Term Paper

Of
Training & Development
On the topic

Training Program for Staff manager

Lovely Professional University

For the partial fulfilment of the required award of
MBA

\Submitted to, Submitted by,

Ms. Priyanka Chhibber Rakesh verma

RT1903A77

10908589

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 ACKNOWLEDGEMENT

It takes an immense pleasure for me to express my sincere gratitude to all the helping
hands who have guided me in the completion of this project. The feeling of esteem
and euphoria on the completion of this project will be worthless without thanking all
who have helped us in completing this project

My special thanks to my project guide, Ms. Priyanka Chhibber who spared his
precious time in providing me with the real insights into the project. My sincere
thanks to her for her guidance, support and encouragement, which has enabled me to
complete the project successfully.

I would also like to thank all my friends for sharing their knowledge and as well as
providing me with their valuable views regarding my project.

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 Introduction

A staff manager is a somewhat vague job, the duties of which are usually defined by
the business that employs the manager. In general, this position is similar to a job in
the human resources or personnel department, where one will oversee the staff
members of an organization, and provide assistance in areas such as benefits selection
or compensation, for example. A Staff manager may also be responsible for recruiting
and interviewing new employees.

In general, the position of Staff manager will exist in a company that does not have a
human resources or personnel department. Instead, the person in charge of the staff
will perform these duties. Generally, though a Staff manager is technically in a
managerial role, he or she does not have many managerial duties; for instance, a
manager in this capacity generally does not have the authority to fire employees, or
even to make hiring decisions. The manager will report to other supervisors or general
managers in the business.

A Staff manager may work with other managers or business owners in order to create
business and company policies, such as vacation time or dress codes, for instance. In
addition, a Staff manager will generally need to know the labor laws regarding things
such as safe business practices and time spent working. A person in this position may
also be called in to mediate and help resolve conflicts between employees; this type of
manager may receive additional training in human resources and employee relations
for this reason.

Primarily, a Staff manager is there to serve as a liaison between the staff of a business
and the heads of the business. Employees can come to this manager with questions or
requests for assistance at work. In addition, it is the responsibility of this manager to
thoroughly understand benefits packages that are offered to employees, and to be able
to answer any questions an employee may have about his or her benefits. The Staff
manager should also be able to help make changes to benefits if necessary.

There are no specific educational requirements for this job, though many people
attend school for human resources management or business management in order to
become more marketable. Often, simple experience is the best way to get into this
position, as many companies prefer to promote from within. Being promoted from
within an existing job can be beneficial as well, because then the new manager will

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already know the other employees at the company, as well as the way the company
operates.

Staff manager’s roles and duties: Recruiting quality staff members is a

pivotal challenge, because staff both supports management and helps ensure a
company can be competitive. A quality staff is, therefore, essential to success in
business. Since the strength of a staff is built on individuals, who must be committed
to their work and their team, recruitment is required to bring in the most suitable
individuals. Consequently, ethics play a key role in guaranteeing the right people get
the job, thus management must work to improve and maintain ethics, especially for
their recruitment staff.

One major issue in recruitment is the great potential for recruiters to pursue who they
want or like versus who is best for the company. It is, therefore, the responsibility of
management to ensure recruiters are searching for staff members who can serve the
short and long-term needs of the firm. Instilling these kinds of ethical considerations
requires management to devise a means to teach recruiters to recognize when their
experiences and views are influencing who they are pursuing as well as whether or
not that bias may interfere with making a good decision.

At the same time, management must be willing to support recruiters when conflicts of
interest arise. There are many times when recruiter’s personal views and connections
will help a firm find the best talent, yet a failure to recognize or address that bias can
inhibit the recruiter from understanding its negative effects. Consequently,
management must be willing to step in when even a seasoned recruiter might be
facing a potential conflict of interests. Developing a support network into a
recruitment protocol helps recognize and address these ethical issues.

