INTRODUCTION TO TRAINING

The efficiency of an organization depends directly on how capable its personnel are and how they are motivated to work. Capability of person depends on his ability to work and type of training he Receives. While his personal capacity is evaluated throughout proper selection procedure, his training is taken care of by Organization after he has been employed by it. In Indian organizations, Training and development activities have assumed high importance in recent times because of their contribution to the achievement of organizational objectives. CONCEPTS OF TRAINING: Training is generally defined as the act of increasing the knowledge and skill of an employee for doing a particular job. Dale S. Beach defines the training as the organized procedure by which people learn knowledge and/or skill for a definite purpose. Training is a process by which attitudes, skills and abilities of Employees to perform specific job are involved. Training improves changes moulds the employees knowledge, skill behavior, aptitude and attitude towards the requirements is the job and Organization. It is expected that employees apply their acquired knowledge and skills on the job I such a way as to aid in the achievement of organizations goals. All these definition emphasizes that training is a systematic process of developing knowledge and skills for doing a particular job. With the changing environment, The achievement of these objectives mostly depends upon the effectiveness of the human resources that the organization possess, Thus employee effectiveness can be secured by proper training. NEED FOR TRAINING: Every organization should provide training to all employees irrespective of their qualification, skills, suitability for the jobs etc. Training is not same thing that is done once to new employees; it is used continuously in every well-run establishment. Further, technological changes, automation, require up-dating the skills and knowledge. Before formulation of training program, it is vitally important that

training needs are carefully and systematically identified. Areas where training could bring about tangible, lasting benefits must be defined in clear-cut terms. IMPORTANCE OF TRAINING: Training is important to develop the employee and make him suitable to the job. Enable employees to develop, within organization, increases earning power. Helps the individual in making better decision and effective problem solving. Helps to increase job satisfaction and recognition and reduces absenteeism and complaints. Aids in increasing productivity and or quality if work. Aids in organizational development. Improves Labor-Management relations.

OBJECTIVES OF TRAINING: The main objectives of Training are: Primary purpose of training is to establish a sound relationship between the workers and his jobs. To upgrade skills and prevent obsolescence. Keep pace with changing technology, mechanization, automation, electronic, data processing etc. To impart the new entrants the basic knowledge and skill they need for an intelligent performance of define job. To develop healthy, constructive attitudes in employees and obtain better cooperation and greater loyalty. To prepare employees for future assignments. To increase productivity. To enhance employee confidence and morale, sense of responsibility. To minimize operational errors. To build up second line of competent officers and prepare them to occupy more responsible positions. To ensure smooth and efficient working of a department.

TRAINING METHODS: Suitable Training methods have to be designed and used depending on the learning levels, abilities requirements and other aspects of trainees methods include Job rotation. Coaching, Job Instruction, Committee assignments etc., off the Job training methods include vestibule training, Role playing conference or Case studies etc. TRAINING EVALUATION: Evaluation of training is the most critical phase is not only assessing the quality of training imparted. It consist of evaluation of all aspects of training and judging utility of training in terms of objectives and plans the main dimensions of training evaluation include contextual factors, training outcomes. In evaluation of outcomes 4 categories of outcomes can be measured. Reaction: Evaluation of trainees reactions of the programs Learning: Evaluation of what trainee has learnt. Behavior: Evaluation of change in behavior. Result: Evaluation of final result achieved due to training in various areas such as production, human resources utilization, performance tests etc. TRAINING METHODS: As a result of research in the field of training, a number of programs are available. Some of these are new methods, while others are improvements over the traditional methods. The training programs commonly used to train operative and supervisory personnel are discussed below. These programs are classified into on-the job and off-the-job training programs as shown in the figure below:

On-the-job Methods Job Rotation Coaching Job instruction

Off-the-job Methods Vestibule training Role-plays Lecture methods

Committee assignments

Discussion Programmed instruction

On-The-Job-Training Methods: The most important type of training is on the job training. The workers in this method learn to master the operations involved on the actual job under the supervision of\his immediate boss. On the job training has the advantage of giving hand knowledge and experience under the actual working conditions. On the job training can be offered in several ways. Job Rotation: This type of training involves the movement of the trainee from on job to another. The trainee receives job knowledge and gains experience from his supervision or trainer in each of the different job assignments. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them. Coaching: The trainee is placed under a particular supervision function as a coach in training the individual. The supervisor provides feed back to the trainee on his performance and offers him some suggestions for improvement. Job Instruction: This method is also known as training through step b step. Under this method, trainer explains the trainee the way of doing the jobs, knowledge and skills and allows \ him to do the job. The trainee apprises the performance of the trainee, provides feedback information and corrects the trainee. Committee Assignments: Under the committee assignment, group of trainees are given and asked to solve an actually organizational problem. The raise solves the problem jointly. It develops teamwork.

Off The Job Methods: In this method a trainee has to leave his place of working and devote his entire time for trading purpose. Trainee is speared from the job situation and his attention Is focused upon learning the material related to his future job performance. Off the job training methods are as follows. Vestibule Training: In this method, actual work conditions are simulated in a classroom, material, files and equipment those are used in actual job performance are also used in training, and this type of training is commonly used for training persons for clerical and semiskilled jobs. Role Playing: It is defined as a method of human interactive that involves realistic behavior in imaginary situations. This method of training involves action, doing and reactive. The participants play the role of retrain characters, such as the productive manager, mechanical engineer, superintendents, maintenance engineer, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions. Conference or Discussion: It is a method in training the clerical, professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, lets assumptions and draw conclusions, all of which contribute to suitable for a group consisting of 12 to 25 members who are required to discuss and share a problem common to the. Although it provides little information, it may encourage analytical thinking; the conferee provides a pooling of ideas to solve problems. The conference letter should encourage discussion stimulate completion, enhance ego and reflect the feelings of participants. Case Study: This method has been developed by HARVARD Business school of U.S.A. Case studies provides facts regarding a business situation summarizing experience

and razing problems. They teach trainees to handle similar situations arising in future. This method enables the trainees to diagnose business problem and analyze critical factors, conceptualize the dynamic nature of business and attain confidence to look for alternative measures for solving the problem and taking decisions with full understanding of their outcome in the totality. Management Games: The game is built around the model of a business situation and trainees are divided in to reams representing the management. They stimulate the real life process of taking orating decisions. In-Basket Exercise: This is simulation training technique designed around the "Incoming mail" of an executive. A variety of situations presented which would usually be dealt which by an executive in his working day. His reaction and responses are taken sown in writing and then analyzed. Feedback on his decisions forces him to reconsider not only his administrative actions but also his behavioral style. Programmed Instruction: In recent years this method has become popular. Programmed instruction involves a sequence of step which is often wet through the central panel and guides in the performance of a desired operations or series of operations. The subject matter to be learned will be presented in a series of carefully planned. Sequential units are arranged from simple to more complex levels of instruction. The trainee goes through the see units by answering question or filling the blends. It incorporates a pre arranged, proposed or desired course of proceedings pertaining to the learning or acquisition of some specific skills or general knowledge. This method is expensive and time consuming and suitable for large organizations. Lecture Method: The lecture is traditional and direct method of instruction. It is regarded as one of the simplest ways of imparting knowledge to the trainees especially when facts, concepts or principle, attitude theories and problem solving abilities are to be taught. The instructor organizes the material and gives it to group of trainees in the form of a

talk. The lecture method can be used for every large group, which are to be trained within a short period of time. TRAINING PROCEDURE: Identification of training needs Design the trainee needs. Prepare the cost budget Design the training policy and media. Prepare the instructor Prepare the trainee Implement the training program. Prepare the operations Try out trainees performance Evaluate the program Update the program

CONTRIBUTIONS OF TRAINING: The contributions of importing training to a company should be readily apparent. The major values are: Increased productivity Heightened morale Reduced Supervision Reduced accidents Increased organizational stability

Training Effectiveness: Training program designed and conducted systematically aims at positive trainee reactions, learning, behavioral change and improvement in job-related outcomes. However, the attitudes, interests, values, expectations and commitment of the trainees can enhance training effectiveness. These factors influence trainability. Trainability is the degree to which trainees are able to learn and apply the skill and knowledge acquired in the training program to the job. Trainees who react positively to the needs assessment procedures are more likely to be satisfied with the training program content. Trainees involvement in their

jobs and career are important factors towards learning and behavior change. Individuals who have a career strategy are more willing to apply training content to their work because of an awareness of the relationship between performance/behavior improvement and career mobility. The effectiveness of the training program therefore depends on the motivational strategy of the organization in addition to other factors like content and trainer.

