TRAINING & DEVELOPMENT - INTRODUCTION: Training and development is the simpler term used for the process of inducing

behavior modification, for matching the employees characters with the organizational needs. Training is essential for employees of all levels and the training process differs from managerial level to worker, from the superior to subordinate. Training is the important system of human resource development. It is a specialized function and is one of the fundamental operative functions of human resource management. Training is the process of enhancing knowledge, developing skills and changing attitudes of people so that they are effective in their work responsibilities. Training is recognized as an important tool for the development of desirable motives on the part of both management and labor. Training serves as an important means for the development of effective work habit and methods of work and thereby improves job performance, reduces wastes and accidents, prepares individuals for modified jobs, avoids unnecessary turnover, improves the quality of the product and so on. Every organization needs to have well trained and experienced people to perform the activities that have to be done. Training in general sense refer to planned effort by an organization to facilitate employee in acquiring skills, attitude and behavior that are critical for successful performance on the job. On acquiring the knowledge and skills the employee are expected to apply them to day-to day activities without which the relevance of training would be lost and no competitive advantage would accrue to the company.

Training has now acquired the status of a strategic initiative, in the sense that employees have to be trained for the future, assuming that they are learned already for the present.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVELOPMENT Traditional Approach Most of the organization earlier never used to believe in training. They were holding the traditional view that managers are born not made. There were also some views that training is very costly affair and not worth. But now the scenario seems to be changed. The modern approach of training and development is that Indian organization has realized the importance of corporate training. Training is now considered as more of retention tools than cost. The training system in Indian industry has been changed to create a smarter workforce and yield the best result. Training and development encompasses three main activities such as Training, Education and Development. Garavana, Costin and Heraty of the Irish Institute of training and development noted that these ideas are often considered to be synonymous. However to practitioners, they encompass them separate although inter-related activities. Training: This activity is both focused upon and evaluated against the job that an individual currently holds. Education: This activity focuses on the job that an individual may potentially hold in the future and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing the individuals or term based are engaged in. Training is successful not only with good training design and training objective but also with readiness and willingness of the trainees for the training to be successful three things are required: 1. Motivation 2. Knowledge and skills. 3. Expectation towards the training. Motivation: If the trainee is not motivated to learn, no learning is likely to occur no matter how good the training methods are, or how talented the trainees are. Therefore it is important to intervene before training provides them the information about the learning outcome that they can expect and how learning outcome will help in achieving the objective. This increases the motivation to learn and to be successful in training. Knowledge, skills and attitudes: It is important that the selected trainees should have the right KSAs for the training because even if the methods and contents of the training is good but the candidates do not have the right KSAs, the training program will fail. Also the training method would not be effective if the candidate are lacking the desired skills. Expectations: Positive expectations matter a lot in a training program. If the trainee perceives the training as a waste of time and waste of resource no learning is likely to occur. No learning is possible with negative perception. On the other hand if the trainee believes and expects the training would help him in achieving his personal goal the probability of training to meet the objectives increases.

ROLE OF TRAINING AND DEVELOPMENT No organization has a choice of whether to train its employees or not, the only choice is that of method. The primary concern of an organization is its viability, and hence its efficiency. Training imparts kills and knowledge to employees in order that they contribute to the organizations efficiency and be able to cope up with the pressure of changing environment. Training can play the following roles in an organization: 1. INCREASE IN EFFICIENCY Training plays an active role in increasing efficiency of employees in an organization. Training increases skills for doing a job in better way. Though an employee can learn many things while he is put on job, he can do much better if he learns how to do the job. 2. INCREASE IN MORALE OF EMPLOYEES Training increases the morale of the employees. Morale is a mental condition of an individual or group which determines the willingness to co-operate. High morale is evidenced by employee enthusiasm and willingness to co-operate with others to organization objective. Training increases employee morale by relating their skills with their job requirements. 3. BETTER HUMAN RELATIONS Training attempts to increase the quality of human relations in an organization. Growing complexity of organizations has led to various human problems like alienation, inter-personal problems. Many of these problems can be overcome by suitable human relation training.
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4. REDUCED SUPERVISION Trained employees require less supervision. They require more autonomy and freedom. Such autonomy and freedom can be given if the employees are trained properly to handle jobs without the help of supervision. 5. INCREASED ORGANISATION VIABILITY AND FLEXIBILITY Trained people are necessary to maintain organizational viability and flexibility. Viability relates to survival of the organization during bad days, and flexibility relates to sustenance of its effectiveness despite the loss of its key personnel and making short-term adjustment with the existing personnel. Such adjustment is possible if the organization has trained people who can occupy the positions vacated by key personnel. TRAINING NEED ANALYSIS: An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance. WHY TRAINING NEED ANALYSIS? Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action.