Furthermore, staff recruitment is often done by supervisors. As such, managers may

be tempted to select noncompetitive employees. After all, no one wants to hire his or
her own replacement. Since this will deprive a business of the talent it will need to
compete, upper management needs to ensure both the supervisor and company
interests are represented when a resume is reviewed and an interview is conducted. In

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tandem, training recruiters on what a company is looking for in terms of immediate
and future needs is also necessary.
Recruiting staff is rather challenging and ethical considerations can help improve the
recruitment process. When management trains recruiters to seek out talent while
taking into account ethical considerations, recruiters will behave more ethically.
Accordingly, offering support and minimizing the opportunities for conflicts of
interests created in the recruitment process are also important aspects. Moreover,
management must ensure their recruiters are ethical professional who can and will
represent the best interests of their company.

Role of Staff manager :

1) Works with PI/PD to develop budget and create new Proposal Development record
in Coeus.

2) May complete and submit SPS proposal notification form via the SPS website.
Notifies ORES of the proposal activity.

3) Consults and works with other business managers/comptroller staff/ORES staff, if

required by the proposed activity.

4) Assures that Coeus and sponsor budgets are in sync. Verify that budget justification
is properly prepared and in sync with Coeus and sponsor budgets.

5) Review proposal text for references to budget related items and assures those items
are appropriate and accurate.

6) Prepare cost-sharing form (SPS #32), if cost-share is to be committed from relevant

department/school/college.

7) Completes all required sections of Coeus Proposal Development data, runs Coeus
validation check, assures accuracy of budget for final submission.

8) Generates hard copy of required Coeus forms to accompany original hard copy of
complete proposal, and gives to PI/PD.

What are the roles and responsibilities of a Staff manager:

1. Supervise and manage the overall performance of staff in the department.

2. Analyzing, reporting, giving recommendations and developing strategies on

how to improve quality and quantity.

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 3. Achieve business and organization goals, visions and objectives.

4. Involved in employee selection, career development, succession planning and

periodic training.

5. Working out compensations and rewards.

6. Responsible for the growth and increase in the organizations' finances and
earnings.

7. Identifying problems, creating choices and providing alternatives courses of

actions.

Job Analysis of Staff manager

Job description for Staff manager::

PRIMARY RESPONSIBILITIES

1. Manage the operational and fiscal activities of the department to include:

staffing levels, budgets, and financial goals.
2. Plan and develop systems and procedures to improve the operating quality and
efficiency of the department.
3. Analyze and document business processes and problems. Develop solutions to
enhance efficiencies.
4. Coordinate and implement solutions from process analysis and general
department projects.
5. Direct staff in the development, analysis, and preparation of reports.
6. Supervise staff in accordance with company policies and procedures.
7. Conduct interviews, hire new staff, and provide employee orientation.

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 8. Coach and provide career development advice to staff.
9. Establish employee goals and conduct employee performance reviews.
10. Responsible for staff scheduling to include: work assignments/rotations,
employee training, employee vacations, employee breaks, overtime
assignment, back-up for absent employees, and shift rotations.
11. Assist staff to resolve complex or out of policy operation problems.
12. Coordinate with Human Resources for appropriate staffing levels.
13. Schedule and conduct department meetings.
14. Responsible to meet department productivity and quality goals.
15. Communicate with Supervisors, Managers, and Vice Presidents on
Department operations.
16. Complete human resource paperwork.
17. Other duties as assigned.

ADDITIONAL RESPONSIBILITIES

1. Approve out of policy department expenditures.

2. Approve and coordinate telecommuting arrangements.

KNOWLEDGE AND SKILL REQUIREMENTS

1. Basic reading, writing, and arithmetic skills required. This is normally

acquired through a high school diploma or equivalent.
2. Knowledge of office processes, procedures, and technology. Experience in
supervising project and team activities. Ability to read and interpret
accounting and financial reports. This is normally acquired through a
combination of the completion of a Bachelor's Degree in Business
Administration and three to five years of office experience which includes
supervisory responsibility.
3. Work requires willingness to work a flexible schedule.

