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, performance management, and employee welfare, etc.
B. Saikumar
From India, Mumbai
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1979B. Saikumar
From India, Mumbai
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HR is a vast subject, and the roles of HR are equally extensive, as posted by Saiconsult. Defining the HR role in one sentence could be MANAGEMENT, i.e., MANAGING MEN T (TACTFULLY) - which starts from sourcing to separation and beyond separation as well.
bgramesh
hosur
From India, Vellore
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bgramesh
hosur
From India, Vellore
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Hey,can somebody please tell me that what is causing skill gap in the market now a days?
From India, Gurgaon
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From India, Gurgaon
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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 academic rituals, thus losing the opportunity to understand and acquire even basic skills.
The syllabus in schools and institutes is often more theoretical and less industry-relevant because there is no partnership between industry and institutes to design a skill-based and industry-relevant curriculum. The number of trade schools or industrial training institutes is inadequate for the demand, resulting in a lack of enough skilled workforce.
Even though some individuals are skilled, they may not know how to approach an industry in need of their skills, and the industry may be unaware of how to identify such skills. Additionally, hiring managers and recruiting consultants contribute to this gap. Hiring managers may not fully understand the core competencies of a job and often rely on the reputations of institutes, leading to the hiring of wrong candidates. Recruiters may not conduct sufficient research or leverage technology to identify the right talent.
Factors such as a negative corporate culture and unattractive compensation packages also contribute to the failure to attract talent, further exacerbating the internal skill gap.
B. Saikumar
From India, Mumbai
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The syllabus in schools and institutes is often more theoretical and less industry-relevant because there is no partnership between industry and institutes to design a skill-based and industry-relevant curriculum. The number of trade schools or industrial training institutes is inadequate for the demand, resulting in a lack of enough skilled workforce.
Even though some individuals are skilled, they may not know how to approach an industry in need of their skills, and the industry may be unaware of how to identify such skills. Additionally, hiring managers and recruiting consultants contribute to this gap. Hiring managers may not fully understand the core competencies of a job and often rely on the reputations of institutes, leading to the hiring of wrong candidates. Recruiters may not conduct sufficient research or leverage technology to identify the right talent.
Factors such as a negative corporate culture and unattractive compensation packages also contribute to the failure to attract talent, further exacerbating the internal skill gap.
B. Saikumar
From India, Mumbai
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The skills gap in all economies, from developed to developing countries, raises the need for changing attitudes towards vocational education. We often don't appreciate vocational graduates because we believe that they have lower qualifications and social status than college graduates. Additionally, students and their parents hesitate to enroll in vocational schools due to concerns about limited innovation, low income, and social bias against vocational education. These misleading mindsets need to change immediately, especially in technology-based economies.
Academic education is valuable, but it's not the only path for students. The widespread participation in colleges and universities does not guarantee a highly qualified workforce for the economy. Traditional education typically takes 4-5 years to complete a bachelor's program, focusing mainly on theoretical knowledge. In contrast, students opting for vocational schools often spend about 2 years acquiring both fundamental knowledge and practical skills for their future jobs. Beyond duration, vocational education and training benefit from the strong connection between schools and businesses. Skill-based schools ensure that their graduates can perform well immediately after graduation, with minimal additional training.
The increasing number of university graduates in both developed and developing countries does not address the global issues of unemployment or skill shortages. China and India, the world's largest producers of graduates, still struggle with high unemployment rates, especially among young people. It is unfortunate that a significant proportion of unemployed individuals hold academic degrees.
For a more comprehensive understanding of the global skills gap and potential solutions, please refer to my article at [Why Employers Should Love Vocational Education](http://vnmanpower.com/en/why-employers-love-vocational-education-bl231.html).
From Vietnam, Hanoi
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Academic education is valuable, but it's not the only path for students. The widespread participation in colleges and universities does not guarantee a highly qualified workforce for the economy. Traditional education typically takes 4-5 years to complete a bachelor's program, focusing mainly on theoretical knowledge. In contrast, students opting for vocational schools often spend about 2 years acquiring both fundamental knowledge and practical skills for their future jobs. Beyond duration, vocational education and training benefit from the strong connection between schools and businesses. Skill-based schools ensure that their graduates can perform well immediately after graduation, with minimal additional training.
The increasing number of university graduates in both developed and developing countries does not address the global issues of unemployment or skill shortages. China and India, the world's largest producers of graduates, still struggle with high unemployment rates, especially among young people. It is unfortunate that a significant proportion of unemployed individuals hold academic degrees.
For a more comprehensive understanding of the global skills gap and potential solutions, please refer to my article at [Why Employers Should Love Vocational Education](http://vnmanpower.com/en/why-employers-love-vocational-education-bl231.html).
From Vietnam, Hanoi
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Our education system is too old and not as per current market requirements. It takes time and money to acquire certain skills. Unfortunately, nowadays students don't want to spend time acquiring skills. We don't have a part-time culture where students can earn money while studying. Most of these part-time jobs in India pay less or are in the unorganized sector.
The Government of India has implemented vocational courses in India, and these are mostly free of cost to students. Unfortunately, this has not worked well due to a lack of proper training and government delays in repayments to training providers. Nowadays, we have a huge number of educated, unemployed youth who are not getting jobs because of a lack of skills and unwillingness to learn skills.
From India, Delhi
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The Government of India has implemented vocational courses in India, and these are mostly free of cost to students. Unfortunately, this has not worked well due to a lack of proper training and government delays in repayments to training providers. Nowadays, we have a huge number of educated, unemployed youth who are not getting jobs because of a lack of skills and unwillingness to learn skills.
From India, Delhi
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I agree with the views of Saiconsult. Further to these views, I have to state the following:
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 qualifications with good grades is adequate. There are very few technical institutes (like ITIs) that 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 the 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 program of apprenticeship training in the industry and (2) ensure conformance to the prescribed syllabi and period of training by utilizing the facilities available in the industry for imparting practical training with a view to meeting the requirements of skilled manpower in the industry. Initially, it was meant for 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 the 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 programs, (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 skilled manpower in the industry.
The number of apprentices to be trained by an industrial establishment is in a certain proportion to the number of employees in different trades as prescribed by the Apprentices Act. All apprentices are paid a 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. The idea is to make these people employable in the industry. Usually, large organizations have established good training centers 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 the curriculum can be modified to make it suitable for the requirements of the industry. The engineering institutions have a requirement of internship in the 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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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 qualifications with good grades is adequate. There are very few technical institutes (like ITIs) that 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 the 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 program of apprenticeship training in the industry and (2) ensure conformance to the prescribed syllabi and period of training by utilizing the facilities available in the industry for imparting practical training with a view to meeting the requirements of skilled manpower in the industry. Initially, it was meant for 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 the 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 programs, (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 skilled manpower in the industry.
The number of apprentices to be trained by an industrial establishment is in a certain proportion to the number of employees in different trades as prescribed by the Apprentices Act. All apprentices are paid a 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. The idea is to make these people employable in the industry. Usually, large organizations have established good training centers 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 the curriculum can be modified to make it suitable for the requirements of the industry. The engineering institutions have a requirement of internship in the 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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Why is People Analytics the next in thing in Human Resource Management?
From India, Gurgaon
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From India, Gurgaon
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