Dr. Sraban Mukherjee

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The Practices and Challenges In Improving Quality of Training: Human Resource Perspectives

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“ ..The skill gap between graduates and job market has reached an alarming level with 3 out of 7 college graduates encountering difficulties in landing a job that matches with their education..”

Reported on May 24,2014 Taiwan Times, based on poll

conducted by Centre For Public Policy and Law, NTU, Taipei.

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“…. the nation ( Taiwan) is facing a shortage of manual workers and operators as SMEs make up 90 percent of all businesses, but most college graduates are reluctant to take this kind of job.”

- Prof Wang Li-Sheng, Institute of Applied Mechanics, NTU.

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India is facing similar crisis: Engineering graduates are much more than graduates from Polytechnics

India needs to create a massive drive for building adequate skills of its population, in which over 600 million young people are under the age of 24.

Under National Policy on Skill Development, India has set a target of skilling 500 million people by 2022

Indian Context..

Challenges before VET

VET is concerned with the employability skills for specific job, occupation or task not broader skills, lifelong learning.

Vocational trainers are being increasingly held responsible for students’ achievement.

Linkage with the industries Job-specific or firm-specific

training not possible at VET institutions.

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Major Challenges for VET providers are:

Non-availability of courses in new and emerging areas

Inadequate Infrastructure facilities and obsolete equipment

System unable to attract quality teachers

Inadequate financial resources

Lack of flexibility and autonomy to the institutions

Inadequate industry institute participation

Lack of innovation in VE

Antique curricula8

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Quality in Vocational education and Training

Conformance to requirement Satisfying customer need

Pursuits to excellence Satisfying trainee’s

need

Continuous operationalimprovement Reducing non-

conformance

Zero defects

QUALITY

Issues related to Quality?

Training policy makers are focusing on: -

Employable skillsOutcome-based trainingQualification frameworkTraining certificationDemand-driven skillsTraining to Industry standards

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Issues related to Quality

Quality in education and training refers to that the learning should lead to satisfactory outcomes for learners, employers and sponsors.

The learners need to be provided broader skills and knowledge to fit into not one but related industries with various job-roles

Return on Investment 11

“A Chain is only as strong as its weakest link”

- E.M. Goldratt and Jeff Cox

Peopl

e

Supplies

Polici

es

Internal/ External Equipment

Info

rmatio

n

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Key elements to improve the quality of vocational training

“A Chain is only as strong as its weakest link”

Organizational performance is dictated by constraints

Every system has at least one constraint that limits its performance i.e. the systems “weakest link”.

Weakest links

Trainees Trainer

sTrainin

g conten

t

Training Methodolo

gy Class

Size Training Environme

nt

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Trainees

“ Most of the participants in the past were middle aged people, but over the past three years, 90 % of them were young adults.”

- Lai Shu-Li ,Deputy Director, WDA as reported in Taipei

Times on May 27,2014

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Who are our trainee and what they expect from us?

What are their backgrounds: academic, social and family?

What motivated trainees to join training?

What are their ability levels?

What are their learning styles and preferences?

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Trainers

“People make the system work”

Highly qualified faculty lacks practical knowledge

Limited opportunity to obtain additional education and professional training

Problem in recruiting good vocational trainer (faculty)

Lack of stability of trainers

Problems:

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Teacher Certification(to develop competent staff

and establish higher Standards)

Teacher Certification(to develop competent staff

and establish higher Standards)

Training Certification (to standardize instructional

content of individual institutions)

Training Certification (to standardize instructional

content of individual institutions)

Selecting the Trainers

Certification

Trainers

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Training Content

Least Important Success Factors : Management of Training History Handling of training information,

statistical analysis and application(Chang, J et al , paper presented at

International Conference on Advanced Technology and Mgt. Sc,2013)

A Case Study of Continuous Education School of Colleges on TTQS Implementation

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Most Important Success Factors :Analysis of competency gap according to

training demands of target marketDesign courses by opinions and demands of

stakeholdersFollow-up on the extent of changes in

trainee’s knowledge

(Chang, J et al , paper presented at International Conference on Advanced Technology and Mgt. Sc,2013)

Training Content:A Case Study of Continuous Education School of Colleges on TTQS Implementation

Training Content

Comprehensive review and redesign of the curricula according to the need of local industries every 3 to 4 years

Industry Skills need survey, Focus Group discussion, Expert Panels Recommendations and Trainers feedback

Flexibility to training providers to fine-tune training curricula based on local situation under broad guidelines

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Training Content

Emphasis on Practical Experience rather than academic credential

Competency- based training curricula based on detailed task analysis of specific task.

Integration of social skills in Vocational courses

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Training Methodology

According to Adult Learning Theory postulates: we remember 20% of what we hear, 50% of what we see, but 80% of what we do.

Use of technology in training delivery is most effective as education, technology and work goes online now a days.

“ I hear and I forget, I see and I remember, I do and then I understand”.Confucius

Training Methodology

Hands-on Experience

Flip teaching/ Flipped Classroom

Training Games/ Simulation Games

Competency based instruction 25

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Class size

“…. There was a “threshold effect” when class size was reduced to 15 and under. Gains in achievement were dramatic….”

Glass & Smith, University of Colorado, 1981based on integrated analysis over 100

studies.

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Class size

25-30 students in vocational and technical laboratories

Larger class sizes can cause student achievement to decrease Small classes

promote higher achievement, better attitudes and a greater teacher satisfaction

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Training Environment

Student central: analysis of prior knowledge

Context central: safe environment, connection with life outside training school

Knowledge central: clarity about what has to be learned and why

Assessment central: assessment to guard the learning process

Human Resource Perspective

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VET & HRD :Where is the difference

Role of VET is to prepare people for work or improve performance in existing job or skill them to find job

Role of HRD is concerned with overall development of employees not only for present jobs, but develop them for future.

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Changing Role Of HRD

From traditional T & D Role to Strategic HR.

Involvement of Line Managers in training needs identification, conducting skill training, and skill-assessment at workplace.

HRD more focused on planning, creating facilities and monitoring the implementation quality.

Two Approaches of HR

Self-Regulation

Seek Responsibi

lity

Exercise Initiative

Commitment –Oriented HR

Efficiency Improvement

Productivity

Utilization

Cost Reduction

Performance-Oriented HR

What Commitment-Oriented HR is expected to do ?

Develop Policies to Attract and Retain Employees, specially Trainers and Technical Experts.

Professionalize Recruitment and Selection Process.

Develop trainers, create opportunity for exposures and knowledge & skills upgradation.

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What Commitment-Oriented HR is expected to do ?

Develop assessment and feedback system.

Develop several trainer recognition systems.

Focus on Employee Engagement : Conduct periodic survey to identify employee satisfaction and motivational level

Create challenging, stimulating and inspiring work environment – a true learning environment. 35

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HR Organizational Setup:

Do we have strong HR department in our organizations?

What are the quality and competence level of people managing HR function?

What are the mandates to HR department from Institutional leadership ?

TTQS :THE WAY FORWARD

Standardized the training processes at institutions in

Taiwan

Large participation in certification process

indicates high interest amongst training providers

Put focus on innovation and continuous

improvement in training system

TTQS evaluation should focus on improvement on key training parameters

/result areas

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