WORKING CONDITIONS

Working conditions are normal for an office environment. Work may require
occasional weekend and/or evening work.

Knowledge

• 1: Administration and Management: Knowledge of managing the operations

of a business, company, or group.
• 2: Sales and Marketing: Knowledge of advertising and selling products and
services.
• 3: Customer and Personal Service: Knowledge of providing special services
to customers based on their needs.

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 • 4: Economics and Accounting: Knowledge of producing, supplying, and
using goods and services. Also includes knowledge of the methods for
keeping business records.
•
• 5:Personnel and Human Resources: Knowledge of the department that is in
charge of the relationship between a company and its employees. In
particular, includes knowledge of the activities performed by the department.
• Education and Training: Knowledge of teaching and the methods involved
in learning and instruction.
•
• 6:Mathematics: Knowledge of the rules and uses of numbers. Areas of
knowledge include arithmetic, algebra, geometry, and statistics.
• Public Safety and Security: Knowledge of protecting people, data, and
property.
•
• 7:Law, Government, and Jurisprudence: Knowledge of laws, rules, court
procedures, and the political process.
•
• 8: English Language: Knowledge of the meaning, spelling, and use of the
English language.

Skills

• 1:Recognize the nature of a problem.

•
• 2: Manage the time of self and others.
•
• 3: Inspect and evaluate the quality of products.
•
• 4: Change behavior in relation to others? actions.
•
• 5: Express ideas clearly when speaking and writing.
•
• 6: Choose a mathematical method or formula to solve problems.
•
• 7: Develop rules that group items in various ways.
•
• 8: Think of original ideas or creative ways to solve problems.
•
• 9: Understand new information or materials by studying and working with
them.
• 10: Examine solutions to problems and evaluate their effectiveness.
•
• 11:Study measures of system performance and review their accuracy.
•
• 12: Look for ways to help people.
•
• 13: Understand spoken information.
•
• 14: Suggest approaches for applying ideas.

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 • 15: Motivate, develop, and direct people as they work.
•
• 16:Analyze needs and requirements when designing products.
•
• 17: Understand written information.
•
• 18: Obtain needed equipment, facilities, and materials and oversee their use.
•
• 19: Analyze ideas or actions and use logic to determine their strengths and
weaknesses.
•
• 20: Follow guidelines to arrange objects or actions in a certain order.
•
• 21: Go back and forth between two or more activities or sources of
information without becoming confused.
•
• 22: Use reasoning to discover answers to problems.
•
• 23: Decide how to spend money to get the work done and keep track of how
the money was used.
•
• 24: Check how well one is learning or doing something.
•
• 25: Notice when something is wrong or is likely to go wrong.
•
• 26: Remember information such as words, numbers, pictures, and procedures.
•
• 27: Concentrate and not be distracted while performing a task.
•
• 28: Develop a vision of how a system should work.

Interests
There are many different interest inventories available. The results they
produce may differ from the interests described here.

• Have enterprising interests. They like work activities that involve starting up
and carrying out projects, especially in business. They like to lead and
persuade others, make decisions, and take risks for profit.
• Have conventional interests. They like work activities that follow set
procedures, routines, and standards. They like to work with data and detail.
They prefer working where there is a clear line of authority to follow.
• Have social interests. They like work activities that assist others and promote
learning and personal development. They like to communicate with others: to
teach, give advice, help, or otherwise be of service to others.

Values

• Consider independence important. They like to make decisions and try out
ideas on their own. They prefer jobs where they can plan their work with little
supervision.

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 • Consider achievement important. They like to see the results of their work and
to use their strongest abilities. They like to get a feeling of accomplishment
from their work.
• Consider recognition important. They like to work in jobs which have
opportunities for them to advance, be recognized for their work, and direct and
instruct others. They usually prefer jobs in which they are looked up to by
others.
• Consider good working conditions important. They like jobs offering steady
employment and good pay. They want employment that fits their individual
work style. They may prefer doing a variety of tasks, working alone, or being
busy all the time.
• Consider relationships important. They like to work in a friendly, non-
competitive environment. They like to do things for other people. They prefer
jobs where they are not pressured to do things that go against their sense of
right and wrong.

