Training Text

8/3/2019 Training Text

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PROJECT REPORT ON

EMPLOYEES TRAINING

ANDDEVELOPMENT

IN THE PARTIAL FULLFILLMENT OF REQUIRMENTFOR THE AWARD OF DEGREE INB.B.A Part III (Bachelors of Business Administration)

SUBMITTED TOHR DEPT.M\S JAMKASH VEHICLEADESPvt. Ltd, Channi Himmat,Jammu

SUBMITTED BYPranav Gupta

BBA III(2011-2012)Rno. 9S.P.M.R College of CommerceCanal Road


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HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manageorganization. It

comprises of the functions and principles that are applied to retaining, training,developing, andcompensating the employees in organization. It is also applicable to non-businessorganizations, such as education, healthcare, etc Human Resource Management isdefined asthe set of activities, programs, and functions that are designed to maximize bothorganizationalas well as employee effectivenessScope of HRM without a doubt is vast. All the activities of employee, from the timeof his entryinto an organization until he leaves, come under the horizon of HRM.

The divisions included in HRM are Recruitment, Payroll, Performance Management,

Trainingand Development, Retention, Industrial Relation, etc. Out of all these divisions,onesuchimportant division is Training & Development.

Training IntroductionThis activity is both focussed upon, and evaluated against, the job that an individualcurrentlyholds education .

This activity focusses upon the jobs that an individual may potentially hold in the

future, and isevaluated against those jobs.Training and personal development is an important method for a business to improve the performanceof employees.Training is a process whereby an individual acquiresjob-related skills and knowledge. It is acost tofirms to pay for the training and also to suffer the loss of working hours whilst an employee is beingtrained.However, the potential gains from employee training are significant. The main benefits of training areimproved productivity and motivation of staff and also better quality products being made.Some of the specific reasons as to why a business should train its employees are:

Introduce new employees to the business (this is known as induction training) see below

Help provide the skills the business needs (in particular making the workforce more flexibleor

being trained on new higher technology machinery) Provide employees with better knowledge about the business and the market it operates in

Provide support for jobs that are complex and for which the required skills and knowledge areoften changing (e.g. a firm of lawyers training staff about new legislation)

Support the introduction of new working methods, such as a firm introducing new leanproduction techniques

Reduce the need for supervision and therefore free up valuable manager timeHelp achieve agood health and safety recordHelp improve quality of a product or service and lower customercomplaints


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Increase employee motivation and loyalty to the businessInduction trainingInduction training is important as it enables a new recruit to become productive as quickly as possible.It can avoid costly mistakes by recruits not knowing the procedures or techniques of their new jobs.The length of induction training will vary from job to job and will depend on the complexity of the job,the size of the business and the level or position of the job within the business.

The following areas may be included in induction training: Learning about the duties of the job

Meeting new colleagues

Seeing the layout the premises

Learning the values and aims of the business

Learning about the internal workings and policies of the businessOn-the-job trainingOn the job training occurs when workers pick up skills whilst working along side experienced workers attheir place of work. For example this could be the actual assembly line or offices where the employeeworks. New workers may simply shadow or observe fellow employees to begin with and are oftengiven instruction manuals or interactive training programmes to work through.Off-the-job trainingThis occurs when workers are taken away from their place of workto be trained. This may

take placeat training agency or local college, although many larger firms also have their own training centres.Training can take the form of lectures or self-study and can be used to develop more general skills andknowledge that can be used in a variety of situations, e.g. management skills programme.

Methods of trainingHuman Resource Management is concerned with the planning, acquisition, training &developing human beings for getting the desired objectives & goals set by the organization.

The employees have to be transformed according to the organizations' & global needs. Thisis done through an organized activity called Training.

Training is a process of learning a sequence of programmed behavior. It is the application ofknowledge & gives people an awareness of rules & procedures to guide their behavior. It

helps in bringing about positive change in the knowledge, skills & attitudes of employees.Thus, training is a process that tries to improve skills or add to the existing level of

knowledge so that the employee is better equipped to do his present job or to mould him tobe fit for a higher job involving higher responsibilities. It bridges the gap between what the

employee has & what the job demands.Since training involves time, effort & money by an organization, so an organization should

to be very careful while designing a training program. The objectives & need for trainingshould be clearly identified & the method or type of training should be chosen according to

the needs & objectives established. Once this is done accurately, an organization shouldtake a feedback on the training program from the trainees in the form of a structured

questionnaire so as to know whether the amount & time invested on training has turned intoan investment or it was a total expenditure for an organization.

Training is a continuous or never ending process. Even the existing employees need to betrained to refresh them & enable them to keep up with the new methods & techniques of

work. This type of training is known as Refresher Training & the training given to new

employees is known as Induction Training. This is basically given to new employees to

help them get acquainted with the work environment & fellow colleagues. It is a very shortinformative training just after recruitment to introduce or orient the employee with the

organization's rules, procedures & policies.


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Training plays a significant role in human resource development. Human resources are thelifeblood of any organization. Only through trained & efficient employees, can an

organization achieve its objectives.* To impart to the new entrants the basic knowledge & skills they need for an intelligent

performance of definite tasks.* To prepare employees for more responsible positions.

* To bring about change in attitudes of employees in all directions.* To reduce supervision time, reduce wastage & produce quality products.* To reduce defects & minimize accident rate.

* To absorb new skills & technology.

* Helpful for the growth & improvement of employee's skills & knowledge.

METHODS OF TRAINING: -The most widely used methods of training used by organizations are classified into two

categories: On-the-Job Training & Off-the-Job Training.ON-THE-JOB TRAINING is given at the work place by superior in relatively short period of

time. This type of training is cheaper & less time-consuming. This training can be impartedby basically four methods: -Coaching is learning by doing. In this, the superior guides his sub-ordinates & gives

him/her job instructions. The superior points out the mistakes & gives suggestions forimprovement.

