational employees.

Videos films can be useful training technique. Whether purchased from standard video
distributors or produced internally by the organization, they can provide information and
explicitly demonstrate skills that are not easily presented by other techniques. Videos and
seminar discussions are often used in conjunction to clarify and amplify those points that
the video emphasized.

Simulation Exercises Any training activity that places the trainee in an artificial
environment that closely imitates actual working conditions can be considered a
simulation. Simulation activities include case exercises, experimental exercises, complex
computer-based training (CBT), and vestibule training.
Case present an in-depth description of a particular problem an employee might encounter
on the job. The employee attempts to find and analyze the problem, evaluate alternative
courses of action, and decide what course of action would be most satisfactory.

Experimental exercises are usually short, structured learning experiences in which

individuals learn by doing. For instance, rather than talk about interpersonal conflicts and
how to deal with them, an experimental exercise could be used to create a conflict
situation where employees have to experience a conflict personally and work out its
resolution. After completing the exercise, the facilitator or trainer typically discusses what
happened and introduces theoretical concepts to help explain the members‘ behaviors
during the exercise.

Complex computer-based training simulates the work environment by programming a

computer to imitate some of the realities of the job. Over a year ago their accounts
department started to use ―Accroll software‖ to make easier their audit. So they require a

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training program to teach how they can run the program. The computer simulates critical
job dimensions and allows learning to take place without the risk or high costs. An error
during an audit offers an opportunity to learn through one‘s mistakes; a similar error
under real-life conditions could cost a number of lives and the loss of properties—quite a
high price for a learning exercise. Obviously, complex computer modeling is expensive
and can be justified only where programs are formal, a significant number of trainees will
be developed, and the costs of allowing the individual to learn on the jobs are prohibitive.

In vestibule training, employees learn their jobs on the equipment they will be using, but
the training is conducted away from the actual work floor. They provide these types of
training for their Hamid Fashion and Hamid Sweater employees especially the
merchandisers—which are much more complex because they control inventory and
perform other functions in addition to ringing up orders—in specially created vestibule
labs that simulate the actual checkout-counter environment. While expensive vestibule
training allows employees to get a feeling for doing tasks without ―real-world‖ pressures.
Additionally, it minimizes the problem of transferring learning to the job, since vestibule
training uses the same equipment the trainee will use on the job.

Management Development Program:

The group has management development program. It is an ongoing process. The
development program is separated in different small modules.
For the management development program both on-the-job and off-the-job methods are
used.
The management development program is aimed at improving managerial performance. It
is mostly educational process and the executives have gone through lots of reading and
think about what might increase their productivity.
The program is also come as fringe benefit for the executives. Last year the group had a
tremendous sale in Hamid Fashion and Hamid Sweater and it sent some of its executives
to Europe countries for training. The trainings they had were merely attending the
programs and they had lot of time roaming the tourist spots of the countries.
Coaching, understudy assignment, job rotation and committee assignment are the on-the-
job method the company uses for management development program.
Under the coaching senior managers guide the juniors and train them and it is widely used
in Hamid group.

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Lecture and Simulation Exercise are off-the-job methods that the company uses.
The company always considers cost before go for any type of training. If the on-the-job
training is less costly then the off-the-job training then it goes for on-the-job training.

9. Programmed Instruction:
The programmed instruction technique is the form of programmed tests, manuals, or
videos displays, while in some organizations teaching machines are utilized. All
programmed instruction approaches have a common characteristic: The condense the
material to be learned into highly organized, logical sequences, which require the trainee
to respond. The ideal format provides for nearly instantaneous feedback that informs the
trainee if his or her response is correct.
For example, popular today with the purchase of computer software is an accompanying
tutorial program. This tutorial walks the user through the software application, giving the
individual opportunities to experiment with the program. These tutorials, then, form one
basis of programmed instruction.
As technology changes continue to evolve; now they expect programmed instruction to
become more dominant. Two noticeable versions, interactive video (IVD) and virtual
reality, are gaining momentum in corporate training. Interactive video disks, as the name
implies, allow users to interact with a personal computer while simultaneously being
exposed to video pictures. This ―motion picture‖ enables the trainee to experience the
effect of his or her decision in a real-time mode.

10. Evaluating Training Effectiveness:

Irrespective of the type of training or development effort underway, they must be cost
effective. Only by analyzing such programs can effectiveness be determined. The
management of Hamid group concerned, for example, with whether employment tests
actually differentiated between satisfactory and unsatisfactory job performers. This same
concern for effectiveness arises when they discuss training or development activities. It is
not enough to merely assume that any training an organization offers is effective; they
develop substantive data whether their training effort is achieving its goals-that is, if it is
correcting the deficiencies in skills, knowledge, or attitudes that were assessed as needing
attention. The costs incurred alone justify evaluating the effectiveness.