TRAINING NEED ARISES AT THREE LEVELS: Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group. The three levels at which training need arises are as follows: Organizational Level Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedure, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required knowledge, skills, and Attributes (KSAs) based on the future KSAs requirements at each level. Individual Level Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:
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 Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal Operational Level Training need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gather sthis information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questeions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done.

TRAINING METHODS: Today, training programs offer something for everyone-from pre-employment preparation for first job to pre-retirement courses for those who are due to retire soon. The range of training method is such that they can provide opportunity to unskilled to become skilled; they offer people to be promoted at various level of the organization. Training methods are means of attaining the desired objectives in a learning situation. These methods can be grouped in some categories on various bases. Training methods can be grouped on the basis of level of personnel in an organization because there are three categories of people operative, supervisors and management having different training needs and therefore different training methods. Training methods can also be grouped on the basis of the emphasis which they put on training process. Thus training methods may be on the job oriented, simulation, knowledge based and experiential methods. The following are the various types of training methods:

ON THE JOB TRAINING: The best place to train new employees is on the job itself. This is because he can experience the conditions and requirements of actual production on the job only. Trainees earn as they learn under the watchful eyes of a master mechanic or craftsman, receive immediate feedback, practice in the actual work environment and associate with the same people they will worked with after the training.

The following are the kinds of on the job training methods: 1. ON SPECIFIC JOB This is the most common form of training for all individuals. A person can learn when he is put on a specific job. He can develop skills for doing the job in better way over a period of time. However, he can learn the job better if he is given some guidance either in the form of coaching or working as understudy. 2. JOB ROTATION In job rotation, a person is given job in various departments of the organizations. The major objective is to broaden the background of the trainee. Job rotation may be horizontal or vertical. Job rotation may take different forms. Foe example, the employee selected for training may be assigned jobs, one after the other, in different departments. The purpose of such shifting assignments is to train the employee in the work-procedures of different departments. Another form of job rotation requires a selected employee to observe the work of different departmental heads. The employee just observes how the various departmental heads perform their functions. Yet another form of job rotation is the creation in the organization of certain managerial positions which are meant to be occupied by trainees only. Still another form of job rotation involves the posting of trainees as assistant managers in different departments.

3. SPECIAL PROJECTS, TASK FORCE, ETC Assignment to people on special projects, committees, etc is given. Besides learning the jobs performed in these assignments, trainee can learn how to work with different types of persons. 4. APPRENTICESHIP Under this, the new employee is placed as an apprentice or learner under a qualified senior worker. The apprentice learns the methods of work by observing and assisting his senior. In skilled trades, such as electricians, machine-man, etc new employee are taken as apprentice. 5. VESTIBULE TRAINING The word vestibule means a passage between the outdoor and the interior of the building. Vestibule training means the training organized in a center or school run by the enterprise to train new employee in specific skills. Vestibule training is introduced when the number of workers to be trained is large, the volume of training is enormous, and the line supervisor, because of heavy responsibilities of his office, is not in a position to spare time to attend to training. 6. INDUCTION TRAINING It is meant for new employees and its objects is to familiarizes and adapt them to their specialized job requirements and work methods of the enterprises. Accordingly, under this training a new employee is given description of his job, and provided with a copy of policies, procedures and rules relevant to his performance. He is introduced to his superior and subordinates.

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OFF THE JOB-TRAINING Off the job training simply means that training is not a part of everyday job activity. The actual location can provided with a copy of policies, procedures and rules relevant to his performance. He is introduced to this superior and subordinates. 1. TRAINING BY MANAGEMENT INSTITUTIONS There are number of professional training institutes which impart training in technical and managerial fields. An enterprise may sponsor its employee for the purpose of training in such institutes and derive the benefits arising from such specialized training. 2. LECTURES, CONFERENCES, ETC Lecturers, seminars, etc are organized by the enterprise may prove to be a useful methods for employees. Lectures may be impacted by specialist within or outside the enterprise. Conferences enable the employees to have interaction with different persons and earn from their ideas and experience. Proposals or ideas developed by various speakers are thrown open for discussion among the participants and a consensus is reached taking into account the various viewpoints expressed. Seminars and workshops organized by management associations can also prove to be a useful training device. 3. CASE STUDY Case study as a method of training has been developed by the Harvard Business School of the USA. A case is a written account of an actual organizational situation in its history, environment, and financial structure. Case study enables the trainee to. a) Pinpoint the problem b) To identify and analyze the causes