Job Rotation: - In this method, the trainees move from one job to another, so that he/she

should be able to perform all types of jobs. E.g. In banking industry, employees are trainedfor both back-end & front-end jobs. In case of emergency, (absenteeism or resignation),

any employee would be able to perform any type of job.OFF THE JOB TRAINING: - is given outside the actual work place.

Lectures/Conferences:- This approach is well adapted to convey specific information,

rules, procedures or methods. This method is useful, where the information is to be shared

among a large number of trainees. The cost per trainee is low in this method.Films: - can provide information & explicitly demonstrate skills that are not easily presented

by other techniques. Motion pictures are often used in conjunction with Conference,

discussions to clarify & amplify those points that the film emphasized.Simulation Exercise: - Any training activity that explicitly places the trainee in an artificial

environment that closely mirrors actual working conditions can be considered a Simulation.

Simulation activities include case experiences, experiential exercises, vestibule training,management games & role-play.Cases: - 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, evaluatealternative courses of action & decide what course of action would be most satisfactory.

Experiential Exercises: - are usually short, structured learning experiences where

individuals learn by doing. For instance, rather than talking about inter-personal conflicts &how to deal with them, an experiential exercise could be used to create a conflict situation

where employees have to experience a conflict personally & work out its solutions.Vestibule Training: - Employees learn their jobs on the equipment they will be using, but

the training is conducted away from the actual work floor. While expensive, Vestibuletraining allows employees to get a full feel for doing task without real world pressures.Additionally, it minimizes the problem of transferring learning to the job.Role Play: - Its just like acting out a given role as in a stage play. In this method of

training, the trainees are required to enact defined roles on the basis of oral or writtendescription of a particular situation.Management Games: - The game is devised on a model of a business situation. The

trainees are divided into groups who represent the management of competing companies.They make decisions just like these are made in real-life situations. Decisions made by the


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groups are evaluated & the likely implications of the decisions are fed back to the groups.The game goes on in several rounds to take the time dimension into account.

In-Basket Exercise: - Also known as In-tray method of training. The trainee is presented

with a pack of papers & files in a tray containing administrative problems & is asked to takedecisions on these problems & are asked to take decisions on these within a stipulated time.

The decisions taken by the trainees are compared with one another. The trainees are

provided feedback on their performance.

RECOMMENDATIONS & CONCLUSION: -

No doubt Training is a very powerful tool for the smooth functioning of the organization, butit needs to be used with care in order to derive all the benefits. Here are seven

recommendations for getting the best out of this tool: -1. Learn about the needs and proficiency of each and every employee before an

organization invests its effort, time & money on training. Its better to identify the needs &

shortcomings in an employee before actually imparting training to him/her.2. Experienced & skilled trainer, who possesses good amount of knowledge & understanding

about the organization's objectives, individual abilities & the present environment, should

give training.3. Active participation from the trainees should be encouraged. There should be a two-way

communication between the trainer & trainee.4. Feedback should be taken from the trainees after the training is over, so that the

organization comes to know about the deficiencies in the training program & also

suggestions to improve upon the same.5. Focus of training should be on priority development needs and to produce strong

motivation to bring change in employees.6. The cost incurred on the training program should not exceed its benefits.

7. The method or type of training should be very cautiously selected by the organization

depending upon the organizations' resources & an employee's individual need for training.Thus, training is a vital tool to cope up with the changing needs & technologies, &

everchangingenvironment. It benefits both the organization as well as the employees.

There are many different ways to train. Indeed, entire books have been written onthe ways to

deliver training. How can a manager charged with training his or her employeeschoose anappropriate method? This article defines some of the most common trainingmethods andreviews pros and cons for each one.

The method by which training is delivered often varies based on the needs of thecompany, thetrainee, and on the task being performed. The method should suit the audience, thecontent, the

business environment, and the learning objective. Ideally, the method chosen willmotivateemployees to learn, help employees prepare themselves for learning, enable thetrainees toapply and practice what they've been taught, help trainees retain and transfer what


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they havelearned, and integrate performance with other skills and knowledge.Other factors affecting the choice of a training method include:

-Age, gender, or level ofeducation of the trainees-Learning styles of the trainees-Number of trainees

-Budget-Trainer's skills and training styleCommon group training methods include:LectureA lecture is the method learners often most commonly associate with college and

secondary

education. Yet, it is also considered one of the least effective methods to use foradultlearners. In this method, one person (the trainer) does all of the talking. He or shemay usehandouts, visual aids, question/answer, or posters to support the lecture.Communication isprimarily one-way: from the instructor to the learner.Pros: Less time is needed for the trainer to prepare than other methods. It providesa lot ofinformation quickly when it is less important that the trainees retain a lot of details.Cons: Does not actively involve trainees in training process. The trainees forgetmuchinformation if it is presented only orally.DemonstrationDemonstration is very effective for basic skills training. The trainer shows traineeshow to dosomething. The trainer may provide an opportunity for trainees to perform the taskbeingdemonstrated.Pros: This method emphasizes the trainee involvement. It engages several senses:seeing,hearing, feeling, touching.Cons: It requires a great deal of trainer preparation and planning. There also needsto be anadequate space for the training to take place. If the trainer is not skilled in the taskbeing taught,poor work habits can be learned by the trainee.SeminarSeminars often combine several group methods: lectures, discussions, conferences,

demonstrations.Pros: Group members are involved in the training. The trainer can use many groupmethods aspart of the seminar activity.Cons: Planning is time-consuming. The trainer must have skill in conducting aseminar. Moretime is needed to conduct a seminar than is needed for many other methods.Conference

The conference training method is a good problem-solving approach. A group


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considers aspecific problem or issue and they work to reach agreement on statements orsolutions.Pros: There is a lot of trainee participation. The trainees build consensus and thetrainer canuse several methods (lecture, panel, seminar) to keep sessions interesting.