Job specification for Staff manager:

MINIMUM QUALIFICATIONS REQUIRED:

Education and Experience:

Bachelor's degree from an accredited college or university in a related field,
supplemented by a Master's degree in HR; and, Six months to one year of
progressively responsible related experience, preferred.

WORKING CONDITIONS

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Working Conditions. Staff manager

• 1: Often work indoors, but may rarely work outdoors.

• 2: Have a high level of social contact. They work closely with staff and deal
often with work patrons.
• 3: Must be sure that all details of the job are performed and their work is
accurate. Errors could result in risks to the health and safety of others.
• Supervise, coach, and train employees.
• 4: Often work unpredictable hours, to fill in for absent workers.
• Must be constantly aware of changing events, such as staff or supply
shortages.
• 5:Often work 50 to 60 hours or more per week.

Physical Demands:

• 1: Choose quickly and correctly among various movements when responding

to different signals.
•
• 2: Keep or regain the body's balance or stay upright when in an unstable
position.
•
• 3: Use fingers or hands to grasp, move, or assemble small objects.
• Stand.
•
• 4: Hold the arm and hand in one position or hold the hand steady while
moving the arm.
•
• 5: Use stomach and lower back muscles to support the body for long periods
without getting tired.
•
• 6: Use muscles to lift, push, pull, or carry heavy objects.
•
• 7: Focus on one source of sound and ignore others.
•
• 8: See difference among colors, shades, and brightness.
•
• 9: See details of objects that are more than a few feet away.
•
• 10: Speak clearly so listeners can understand.
• 11: Recognize and understand the speech of another person.
•
• 12: See details of objects that are less than a few feet away.
•
• 13: See objects in very low light.
•
• 14: While looking forward, see objects or movements that are off to the side.
•
• 15: Make fast, simple, repeated movements of fingers, hands, and wrists.

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 •

• 16: Hear sounds and recognize the difference between them.

Training need analysis for Staff manager:

Conventional 'training' is required to cover essential work-related skills, techniques

and knowledge, and much of this section deals with taking a positive progressive
approach to this sort of traditional 'training'.
Importantly however, the most effective way to develop people is quite different from
conventional skills training, which let's face it many employees regard quite
negatively. They'll do it of course, but they won't enjoy it much because it's about
work, not about themselves as people. The most effective way to develop people is
instead to enable learning and personal development, with all that this implies.
So, as soon as you've covered the basic work-related skills training that is much
described in this section - focus on enabling learning and development for people as
individuals - which extends the range of development way outside traditional work
skills and knowledge, and creates far more exciting, liberating, motivational
opportunities - for people and for employers.
Rightly organisations are facing great pressure to change these days - to facilitate and
encourage whole-person development and fulfilment - beyond traditional training.

