Why this question, if you are HR? Have you got any confusion about HR roles? If so what are they? If you are not HR, what is the context in which this question is raised so that members can address that? A plain answer can be that HR roles embrace all people oriented functions from recruitment to retirement with development roles in between like training and development and performance management and employee welfare etc..
B.Saikumar
From India, Mumbai
1899B.Saikumar
From India, Mumbai
HR is vast subject and the roles of HR is also equally vast as posted by Saiconsult..
defining HR role in one sentence could be MANAGEMENT i.e. MANAGING MEN T (TACTFULLY) - which starts from sourcing to separation and beyond separation also.
bgramesh
hosur
From India, Vellore
defining HR role in one sentence could be MANAGEMENT i.e. MANAGING MEN T (TACTFULLY) - which starts from sourcing to separation and beyond separation also.
bgramesh
hosur
From India, Vellore
Hey,can somebody please tell me that what is causing skill gap in the market now a days?
From India, Gurgaon
From India, Gurgaon
There is no awareness among the candidates about the concept of skill and the difference between a qualification (academic) and a skill.Most of them are under the impression that acquiring a qualification is more important than the skill. Because of this wrong notion, many students ignore the importance of internships and take them as an academic rituals and thus loose the opportunity to understand and then acquire even basic skills.The syllabus in schools and the institutes too is more theoretical and less industry relevant because there is no partnership between industry and the institutes to design a skill based and industry relevant curriculum.The number of trade schools or industrial training institutes are inadequate for the demand thus not turning out enough skilled work force.Even though some are skilled they do not know how to approach an industry that is in need of their skills and the industry is too unaware of any means to spot such skills. This apart, the hiring managers and the recruiting consultants too contribute to this gap. The hiring managers are not adept at understanding the core competencies of a job and mostly go by the reputations of the institutes resultatntly ending up hiring wrong candidates and the recruiters do not do enough research and probably take enough help from technology in tracking right talent. Finally factors like bad culture and unattractive packages etc by corporate also fail to attract talent but these are factors for internal skill gap.
B.Saikumar
From India, Mumbai
B.Saikumar
From India, Mumbai
The skills gap in all economies from developed to developing countries raises the need of changing attitudes towards vocational education. We often don't appreciate vocational graduates since we believe that they have lower qualifications and social status than college ones. Besides, students and their parents hesitate to register at vocational schools due to the worry of limited innovation, low income and social bias against vocational education. These misleading mindsets need changing immediately in technology-based economies.
Academic education is good, but it's not the only door for students. The mass participation in colleges and universities doesn't guarantee high qualified output for the economy. Conventional education requires 4-5 years to complete a bachelor program with most theorical knowledge. Conversely, students who choose vocational schools often take about 2 years to acquire both basic knowledge and practical skills for their jobs. Apart from tenure, vocational education and training also gain advantage from the connection between schools and businesses. Skilled-based schools ensure that their students can work well right after graduation without or with little training.
The boom of university graduates in both developed and developing countries cannot solve either international issue of unemployment or the shortage of skills. China and India are now the world's biggest producers of graduates, but their unemployment rates always remain high, especially among the youth. Unfortunately, a huge number of unemployed people have academic degrees.
If you want to gain in-depth knowledge about global skills gap and the resolutions, please feel free to take a look at my article at Why Employers Should Love Vocational Education.
From Vietnam, Hanoi
Academic education is good, but it's not the only door for students. The mass participation in colleges and universities doesn't guarantee high qualified output for the economy. Conventional education requires 4-5 years to complete a bachelor program with most theorical knowledge. Conversely, students who choose vocational schools often take about 2 years to acquire both basic knowledge and practical skills for their jobs. Apart from tenure, vocational education and training also gain advantage from the connection between schools and businesses. Skilled-based schools ensure that their students can work well right after graduation without or with little training.
The boom of university graduates in both developed and developing countries cannot solve either international issue of unemployment or the shortage of skills. China and India are now the world's biggest producers of graduates, but their unemployment rates always remain high, especially among the youth. Unfortunately, a huge number of unemployed people have academic degrees.
If you want to gain in-depth knowledge about global skills gap and the resolutions, please feel free to take a look at my article at Why Employers Should Love Vocational Education.