Cons: It can be difficult to control a group. Opinions generated at the conferencemay differ fromthe managers ideas, causing conflict.PanelA panel provides several points of view on a topic to seek alternatives to a situation.Panelmembers may have differing views but they must also have objective concerns forthe purposeof the training. This is an excellent method for using outside resource people.Pros: Trainees often find it interesting to hear different points of view. The processinvitesemployees to share their opinions and they are challenged to consider alternatives.

Cons: It requires a great deal of preparation. The results of the method can bedifficult toevaluate.Role PlayingDuring a role play, the trainees assume roles and act out situations connected tothe learningconcepts. It is good for customer service and sales training.Pros: Trainees can learn possible results of certain behaviors in a classroomsituation. They getan opportunity to practice people skills. It is possible to experiment with manydifferentapproaches to a situation without alienating any actual customers.

Cons: A lot of time is spent making a single point. Trainers must be skilled andcreative inhelping the class learn from the situation. In some role play situations, only a fewpeople get topractice while others watch.Case Studies

A case study is a description of a real or imagined situation which containsinformation thattrainees can use to analyze what has occurred and why. The trainees recommendsolutionsbased on the content provided.Pros: A case study can present a real-life situation which lets trainees consider whatthey woulddo. It can present a wide variety of skills in which applying knowledge is important.Cons: Cases can be difficult to write and time-consuming to discuss. The trainermust becreative and very skilled at leading discussions, making points, and keepingtrainees on track.Simulations

Trainees participate in a reality-based, interactive activity where they imitate


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actions required on

thejob. It is a useful technique for skills development.Pros: Training becomes more reality-based, as trainees are actively involved in thelearningprocess. It directly applies to jobs performed after training. Simulations involve yetanother

learning style, increasing the chance that trainees will retain what they havelearned.Cons: Simulations are time-consuming. The trainer must be very skilled and makesure thattrainees practice the skills correctly. Only perfect practice makes perfect.ProjectsProjects require the trainees to do something on the job which improves thebusiness as well ashelps them learn about the topic of training. It might involve participation on ateam, the creationof a database, or the forming of a new process. The type of project will vary bybusiness and theskill level of the trainee.Pros: This is a good training activity for experienced employees. Projects can bechosen whichhelp solve problems or otherwise improve the operation. Trainees get first-handexperience inthe topic of the training. Little time is needed to prepare the training experience.Cons: Without proper introduction to the project and its purpose, trainees may thinkthey aredoing somebody elses work. Also, if they do not have an interest in the project orthere is noimmediate impact on their own jobs, it will be difficult to obtain and maintain theirinterest.Common individual training methods include:Self-discovery

Trainees discover the competencies on their own using such techniques as guidedexercises,books, and research.Pros: Trainees are able to choose the learning style that works the best for them.

They are ableto move at their own pace and have a great deal of ownership over their learning.Cons: Trainees can easily get side-tracked and may move slower than the trainerdesires. It isalso more difficult to measure the employees progress.Movies/videos/computer-based trainingContent for the training experience comes primarily from a videotape or computer-basedprogram.Pros: It is easy to provide this training and the trainer can follow-up with questionsanddiscussion. It is also easy to assure that the same information is presented to eachtrainee.Cons: It is expensive to develop. Most trainers choosing this option must purchase


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the trainingfrom an outside vendor, making the content less specific to their needs.On-the-job training

This is the most common method of training. The trainee is placed on the job andthe manageror mentor shows the trainee how to do the job. To be successful, the training should

be doneaccording to a structured program that uses task lists, job breakdowns, andperformance

standards as a lesson plan.Pros: The training can be made extremely specific to the employee's needs. It ishighly practicaland reality-based. It also helps the employee establish important relationships withhis or hersupervisor or mentor.Cons: Training is not standardized for employees. There is often a tendency to havea personlearn by doing the job, providing no real training.MentoringA mentor can tutor others in their learning. Mentors help employees solve problemsboththrough training them in skills and through modeling effective attitudes andbehaviors. Thissystem is sometimes known as a buddy system.Pros: It can take place before, during, or after a shift. It gives the trainee individualattention andimmediate feedback. It also helps the trainee get information regarding thebusiness culture andorganizational structure.Cons: Training can be interrupted if the mentor moves on. If a properly trainedmentor is notchosen, the trainee can pick up bad habits.When choosing from among these methods, the trainer must decide which one bestsuits thetrainees, the environment, and the investments available. Many trainers will chooseto combinemethods or vary them. Others will select a single method that works best for themand nevervary. With so many options, a trainer is limited only by his or her creativity.

Training and Human ResourceManagement

Traning and Development Home Training and Human Resource ManagementThe HR functioning is changing with time and with this

change, the relationship between the training function


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and other management activity is also changing. Thetraining and development activities are now equally

important with that of other HR functions. Gone are thedays, when training was considered to be futile, waste

of time, resources, and money. Now-a-days, training isan investment because the departments such as,marketing & sales, HR, production, finance, etc

depends on training for its survival. If training is notconsidered as a priority or not seen as a vital part inthe organization, then it is difficult to accept that sucha company has effectively carried out HRM. Trainingactually provides the opportunity to raise the profile

development activities in the organization.To increase the commitment level of employees and growth in quality movement (concepts of HRM),senior management team is now increasing the role of training. Such concepts of HRM requirecareful planning as well as greater emphasis on employee development and long term education.