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There are many different training and development methods. On-the-job training,
informal training, classroom training, internal training courses, external training
courses, on-the-job coaching, life-coaching, mentoring, training assignments and
tasks, skills training, product training, technical training, behavioural development
training, role-playing and role-play games and exercises, attitudinal training and
development, accredited training and learning, distance learning - all part of the
training menu, available to use and apply according to individual training needs and
organisational training needs.
Training is also available far beyond and outside the classroom. More importantly,
training - or learning, to look at it from the trainee's view - is anything offering
learning and developmental experience. Training and learning development includes
aspects such as: ethics and morality; attitude and behaviour; leadership and
determination, as well as skills and knowledge.
Development isn't restricted to training - it's anything that helps a person to grow, in
ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills,
understanding, self-control, motivation (see the motivation theory section), and more.
If you consider the attributes of really effective people, be they leaders, managers,
operators, technicians; any role at all, the important qualities which make good
performers special are likely to be attitudinal. Skills and knowledge, and the processes
available to people, are no great advantage. What makes people effective and valuable
to any organization is their attitude.
Attitude includes qualities that require different training and learning methods.
Attitude stems from a person's mind-set, belief system, emotional maturity, self-
confidence, and experience. These are the greatest training and development
challenges faced, and there are better ways of achieving this sort of change and
development than putting people in a classroom, or indeed by delivering most sorts of
conventional business or skills training, which people see as a chore.
This is why training and learning must extend far beyond conventional classroom
training courses. Be creative, innovative, and open-minded, and you will discover
learning in virtually every new experience, whether for yourself, your team, or your
organization. If you want to make a difference, think about what really helps people to
change.
Many of these methodologies are explained on this website. Explore them and enjoy
them, and encourage others to do the same.
All supervisors and managers should enable and provide training and development for
their people - training develops people, it improves performance, raises morale;
training and developing people increases the health and effectiveness of the
organization, and the productivity of the business.
The leader's ethics and behaviour set the standard for their people's, which determines
how productively they use their skills and knowledge. Training is nothing without the
motivation to apply it effectively. A strong capability to plan and manage skills
training, the acquisition of knowledge, and the development of motivation and
attitude, largely determines how well people perform in their jobs.

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Training - and also enabling learning and personal development - is essential for the
organisation. It helps improve quality, customer satisfaction, productivity, morale,
management succession, business development and profitability.
As regards conventional work-related training planning, and training itself, these are
step-by-step processes - see and download a free training process diagram. More free
training tools are available for download at the free training tools and resources page.
See for example the training planner and training/lesson plan calculator tool, which
are templates for planning and organising the delivery of job skills training and
processes, and transfer of knowledge and policy etc. See also the training induction
checklist and planner tool.
Use these tools and processes to ensure that essential work-related skills, techniques,
and knowledge are trained, but remember after this to concentrate most of your
'training' efforts and resources on enabling and facilitating meaningful learning and
personal development for people. There is no reason to stop at work-related training.
Go further to help people grow and develop as people.
Having said this, we do need to start with the essentials, for example induction
training for new starters. Induction Training is especially important for new starters.
Good induction training ensures new starters are retained, and then settled in quickly
and happily to a productive role. Induction training is more than skills training. It's
about the basics that seasoned employees all take for granted: what the shifts are;
where the notice-board is; what's the routine for holidays, sickness; where's the
canteen; what's the dress code; where the toilets are. New employees also need to
understand the organisation's mission, goals and philosophy; personnel practices,
health and safety rules, and of course the job they're required to do, with clear
methods, timescales and expectations.
Managers must ensure induction training is properly planned - an induction training
plan must be issued to each new employee, so they and everyone else involved can
see what's happening and that everything is included. You must prepare and provide a
suitable induction plan for each new starter. Here's a free induction training checklist.
These induction training principles are necessarily focused on the essential skills and
knowledge for a new starter to settle in and to begin to do their job. However there is
great advantage in beginning to address personal development needs, wishes,
opportunities, particular strengths, abilities, talent, etc., during or very soon after the
induction process. The sooner the better.
An organisation needs to assess its people's skills training needs - by a variety of
methods - and then structure the way that the training and development is to be
delivered, and managers and supervisors play a key role in helping this process.
People's personal strengths and capabilities - and aims and desires and special talents
(current and dormant) - also need to be assessed, so as to understand, and help the
person understand, that the opportunities for their development and achievement in
the organisation are not limited by the job role, or the skill-set that the organisation
inevitably defines for the person.
As early as possible, let people know that their job role does not define their potential
as a person within or outside the organisation, and, subject to organisational policy,