From Vietnam, Hanoi
Our education system is too old and not as per current market requirement. it takes time and money to acquire certain skill, unfortunately now a days students don't want to spend time in acquiring skill.
we don't have part time kind of culture where students can earn money while studying. most of these part time jobs in India are paying less or mostly in un organised sector.
Govt of India has implemented vocational courses in India and these are mostly free of cost to students, unfortunately this also not worked well because of lack of proper training and government delay in repayments to training provider.
Now a days we have huge no of educated unemployed youth who are not getting job because of lack of skills and unwillingness to learn skills.
From India, Delhi
we don't have part time kind of culture where students can earn money while studying. most of these part time jobs in India are paying less or mostly in un organised sector.
Govt of India has implemented vocational courses in India and these are mostly free of cost to students, unfortunately this also not worked well because of lack of proper training and government delay in repayments to training provider.
Now a days we have huge no of educated unemployed youth who are not getting job because of lack of skills and unwillingness to learn skills.
From India, Delhi
I agree with the views of Saiconsult. Further to these views, I have to state the follwoing:
I have been involved in the training of apprentices in a large petrochemical plant (a few decades ago). I would like to share my views on the topic.
Our education system is old and not relevant to the demands of industry. Students think that acquiring educational qualification with good grades is adequate. There are very few technical institutes (like ITIs), which impart training in basic skills. However, most ITIs do not have competent faculty and facilities. In many ITIs, despite qualified faculty, the teaching quality is very poor. The ITI-passed candidates need to be trained again by industry to enhance their skills to the required level.
There is an Apprenticeship scheme introduced by the Government under the Apprentices Act, 1961. The aim of this scheme is to (1) regulate the programme of apprenticeship training in the industry, and (2) ensure conformance to the prescribed syllabi and period of training by utilising the facilities available in industry for imparting the practical training with a view to meeting the requirements of skilled manpower of the industry. Initially, it was meant for the candidates who have passed 8th, 10th or 12th standard for different industrial trades. At the end of training, the Trade Apprentices have to pass an examination conducted by National Council for Training in the Vocational Trades (NCTVT). NCTVT was established in 1956 by the Ministry of Labour, Government of India, in pursuance of the recommendations of the All-India Council for Technical Education. It was established with a view to ensuring and maintaining uniformity in the standards of training all over the country. NCTVT has been entrusted with the responsibilities of (1) prescribing standards and curricula for craftsmen training, (2) advising the Government of India on the overall policy and programmes, (3) conducting All-India Trade Tests, and (4) awarding National Trade Certificates.
In 1973, the apprenticeship training of engineering degree and diploma holders was also brought under the purview of the Apprentices Act, 1961 by the Apprentices (Amendment) Act, 1973.
There are four categories of Apprentices:
(1) Trade Apprentices [for 8th, 10th and 12th standard passed and ITI certificate holders]
(2) Graduate Apprentices [for fresh engineering degree holders]
(3) Technician Apprentices [for fresh engineering diploma holders]
(4) Vocational Apprentices [for 10 + 2 (Vocational) passed]
The training of Trade Apprentices [serial no. (1)] is monitored by the State Government through the Regional Directorate of Apprenticeship Training. The training of the rest (Graduate Apprentices, Technician Apprentices and Vocational Apprentices) is monitored by the Central Government through the Board of Apprenticeship Training, Ministry of HRD.
The training period for Trade Apprentices varies from 6 months to 3 years, depending on the trade. There are a little more than 250 trades like Fitter, Turner, Welder, Electrician, Operators (Chemical Plant), Maintenance Mechanics (Chemical Plant), Laboratory Technician, etc.
The training period for fresh graduate engineers is one year and for engineering diploma holders 10+2 Vocational candidates, it is 3 years. Basically, this scheme is intended to meet the requirement of the skilled manpower to industry.
The number of apprentices to be trained by an industrial establishment in a certain proportion to the number of employees in different trades as prescribed by the Apprentices Act. All apprentices are paid an stipend by the company as mandated by the Act. There is no obligation on the industry to necessarily give employment to the candidates who complete the training successfully. Idea is to make these people employable in industry.