Training is now the important tool of Human Resource Management to control the attrition ratebecause it helps in motivating employees, achieving their professional and personal goals, increasingthe level of job satisfaction, etc. As a result training is given on a variety of skill development andcovers a multitude of courses.Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role of HR

professionals in training has been widened. HR role now is:1. Active involvement in employee education2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth4. Providing pre-employment market oriented skill development education and post employment

support for advanced education and training5. Flexible access i.e. anytime, anywhere trainingTraining Effectiveness

The effectiveness of training is a measurement of learning. It is determined by comparing post-test scoreswith pre-test scores and then measuring the net change. There are several methods to measure thison a

per-student basis, on a per-skill point base or on a per-dollar basis. Lets look at the skill-point base, whichmeasures the cost of raising a students skill by one unit."This is dangerously wrong! Let me explain!The difference between a pre-test score and a post-test score can be for many reasons, several of which

may actually apply together. Without any root cause analysis to identify the causal links between the

different scores (pre-test and post-test) all you can truthfully say about this situation is that the pre-testscores were X and the post-test scores were Y - you cannot say WHY they are like this.This does NOT mean there is no link, just that you haven't demonstrated one - and this is where evaluation

practitioners get in to bother - yes, even if you follow Kirkpatrick or Phillips' approach - you have to havePROOF when the CFO and CEO ask for it - CORRELATION IS NOT CAUSATION!!!A measurement of learning is not training effectiveness - it 's a measure of learning! You can learneverything required, but fail to put it to required use and the required outcomes are not achieved. Training

in organisations is ALMOST ALWAYS about achieving a better performance or capability than is currentlyavailable - it's about OUTCOMES that favour the customer and the shareholder - it's not about learning -that's a bonus (in my humble opinion!).Generally effectiveness measures are defined in terms of the extent to which a set of objectives are met. It

would be quite easy to have a large overlap here with efficiency measures.(Training) efficiency is generally defined as the number of units output for the number of units input. Taking

a similar theme I suggest training efficiency can be measured several ways - here are some examples:Number of training courses achieving the required outcomes

----------------------------------------------------------------- ---- x 100%Total number of training courses delivered

Or100% x (Number of trainees behaving as requried/operating equipment to required standard) / (Totalnumber of people trained)Or

100% x Total benefits / Total costsComing back to the effectiveness focus again there is some help to be found from our old friend Kirkpatrick.Effectiveness at Level 1 (Reactions of trainees) could be measured in terms of getting at least 4 out of 5 ineach area being rated. If 100% of trainees rate all the aspects at least 4 out of 5, then at Level 1 we'd be


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100% effective. But if these same trainees have line managers sho report that these trainees are onlydemonstrating new but required behaviours for 40% of the time, then arguably the training at Level 4

(Business Impact of training) is just 40% effective.Going back to the article I quoted from above...

IF you can demonstrate causal links as I discussed earlier, then arguably the pre and post test scores CANbe seen as a measure of effectiveness.Read carefully with definitions!!

Measuring of trainingTraining is a critical component in any organization's strategy, but organizationsdon't always evaluate the business impact of a training program. Given the largeexpenditures for training in many organizations, it is important to develop businessintelligence tools that will help companies improve the measurement of trainingeffectiveness. These tools need to provide a methodology to measure, evaluate,and continuously improve training, as well as the organizational and technicalinfrastructure (systems) to implement the methodology. Cross-functional and

reporting and learning analytics provide important connections between themeasures of learning effectiveness offered by a learning management system (LMS)and the larger enterprise metrics that indicate whether learning is transferred andpositively affects business results.

Training Effectiveness & its SignificanceIn India, training as an activity has been going on as a distinct field with its own roles, structures andbudgets, but it is still young. This field is, however; expanding fast but controversies seem to envelopany attempts to find benefits commensurate with the escalating costs of training. Training has maderemarkable contributions to the improvement of all kinds. Training is essential; but doubts arise overits contribution in practice. Complaints are growing over its ineffectiveness and waste. The trainingapparatus and costs have multiplied but Unhappiness persists and is growing at the working levelwhere the benefits of training should show up most clearly. This disillusionment shows in many ways -reluctance to send the most talented workforce for training, inadequate use of personnel aftertraining, etc.With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in itsdevelopment. Training is neither a panacea for all ills nor is it a waste of time. What is required is aninsight into what training can or cannot do, and skill in designing and executing training successfully

and cost-effectively.At the present time, all the organizations give more trust on commercializing their activities. All thefirms, in order to continue to exist in the competitive global market and to be effectual, shouldespouse the most modern technology, i.e., mechanization, computerization and automation. Technicalknow-how alone, however, does not assure success unless it is sustained by workforce possessingindispensable expertise. Hence, organizations should train the employees to enrich them in the areasof changing technical skills and knowledge from time to time.The Input-Process-Output Model for an Effective TrainingInput

Training need analysis: survey based on performance gaps in previous year & performanceopportunities in the next year.

Periodical request from department heads based on potential appraisal exercises.

Information on implementation of new practices, technological changes, strategic moves, andchanges in the environment.

Information on new recruitments.

Updation of procedures, rules & regulations.

Training policy of the administrationProcess

Exercise of determining needs & maintenance of training register


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Verification of need to prepare training plans

Deciding to conduct onsite programmes, if large number of participants require training.

Deputation of employees for short term training programmes conducted by local traininginstitutes.

Conducting induction training for new recruits.

Monitoring the training conducted by various departments.

Implementation of changes in the prgramme as necessitated by the feedback.

Output Release of training plan

Issue of orders of deputation for individual programmes

Feedback on effectives: from participants, from departmental heads

Training starts with a strategyIt is important that a business provides training that is consistent with the business strategy. The mainsteps in developing a training strategy are to:- Identify the skills and abilities needed by employees;- Draw up an action plan to show how investment in training and development will help meet businessgoals and objectives;- Implement the plan, monitoring progress and training effectivenessBenefits of training to a businessThe main benefits to a business of a well-trained workforce are:

- Better productivity (and, therefore, lower production / operating costs)- Higher quality- More flexibility - training helps employees develop a variety of skills. Multi-skilling is only possible ifthe workforce is well trained- Less supervision - lower supervision and management costs if employees can get on with their jobs.This might also improve motivation - through greater empowerment- More successful recruitment and employee retention - businesses with a good reputation for trainingare likely to find it easier to attract good quality staff - and then keep them- Help in achieving change - businesses with strong training systems and culture find it easier toimplement change programmes

Development - IntroductionThis activity focusses upon the activities that the organization employing theindividual, or thatthe individual is part of, may partake in the future, and is almost impossible toevaluate.