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look to develop each person in a meaningful relevant way that they will enjoy and
seek, as an individual, beyond the job role, and beyond work requirements.
If possible 'top-up' this sort of development through the provision of mentoring and
facilitative coaching (drawing out - not putting in), which is very effective in
producing excellent people. Mentoring and proper coaching should be used alongside
formal structured training anyway, but this type of support can also greatly assist
'whole-person development', especially where the mentor or coach is seen as a role-
model for the person's own particular aspirations.
It's important that as a manager you understand yourself well before you coach, or
train or mentor others:
Are your own your own skills adequate? Do you need help or training in any
important areas necessary to train, coach, mentor others? What is your own style?
How do you you communicate? How do you approach tasks? What are your motives?
These all affect the way you see and perform see the training, coaching or mentoring
role, and the way that you see and relate to the person that your are coaching, or
training, or mentoring. Your aim is to help the other person learn and develop - not to
create another version of yourself. When you understand yourself, you understand
how you will be perceived, how best to communicate, and how best to help others
grow and learn and develop.
And it's vital you understand the other person's style and personality too - how they
prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be
shown, to experience themselves by trial and error? Knowing the other person's
preferred learning style helps you deliver the training in the most relevant and helpful
way. It helps you design activities and tasks that the other person will be more be
more comfortable doing, which ensures a better result, quicker. Various models and
tests are available to help understand learning styles - look at the Kolb model. Look at
multiple intelligences and the VAK learning model and free learning style tests.
See also the Johari Window model and adapted theory - it's a useful explanation of the
importance of open communications and strong mutual understanding among staff in
organizations, and for all situations where people work together. It's also a useful
model for personal awareness and self-development.

Training program for Staff manager

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TRAINING DURATION: 6 months

Orientation: An orientation can be defined as Part of the

familiarization process in which a new employee is told of the organization
history, its beliefs and cherished values, long term goals, and management.
He or she is given specific information regarding the culture of the college and
the school in which a person is going to work as Staff manager.

MANAGING BARRIERS TO LEARNING:-

A three-day practical interactive workshop for MANAGING DISABILITY and other

barriers to learning such as discipline; literacy levels; language; etc.

COMPUTER TRAINING:-

To make them competent in the use of educational technology, including the internet,
virtual training environments. So, a 2 week practical interactive basic computer
workshop (including the knowledge of Microsoft office, excel)

Role- play method (2 days):-for leadership skills and make them able to work in
a team.

The aim of role playing is to create a realistic situation and then have the trainees
assumed the roles of specific persons in that situation. The aim is to develop trainees
skills in the area of leadership and about how to able work in a team.

Audio visual based training:-Advanced form of a lecture: Audiovisual based

training like DVDs, power points, audiotapes, videoconferencing, which are very
effective, but they are very expensive than traditional lectures. Through this type of
training trainer can provide the training related to the work style of Staff manager.

Language & communication skills including pronunciation including

pronunciation neutralization:
A four-week practical interactive workshop. One day of the week is Facilitated by a
expert and the remainder of the week is self-study to audio DVD’s

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Database Training for Staff manager

1. Statewide Database Training

NSW.net offers training for public library staff who wish to increase their knowledge
of the NSW.net Statewide Databases, improve their skills in using them and build
their confidence.

Training is available on the following databases:

• Academic Search Elite

• Australia/New Zealand Reference Centre (EBSCO Publishing)

• MasterFILE Premier (EBSCO Publishing)

• Science Reference Center (EBSCO Publishing)

• Consumer Health Complete (EBSCO Publishing)

• Literary Reference Center (EBSCO Publishing)

• NoveList Plus(EBSCO Publishing)

• Points of View Reference Center

• Standards Australia Online Public Library Service (SAI Global)

Please refer to the calendar for upcoming training workshops. If your library is
interested in this training, please contact us via the Inquiry form or phone Kathleen
Alexander on (02) 9273 1493.

2. "Free Database" Vendor Training

On occasion, vendor provided training is coordinated by NSW.net when:

• NSW.net has taken on a new free state wide database

• There is insufficient training capacity and/or experience with the database for
NSW.net to take on the training role for the database

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• The vendor has introduced a new search interface, or major changes to
database functionality

References:
1: http://www.businessballs.com/traindev.htm

2: http://en.wikipedia.org/wiki/Special:Search?
search=training+need+for+staff+manager
3: http://www.scribd.com/search?
cat=redesign&q=staff+manager+training+need

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