Usually, large organisations have established good training centres with very good facilities and competent instructors/trainers. However, many industries take the apprentices only to meet the legal obligation, but the quality of training leaves much to be desired. (They follow the Apprentices Act in letter, not in spirit.) Hence, many "trained" apprentices do not possess the required trade skills.
Also, the engineering institutions and industry should collaborate so that curriculum can be modified to make it suitable for the requirements of industry. The engineering institutions have a requirement of internship in industry, but it is generally not taken seriously.
I think these are reasons why there is a skill gap in the market.
A.K. Gupta
From United States, Des Plaines
I have been involved in the training of apprentices in a large petrochemical plant (a few decades ago). I would like to share my views on the topic.
Our education system is old and not relevant to the demands of industry. Students think that acquiring educational qualification with good grades is adequate. There are very few technical institutes (like ITIs), which impart training in basic skills. However, most ITIs do not have competent faculty and facilities. In many ITIs, despite qualified faculty, the teaching quality is very poor. The ITI-passed candidates need to be trained again by industry to enhance their skills to the required level.
There is an Apprenticeship scheme introduced by the Government under the Apprentices Act, 1961. The aim of this scheme is to (1) regulate the programme of apprenticeship training in the industry, and (2) ensure conformance to the prescribed syllabi and period of training by utilising the facilities available in industry for imparting the practical training with a view to meeting the requirements of skilled manpower of the industry. Initially, it was meant for the candidates who have passed 8th, 10th or 12th standard for different industrial trades. At the end of training, the Trade Apprentices have to pass an examination conducted by National Council for Training in the Vocational Trades (NCTVT). NCTVT was established in 1956 by the Ministry of Labour, Government of India, in pursuance of the recommendations of the All-India Council for Technical Education. It was established with a view to ensuring and maintaining uniformity in the standards of training all over the country. NCTVT has been entrusted with the responsibilities of (1) prescribing standards and curricula for craftsmen training, (2) advising the Government of India on the overall policy and programmes, (3) conducting All-India Trade Tests, and (4) awarding National Trade Certificates.
In 1973, the apprenticeship training of engineering degree and diploma holders was also brought under the purview of the Apprentices Act, 1961 by the Apprentices (Amendment) Act, 1973.
There are four categories of Apprentices:
(1) Trade Apprentices [for 8th, 10th and 12th standard passed and ITI certificate holders]
(2) Graduate Apprentices [for fresh engineering degree holders]
(3) Technician Apprentices [for fresh engineering diploma holders]
(4) Vocational Apprentices [for 10 + 2 (Vocational) passed]
The training of Trade Apprentices [serial no. (1)] is monitored by the State Government through the Regional Directorate of Apprenticeship Training. The training of the rest (Graduate Apprentices, Technician Apprentices and Vocational Apprentices) is monitored by the Central Government through the Board of Apprenticeship Training, Ministry of HRD.
The training period for Trade Apprentices varies from 6 months to 3 years, depending on the trade. There are a little more than 250 trades like Fitter, Turner, Welder, Electrician, Operators (Chemical Plant), Maintenance Mechanics (Chemical Plant), Laboratory Technician, etc.
The training period for fresh graduate engineers is one year and for engineering diploma holders 10+2 Vocational candidates, it is 3 years. Basically, this scheme is intended to meet the requirement of the skilled manpower to industry.
The number of apprentices to be trained by an industrial establishment in a certain proportion to the number of employees in different trades as prescribed by the Apprentices Act. All apprentices are paid an stipend by the company as mandated by the Act. There is no obligation on the industry to necessarily give employment to the candidates who complete the training successfully. Idea is to make these people employable in industry.
Usually, large organisations have established good training centres with very good facilities and competent instructors/trainers. However, many industries take the apprentices only to meet the legal obligation, but the quality of training leaves much to be desired. (They follow the Apprentices Act in letter, not in spirit.) Hence, many "trained" apprentices do not possess the required trade skills.
Also, the engineering institutions and industry should collaborate so that curriculum can be modified to make it suitable for the requirements of industry. The engineering institutions have a requirement of internship in industry, but it is generally not taken seriously.
I think these are reasons why there is a skill gap in the market.
A.K. Gupta
From United States, Des Plaines
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