TRAINING AND DEVELOPMENT :-It is a subsystem of an organization. It ensures that randomness is reduced andlearning orbehavioural change takes place in structured format.In the field ofhuman resource management, training and developmentis the field

concernedwith organizational activity aimed at bettering the performance of individuals andgroups inorganizational settings. It has been known by several names, including employeedevelopment, human resource development, and learning anddevelopment.Harrison observes that the name was endlessly debated by the Chartered Instituteof Personnel


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and Development during its review of professional standards in 1999/2000."EmployeeDevelopment" was seen as too evocative of the master-slave relationship betweenemployerand employee for those who refer to their employees as "partners" or "associates"to be

comfortable with. "Human Resource Development" was rejected by academics, whoobjected tothe idea that people were "resources" an idea that they felt to be demeaning tothe individual.Eventually, the CIPD settled upon "Learning and Development", although that wasitself not freefrom problems, "learning" being an overgeneral and ambiguous name. Moreover,the field is stillwidely known by the other names.

Training and development encompasses three main activities: training,education, and

development. Garavan, Costine, and Heraty, of the Irish Institute of TrainingandDevelopment, note that these ideas are often considered to be synonymous.However,to practitioners, they encompass three separate, although interrelated,activitiesThe "stakeholders" in training and development are categorized into severalclasses.The sponsors of training and development are senior managers. The clientsof trainingand development are business planners. Line managers are responsible for

coaching,resources, and performance. Theparticipants are those who actuallyundergo theprocesses. The facilitators are Human Resource Management staff. And theprovidersare specialists in the field. Each of these groups has its own agenda andmotivations,which sometimes conflict with the agendas and motivations of the others.The conflicts are the best part of career consequences are those that takeplacebetween employees and their bosses. The number one reason people leave

their jobsis conflict with their bosses. And yet, as author, workplace relationshipauthority, andexecutive coach, Dr. John Hoover points out, "Tempting as it is, nobody everenhancedhis or her career by making the boss look stupid." Training an employee toget alongwell with authority and with people who entertain diverse points of view is


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one of thebest guarantees of long-term success. Talent, knowledge, and skill alonewon'tcompensate for a sour relationship with a superior, peer, or customerTRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe intraining.They were holding the traditional view that managers are born and not made. Therewere alsosome views that training is a very costly affair and not worth. Organizations used tobelievemore in executive pinching. But now the scenario seems to be changing.

The modern approach of training and development is that Indian Organizationshave realizedthe importance of corporate training. Training is now considered as more ofretention tool than acost. The training system in Indian Industry has been changed to create a smarter

workforceand yield the best results.TRAINING AND DEVELOPMENTS OBJECTIVES :-

The principal objective of training and development division is to make sure theavailability of askilled and willing workforce to an organization. In addition to that, there are fourotherobjectives:

Individual,

Organizational,

Functional, and

Societal.

Individual Objectives help employees in achieving their personal goals, which inturn,enhances the individual contribution to an organization.Organizational Objectives assist the organization with its primary objective bybringingIndividual effectiveness.Functional Objectives maintain the departments contribution at a level suitableto theorganizations needs.Societal Objectives ensure that an organization is ethically and sociallyresponsible to theneeds and challenges of the society

Importance Of Training and Development

Optimum Utilization of Human Resources Training and Development helps inoptimizing theutilization of human resource that further helps the employee to achieve theorganizational goalsas well as their individual goals. Development of Human Resources Training and Development helps to provide


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anopportunity and broad structure for the development of human resources technicalandbehavioral skills in an organization. It also helps the employees in attaining personalgrowth. Development of skills of employees Training and Development helps in

increasing the jobknowledge and skills of employees at each level. It helps to expand the horizons ofhumanintellect and all over personality of the employees.Productivity Training and Development helps in increasing the productivity of theemployeesthat helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of teamwork, teamspirit, and inter-team collaborations. It helps in inculcating the zeal to learn withintheemployees.

Organization Culture Training and Development helps to develop and improvetheorganizational health culture and effectiveness. It helps in creating the learningculture within theorganization. Organization Climate Training and Development helps building the positiveperception andfeeling about the organization. The employees get these feelings from leaders,subordinatesand peers. Quality Training and Development helps in improving upon the quality of workand work- life.

Healthy work-environment Training and Development helps in creating thehealthy workingenvironment. It helps to build good employee, relationship so that individuals goalsaligns withorganizational goal. Health and Safety Training and Development helps in improving the health andsafety of theorganization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the workforce. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and morepositiveattitude towards profit orientation. Training and Development aids in organizational development i.e. Organizationgets moreeffective decision making and problem solving. It helps in understanding andcarrying outorganizational policies. Training and Development helps in developing leadership skills, motivation,


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loyalty, betterattitudes, and other aspects that successful workers and managers usually display.What training cannot solveit is tempting to think that training is the solution to many if not all business problems. However, thereare some things that training can rarely solve: these include:- Poor management (although management training might help!)

- Poor job design- Ineffective or inefficient equipment, production organisation- RecruitmentIf training is so important, why do some businesses invest so little in it?Ideally training should be seen as an investment in the future of the business. it takes time for theeffects of training to impact business performance.Some businesses are reluctant to spend on training because:- They fear employees will be poached by competitors (who will then benefit from the training)- A desire to minimise short-term costs- They cannot make a justifiable investment case

Training should meet two basic objectives.

1. Training should make the personnel skilled enough to do the job onhandefficiently leading to targeted productivity levels.

2. Training should be cost effective.

Training must be based on scientific approach and quality training material to meetobjective number one. The training duration should be as short as possible and

resources used efficiently for meeting objective number 2.In this connection, I would like to describe about a training approach, called ICAOTRAINAIR Methodology, which is accepted and followed by many Civil AviationTrainingestablishments all over the world.