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HRM-390 Training Appraisal of Hamid Group

It is easy to generate a new training program, but if the training effort is not evaluated, it
becomes possible to rationalize any employee-training efforts. To avoid the uncontrolled
expansion of training costs, management must insist on a thorough cost-benefit evaluation
to ensure that training money generates satisfactory returns.
Because of the assumption by many managers and training directors that any type of
training is worthwhile, training programs may not be as effective as they could be. It is
impossible to claim that training, in and of itself, is effective unless it is evaluated. If
those responsible for training are convinced that every training program being offered is
―good‖, it is reasonable bet that little evaluation is taking place, and it is very possible that
the actual training could be improved. While they know training can be effective in
assisting management in attaining its goals, the issue of whether it is effective is often
more a matter of opinion than of fact.

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HRM-390 Training Appraisal of Hamid Group

11. Sketch of training needs and evaluation process:

Suspect existence of a problem

Consider job description

Produce job specification = Training needs

Conduct job and task analysis Determine most effective method of learning

Identify errors and Omissions Test existing skills, knowledge, attitudes

Conduct training event

Immediate reaction testing

Session, section, day reviews

End of course testing of skills, knowledge, attitudes

End of course validation review

Mid - term evaluation follow up

Long term evaluation follows up

Identify control group(s)

Test existing skills etc

Second testing of skills

Third testing of skills

Fourth testing of skills

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The evaluation process timing is fully dependent on training period. If the training period
is three months long the duration of evaluation process is three months.

12. Conclusion:
In the era of technology, it is very necessary for everyone to run with the advancement of
new automations in the society as well as in the country. A developing & densely
populated country like Bangladesh requires effective human resources for her
development. A generation of high & lucrative talents can change the whole phenomena
of the country if they are properly utilized. ―Hamid Group‖ has great actions on training
so they can provide new generation talents for the country. There identification of training
needs, process, methods, evaluation and other activities regarding training is very
effective and well organized.

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13. Appendix:

Questionnaire

1. How do determine that your employees need training?

a) Observation
b) Management and staff conference
c) Analysis of job requirements
d) Consideration of current and projected changes
e) Surveys, report and management inventories
f) Interviews
g) Other
2. How do you determine what kind of training do your employees need?
3. What are the signals you get about employees training needs?
a) decrease in productivity
b) poor performance
4. How do you evaluate training
a. Cost
b. performance
c. target achieved
5. What method do you use for training
a) On the job
i) Apprenticeship program
ii) Job instruction training
b) Off the job
i) Lecture or conference
ii) Films
iii) Simulation exercise
iv) Experimental exercise
v) Computer programming
c) Programmed instruction
6. When do you give formal training and informal training
7. Do you have any management development program

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8. How do you determine the what type of management development program you need
9. What method do you use for management development program
a) On the job
b) Off the job
10. Do you perform any test or use any other method to evaluate training like test-retest
method, pre-post performance method, experimental-control method
11. What are the areas you assess to evaluate training
13. Do you have any separate training division?
14. Who is the head of the division?
15. What type of in-house training you provide
16. When do you need outside experts for training?
17. Which department gets the maximum training?
a. Marketing
b. Production
c. Sales
18. Do you send employees abroad for training?
19. If yes, for what type of training
20. How much you spend on training in a year (on an average)
21. Do you keep a budget for training?
22. In what basis you determine the budget – equal amount for every year or proportion
of sales / production.

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14. Bibliography

1. David A. De Cenzo & Stephen P. Robbins, ―Human Resource Management:

Concepts & Practices‖ 4rd Edition, Printed by John Wiley & Sons, Inc. 1994, pp. 254

2. John Kempton , ―Human Resource Management: Current Issues and Themes‖,

Published by Macmillan Press Ltd., Printed by Antony Rome Ltd. Newyork, U.S., pp.
112

3. Mark C. Zweiz, ―Human Resource Management‖, Printed by John Wiley & Sons,
Inc.1989, pp. 92

4. Rae, Laslie, “How To Measure Training Effectiveness‖, published by Gower

Publishing Company Ltd., England, 1987. pp. 17 – 20, appendix.

5. Some handouts provided by Square Pharmaceuticals Ltd. & Advanced Chemical

Industries (ACI) Limited

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