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c) To suggest alternative solutions d) To indicate which alternative would be best under prevailing conditions. Discussion of a case is generally in groups. Each member is asked to present his analysis suggest alternative solutions and offer comments on the analysis by others. Since there cannot be an ideal, or a best solution to any problem, the group discussion can be quite lively and stimulating, with each member trumpeting his own analysis and trying to find loopholes in the alternatives offered by others. 4. ROLE PLAYING Role-playing is a training method under which participants assume certain roles and enact them under classroom conditions. It tends of emphasis feeling and relationship between people. In a role-playing participants are assigned the roles by turns. While two or more trainees enact the roles assigned to them, act as observers and critics. Role playing primarily involves employee-employer relationship-hiring, firing, discussing a grievance procedure, conducting a post-appraisal interview or disciplining a subordinate or a salesman making a representation to a customer 5. MANAGEMENT GAMES Management or business games involve a group exercise in decision-making as regards an administrative problem-situation. A management game involves a number of participants working in small groups, which are in competition with one another. It is similar to role-playing, but with this difference that while role-playing seeks to emphasis on feelings and relationship between people, management games are concerned with administrative problems.

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6. BRAINSTROMING Brainstorming is a problem solving technique, which consists of evaluations of ideas put forward by a group of people. It facilitates pooling of knowledge and experience of different people who are experts in their fields, with a view to solving complex problems. Thus, it enables to find an optimal solution. 7. SENSITIVITY TRANING Sensitivity or t-group training method was developed by the National Training laboratories in the USA. The object of this group is to promote better human relationship. The group called itself as the t-group. Sensitivity or t-group training involves interaction between members of small informal or unstructured groups. The training group is distinguished by the following characteristics: Smallness of size Absence of formal agenda Artificial environment Leaders role Group process Training Evaluation: The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

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Purpose of Training Evaluation:

Feedba ck

Control

Purpose of Training Evaluation

Research

Power

Interventio n

The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

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Before Training: The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals. After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of Evaluation: The various methods of training evaluation are: Observation Questionnaire Interview Self diaries Self recording of specific incidents

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Donald L Kirkpatricks Training Evaluation Model the four levels of learning evaluation: Donald Kirkpatrick set out his four-level approach to the evaluation of training in a series of articles in the journal then known as the American Society of Training Directors between November 1959 and February of 1960. The four-level evaluation framework has survived 30 years of turbulence in training and development evaluation, and remains the basis of many frameworks in training evaluating. One might even say that it has prospered. The four elements of the framework are defined below using Kirkpatricks original definitions. The first three elements centre on the trainees their reactions, their learning, and changes in their behavior. The fourth element shifts to a concern with organizational benefits or business results. There is an assumption that the results of training and development programs are more than simply equipping people to do their jobs. The logic is that there will be an effect on business results and that this effect can be evaluated. As Nickols (1999) states: There is no cookbook approach to the evaluation of training. To properly evaluate training requires one to think through the purposes of the training, the purposes of the evaluation, the audiences for the results of the evaluation, the points or spans of points at which measurements will be taken, the time perspective to be employed, and the overall framework to be utilized.

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1. Reactions: Were the participants pleased with the program? Reaction may

best be defined as how well the trainees liked a particular training program. Reactions are typically measured at the end of training. However, that is a summative or end-of-course assessment and reactions are also measured during the training, even if only informally in terms of the instructors perceptions.
2. Learning: What did the participants learn from the program? What

principles, facts, and techniques were understood and absorbed by the conferees? What the trainees know or do can be measured during and at the end of training but in order to say that this knowledge or skill resulted from the training, the trainees entering knowledge or skills levels must also be known or measured. Evaluating learning, then, requires measurements before, during and after training.
3. Behavior: Did the participants behavior change as a result of the program?

Any evaluation of changes in on-the-job behavior must occur in the workplace. It is assumed that behavior changes are acquired in training and they then transfer (or dont transfer) to the workplace. Therefore, it is useful to assess behavior changes at the end of training and in the workplace. The origins of human performance technology can be traced to early investigations of disparities between behavior change realized in training and those realized on the job.

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4. Result: Did the change in behavior improve organizational effectiveness? Kirkpatrick did not offer a formal definition for this element of his framework. Instead, he relied on a range of examples to make his meaning clear. Those examples included: reduction of costs; reduction of turnover and absenteeism; reduction of grievances; increase in quality and quantity or production; or improved morale which, it is hoped, will lead to some of the previously stated results. These factors are also measurable in the workplace.

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