The TRAINAIR is a programme of the International Civil Aviation Organization thatwasevolved to strengthen the basic civil aviation concept of safety and and regularity ofairtransport operations, by means of a high standard of training for aviation personnelthrough what are known as Standardized Training Packages (STPs).

The TRAINAIR course development methodology is a scientific approach ofdevelopingtraining courses for a job-oriented objective. This methodology has both the processstandard and product standard. Process standard means the standard in which theprocess is important but no weightage is given to the end result. Product standardmeans the standard in which end result is important but no weightage is given totheprocess. TRAINAIR methodology has both process and product standards.

This methodology seeks to impart skill, knowledge and attitude required to perform


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thejob and eliminate all things which are extraneous and not required to perform thatjob.That means the trainees are taught only the Need-to-Know Things and not theNice-to-Know Things. Because of this, training becomes focussed and the training time and

costs, and duration of absence of the workforce from the operational units areminimized.

The TRAINAIR Standardized Training Package (STP) preparation methodology isbasedon an engineering approach called the system approach. It consists of followingthreeactivities.1. Analysis2. Design and production3. EvaluationAll these activities are divided into 9 Phases.

Phase 1, Preliminary analysis, is invoked when a decision is to be taken whether ornot training is needed to do a job on hand; then assistance of a qualified CourseDevelopers team is requested. The course developers team visits the operationalunit,analyzes the system and interviews the personnel working. The result of analysis isone of the following:1. Recommending non-training management solutions like developing a job aidsuchas checklists, flow charts or automation etc.2. Develop a Standard Training Package (STP) as a training solutionIf it is found appropriate to proceed with a training solution by development of anSTP,

the Phase 2 activities commence.In Phase 2, Job analysis, again the Course Developers team visits operational unit,interviews the working experts. The job is divided into duties, duties are divided intotasks, tasks are divided into sub-tasks, and further the skill/ knowledge/ attituderequiredto carryout sub-tasks are decided.In the Phase3. Population Analysis, the data on target populations (i.e., intended traineegroup) acquired skill/ knowledge/ attitude, qualifications, job experience, socialbackground, learning preferences are collected and analyzed.In Phase 4, Design of Curriculum, the difference in skill/knowledge/ attituderequired (decided in phase 2) and those acquired (decided in phase 3) will becometheCourse Curriculum. The modules and sequence of training program are decided inthisphase.In Phase 5, Design of modules, all the course materials such as Trainee Handouts,Instructor guide, Practical exercise sheets, Progress tests, key to progress tests,Masterytests, key to mastery tests will be developed.


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In Phase 6, Production and developmental testing, the prepared Mastery tests,Progress tests and practical exercises are tried out as developmental testing tocheckthe accuracy and reliability of training materials. Detailed lesson plans to guide theinstructors, hand outs for the trainees, audio-visual materials etc are all preparedready

for the initial Validation delivery of the package.In Phase 7, Validation and Revision, for the first time, the prepared course materialwillbe tried on a group of trainees for whom the course is designed. The group ofCourseDevelopers will monitor the delivery of the course throughout, and observe thereactionsof trainees and instructors. . They also take a note of the result at the end of thecourse.If 80% of the participants passes with 80% marks or attain the standard, then thesamecourse will be administered to the remaining trainee population in subsequent

sessions.Any deficiencies noted will be corrected during this phase. At the end of this phase,allthe developed training materials will be sent to the ICAO TRAINAIR Central Unit,Montrealfor accord of approval as full-fledged STP.In Phase 8, Implementation, full STP Course is available for future deliveries. Thesame course is also available for global sharing among the members of TRAINAIRprogramme.In Phase 9, Post-training evaluation, the effectiveness of the course which is nowimplemented is evaluated by analyzing1. Was there the desired improvement of the trainees performance when they

returnto their jobs?2. Did the training program effectively meet the operational need which gave rise toit?.

This is done by gathering information which is used to make improvement in thetraining and determine the costs and benefits of the training development project.During the entire process of course of development, Course Developers interactwiththe Subject Matter Experts and skilled job performers as and when required and gettherequired inputs.

Sales Organisation Effectiveness - High Performing SalesOrganisationsSales organisations are facing higher level challenges, driven by variousfactors in themarketplace: Increased competition, including from non-traditional competitors. Globalisation of markets. Impact of technology, leading to new purchasing methods and changingrelationships


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with customers (more e-based business). Rising customer expectations, especially in the case of longer term contract basedrelationships, where customers are looking for value and insight from theirsuppliers. Organisations moving towards preferred supplier agreements.The challenges many organisations face in response to the above factors: Developing sales managers who lift performance through best practice leadershipofsales teams. Development and retention of high performing sales people. Productivitydifferentialsbetween high and medium performing sales people can be significant. Cross-functional teams developing strategic customer relationships.Hemsley Fraser works with organisations to: Develop sales managers, as a key differentiator of sales team performance. Create differentiated skills and behaviours in sales teams to lift the performanceof salespeople. Drive reliable processes and practices throughout the sales organisation. Support cross-functional teams who develop high value strategic customerrelationships. Create clear strategies for development and retention of high performing salespeople. Create a strong focus on a strategy, with supporting processes, to acquire andretainlong-term profitable customers.Measuring the Effectiveness of Training and DevelopmentMore and more successful organisations are increasingly intent on measuring theimpact oftraining on their organisations, to reaffirm the performance outcomes expected andto makechanges to training plans where necessary. This programme has been designed toaid allHuman Resource practitioners in measuring the effectiveness of training. Having anevaluationof training effectiveness in place is also one of the dimensions of the PeopleDeveloperStandard.Key Benefits Introduction to the different Training Evaluation models Learn how to make detailed measurements of training Measure the effectiveness at various levels up to the impact of training on theorganisationCourse Content Introduction to various Training Evaluation Models Measuring the Impact of Training on Operational Results Measuring the Impact of Training on the Organisation using Corporate Indicators Identifying and Measuring Soft Areas in the Organisation Understanding and Measuring Organisational Development through a MoraleSurvey