Evaluation of Training Programme: The specification of the values forms a basis for evaluation. The basis of evaluation and mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as " an attempt to obtain information on the effects of training performance, and to assess the value of training in the light of that information". Evaluation is crucial in ascertaining whether or not the training program is proving to be effective and its objectives are being achieved. It is most critical phase that assesses not only the quality of training imparted but also the training plan in order to see whether future changes can make it more effective. It must be both scientific and objective. TRAINING FOR DEVELOPMENT Human Resource Management, training and development is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups inorganizational settings. It has been known by several names, including human resource development, and learning and development.[1] Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel and Development during its review of professional standards in 1999/2000. "Employee Development" was seen as too evocative of the master-slave relationship between employer and employee for those who refer to their employees as "partners" or "associates" to be comfortable with. "Human Resource Development" was rejected by academics, who objected to the idea that people were "resources" &m dash; an idea that they felt to be demeaning to the individual. Eventually, the CIPD settled upon "Learning and Development", although that was itself not free from problems,

"learning" being an overgeneral and ambiguous name. Moreover, the field is still widely known by the other names. Training and development (T&D) encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:[1][2][3]

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.[3]

Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.[3]

Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.[3]

The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are Human Resource Management staff. And

the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others.[4] The conflicts that are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hoover[5] points out, "Tempting as it is, nobody ever enhanced his or her career by making the boss look stupid." [1] Training an employee

to get along well with authority and with people who entertain diverse points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or customer. Talent development Talent development, part of human resource development, is the process of changing an organization, its employees, its stakeholders, and groups of people within it, using planned and unplanned learning, in order to achieve and maintain a competitive advantage for the organization. Rothwell notes that the name may well be a term in search of a meaning, like so much in management, and suggests that it be thought of as selective attention paid to the top 10% of employees, either by potential or performance.[6][7] While talent development is reserved for the top management it is becoming increasingly clear that career development is necessary for the retention of any employee, no matter what their level in the company. Research has shown that some type of career path is necessary for job satisfaction and hence job retention. Perhaps organizations need to include this area in their overview of employee satisfaction. The term talent development is becoming increasingly popular in several

organizations, as companies are now moving from the traditional term training and development. Talent development encompasses a variety of components such as training, career development, career management, and organizational development, and training and development. It is expected that during the 21st century more companies will begin to use more integrated terms such as talent development. Washington Group International, in their paper "The Nuclear Renaissance, A Life Cycle Perspective"[8] defined two logical laws of talent development:

First law of talent development: "The beginnings of any technology-rich business are all characterized by a shortage of large numbers of technically trained people needed to support ultimate growth"

Second law of talent development: "The resources will come when the business becomes attractive to the best-and brightest who adapt skills to become part of an exciting opportunity"

Talent development refers to an organization's ability to align strategic training and career opportunities for employees. TRAINING FOR DEVELOPMENT Employee development is a joint, on-going effort on the part of an employee and the organization for which he or she works to upgrade the employee's knowledge, skills, and abilities. Successful employee development requires a balance between an individual's career needs and goals and the organization's need to get work done. Employee development programs make positive contributions to organizational performance. A more highly-skilled workforce can accomplish more and a supervisor's group can accomplish more as employees gain in experience and knowledge. A review of research literature in 2003 supported the commonly held belief that employee development programs make positive contributions to organizational performance. A more highly skilled workforce can accomplish more as the individuals gain in experience and knowledge. In addition, retaining an employee saves the organization a great deal of money. One method of retention is to provide opportunities to develop new skills. In research conducted to assess what retained employees, development was one of the top three retention items.