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Measuring the Personal Competencies of EmployeesLearning Methodology Group work and exercises will be used to provide participants with manyopportunities todemonstrate their knowledge, learning and skills.Who Should Attend All Human Resource Personnel who are involved in Training and Development andthose responsible for attaining the People Developer Standard for their organisation.Training emplyeesImportaance of training

Training your employees do have a significant role in modern business era. Not justto equipthem with latest tools your company has implemented, there is a lot more to it.Ihave sorteddown them in a list. This is a must read if you employ or mean to employ in futureatleast oneperson.Training your emplyess is important because

1. Rapid technological innovations impacting the workplace have made it necessaryforpeople to consistently update their knowledge and skills2. People have to work in multidimensional areas , which usually demand far morefromtheir area of specialisation.3. Change in the style of management.4. Due to non-practical collage education.5. Lack of proper and scientific selection procedure.6. For career advancement.7. For higher motivation and productivity.8. To make the job challenging and interesting9. For self and development10. For employee motivation and retention11. To improve organisational climate12. Prevention of obsolescence13. To help an organisation to fulfil its future manpower needs.14. To keep in pace with times15. To bridge gap between skills requirement and skills availability16. For survival and growth of organisation and nationEVALUATION OF STAFF DEVELOPMENT AND TRAININGIntroductionStaff development is an important part of assisting performanceimprovement at organisational, faculty/central department, unitand individual levels. It is therefore important that the transfer oflearning into the workplace is assessed through a process ofreview and evaluation so that its success or otherwise can beestablished and so that we can demonstrate the contributionlearning makes towards overall organisational success.Evaluation is the process of finding out how the development ortraining process has affected the individual, team and the organisation.The benefits of evaluating training and development are to:


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Promote business efficiency by linking efforts to train anddevelop staff tooperational priorities,goals and targets.Identify cost effective and valuable training events orprogrammes, leading to betterfocusedlearning anddevelopment.

Ensure the transfer of learning into the workplace.Use and reinforce techniques learned to help improve quality and customer servicewithin theorganisation.Help define future development objectives.Stages of Evaluation

There are four key stages at which training and developmentshould be evaluated:Reaction: At this stage evaluation provides information on theattitudes and opinions of participants to the learning they haveundertaken typically via evaluation forms or comment sheetsLearning attained: Evaluation at this stage looks at the extent

to which learning objectives have been achieved. Evaluation oflearning can take place during the activity using interactivesessions, tests and practical application and after the activity byre-testing knowledge and skills and comparing them with pretrainingresults, observingPerformance: Evaluation at this stage looks at the impact of alearning experience on individual/team performance at work.Key to this level of evaluation is the need to have agreed clearlearning objectives prior to the learning experience so that whenevaluation takes place there are measures to use.Organisational Impact: At this level evaluation assesses theimpact of learning on organisational effectiveness, and whether

or not it is cost effective in organisational terms.

Responsibility for evaluationResponsibility for evaluation of staff development rests at thefollowing levels:Individual: The Universitys Staff Development ApplicationForm and Record requires individuals to identifytheir objectives linked to strategic development and trainingpriorities and job role for the requested development activity..Manager: The manager is responsible for ensuring that staffhave identified learning objectives for any development activitythey plan to undertake and to agree on the methods to be used

to evaluate learningFaculties/Central Departments: The Staff Development Plantemplate requires Faculties and Central Departments to annuallyset out their planned staff development activities and anexplanation of how they will be evaluated.Central Training Providers: All training courses delivered bycentral training providers are assessed by the University end ofcourse review form. At this level evaluation provides informationon the attitudes of a participant to learning but does not measure


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how much they have actually learned.Organisation Development and Training (ODT): ODT willcarry out follow up evaluation of a sample of centrally deliveredcourses/programmes 3-6 months after the event to measurehow learning has been applied in the workplace.

Training Program EvaluationThe process of examining a training program is called training evaluation. Trainingevaluation checks whether training has had the desired effect. Training evaluationensures that whether candidates are able to implement their learning in theirrespectiveworkplaces, or to the regular work routines.Purposes of Training Evaluation

The five main purposes of training evaluation are :Feedback: It helps in giving feedback to the candidates by defining the objectivesand linking it

To learning outcomes.Research: It helps in ascertaining the relationship between acquired knowledge,transfer ofknowledge at the work place, and training.Control: It helps in controlling the training program because if the training is noteffective, thenIt can be dealt with accordingly.Power games: At times, the top management (higher authoritative employee)uses theevaluative data to manipulate it for their own benefits.Intervention: It helps in determining that whether the actual outcomes are alignedwith theExpected outcomes.Process of Training Evaluation :Before Training:The learners skills and knowledge are assessed before thetraining program.During the start of training, candidates generally perceive it as a waste of resourcesbecause atmost of the times candidates are unaware of the objectives and learning outcomesof theprogram. Once aware, they are asked to give their opinions on the methods usedand whetherthose methods confirm to the candidates preferences and learning style.During Training: It is the phase at which instruction is started. This phase usuallyconsist ofshort tests at regular intervalsAfter Training: It is the phase when learners skills and knowledge are assessedagain tomeasure the effectiveness of the training. This phase is designed to determinewhether traininghas had the desired effect at individual department and organizational levels. Thereare variousevaluation techniques for this phase.Control: It helps in controlling the training program because if the training is noteffective,


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then it can be dealt with accordingly.Power games: At times, the top management (higher authoritative employee)uses theevaluative data to manipulate it for their own benefits.Intervention: It helps in determining that whether the actual outcomes are alignedwith the

expected outcomes.Process of Training EvaluationBefore Training:The learners skills and knowledge are assessed before thetrainingprogram. During the start of training, candidates generally perceive it as a waste ofresources because at most of the times candidates are unaware of the objectivesandlearning outcomes of the program. Once aware, they are asked to give theiropinions on themethods used and whether those methods confirm to the candidates preferencesandlearning style.

During Training: It is the phase at which instruction is started. This phase usuallyconsist ofshort tests at regular intervalsAfter Training: It is the phase when learners skills and knowledge are assessedagain tomeasure the effectiveness of the training. This phase is designed to determinewhethertraining has had the desired effect at individual department and organizationallevels. Thereare various evaluation techniques for this phase.Techniques of Evaluation :

Observation

Questionnaire

Interview

Self Diaries

Self recording of special incidents

QUESTIONNAIREDear Sir/Madam,I am doing a research work on Employees Training & Development. I wouldrequest you tokindly spare some time to fill up this questionnaire.Thank you very much for your cooperation.Name --------------------------------------------------Designation-------------------------------------------


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Department-------------------------------------------

Section IQ1. Please mention your age

20-25

25-30

Above 30Q2. Sex:

Male

FemaleQ3. Marital Status:

Single

Married

DivorcedQ4. No. of years of experience:

Less than 3 years

3 to 5 years More than 5 yearsQ5. Is this your first organization?

Yes

No

Section IINOTE: Please tick mark (u) the option you feel is most appropriate as perthe following:

Rate on a scale of 1-6 to indicate your option, 1 beingstrongly disagree and 6being strongly agreeQ1. You know what is expected of 1 2 3 4 5 6you at work.Q2. You have the materials and 1 2 3 4 5 6Equipment that you need todo your everyday work.Q3. The work you do has appropriate 1 2 3 4 5 6task variety.Q4.You are performing a job that 1 2 3 4 5 6

matches your skills.Q5.You are given ample flexibility to 1 2 3 4 5 6perform your job.Q6.The organization clarifies how its 1 2 3 4 5 6culture is evident throughemployee behavior.Q7.The organization rewards or 1 2 3 4 5 6recognizes such employee behavior.


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Q8.You feel comfortable working with 1 2 3 4 5 6your team members.Q9.Your organization has created a 1 2 3 4 5 6professional, attractive work areathat is functional and promotes

productivityQ10.The company provides you a safe 1 2 3 4 5 6work environment by accidentprevention & safety programs.Q11.Your work interferes with your 1 2 3 4 5 6personal relationships & familyresponsibilities.Q12.Your salary is fair, equitable 1 2 3 4 5 6and competitive.Q13.You are offered economically feasible 1 2 3 4 5 6employee benefit programs tailored to

individual needs.Q14.Rewards in your organization are 1 2 3 4 5 6immediate and appropriate.Q15.Performance goals are behavioral, 1 2 3 4 5 6result-oriented and achievable.Q16.Performance is regularly tracked 1 2 3 4 5 6and measured.Q17.Performance measures are mutually 1 2 3 4 5 6agreed on & discussed by both theemployee & supervisor.Q18.Performance is appropriately rewarded 1 2 3 4 5 6

with raises, incentives, rewardsand recognition.Q19.Performance measurement is used 1 2 3 4 5 6as criteria for promotions.Q20.You are a part of a supportive and 1 2 3 4 5 6productive team.Q21.A variety of training & development 1 2 3 4 5 6programs are offered to improve skillsQ22.You feel attached with your company, 1 2 3 4 5 6team & other employees.Q23.You have the opportunity to grow and 1 2 3 4 5 6

prosper with the organization.Q24.You work in a trusting and ethical 1 2 3 4 5 6environmentQ25.You have a supervisor who is 1 2 3 4 5 6respectful and one who inspires you


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Section IIIQ1. Has your company organizes a training and development programme?

. Yes

. NoQ2. If your organisation identifies the training needs for the employees?

. Yes

. NoQ3. On an average, how much time did it used to take for training anddevelopmentprogramme?

. One Month

. Two Month

. Three MonthQ4. How much training programs has been made in the past one year?

. One

. Two

. ThreeQ5. Do you have any training programs in the coming financial year?

. Yes

. NoQ6. Do your top management take feed back?

. Yes

. NoQ7. What do you think the training programs will be run in future?

. Yes

.

NoQ8. Do employee development programs raise unrealistic expectations aboutpromotions?

. Yes

. NoQ 9. Do the Executive Director engage development activities forhim/herself?

. Yes

. NoQ10. Do you feel trust in your supervisors?

. Yes

. NoQ11. Do the practice's supervisors use positive attitude with employees?

. Yes

. NoQ12. Does the practice have a consistent, timely and fair method forevaluating individualperformance?


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. Yes

. NoQ13. Do you feel, you are being paid fairly?

. Yes

. No

Q14. Does your practice's equipment (everything from computers to scales)work properly?

. Yes

. NoQ15. Does your company use a specific training process?

. Yes

. NoQ16. Do you require a high degree of technical knowledge for your job?

. Yes

. No

Q17. Are office conditions comfortable?. Yes

. NoQ18. Do you satisfy with organizational training and developmentprogrammme?

. Yes

. No

Limitations:

In view of the limited time available for the study, only the Training andDevelopment process could be studied.

The sample size is too small to reflect the opinion of the wholeorganization.

The answers given by the respondents have to be believed and have to betakenfor granted as truly reflecting their perception.

BIBLIOGRAPHY :

1. Making performance work effectively: - Philip Tom: McGraw Hill BookCompany:England: 1983.2. Principles and procedures in evaluating performance: John C. Flanagan:volume28.3. Public Personal Administration: S L Goel: Sterling Publishers Pvt. Ltd.: NewDelhi.


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4. Training & Development : A Better way: Robert Hayden: Volume 52.5. Research Methodology Methods and Techniques: Kothari C. R.: WilleyEaster: NewDelhi.6. P. Jyothi, P., Venkatesh, D.N., Human Resource Management

7. Kothari, C. R., Methods and Techniques, New Delhi, New Age InternationalPublications8. Aswathappa, K., Human Resource Personal Management

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