HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage organization. It comprises of the functions and principles that are applied to retaining, training, developing, and compensating the employees in organization. It is also applicable to non-business organizations, such as education, healthcare, etc Human Resource Management is defined as the set of activities, programs, and functions that are designed to maximize both organizational as well as employee effectiveness Scope of HRM without a doubt is vast. All the activities of employee, from the time of his entry into an organization until he leaves, come under the horizon of HRM. he divisions included in HRM are Recruitment, !ayroll, !erformance Management, raining and "evelopment, Retention, Industrial Relation, etc. #ut of all these divisions,one such important division is Training & Development. Training Introd !tion his activity is both focussed upon, and evaluated against, the $ob that an individual currently holds education . his activity focusses upon the $obs that an individual may potentially hold in the future, and is evaluated against those $obs.
Training and personal development is an important method for a business to improve the performance of employees. Training is a process whereby an individual acquires job-related skills and knowledge. It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an employee is being trained. However, the potential gains from employee training are significant. The main benefits of training are improved productivity and motivation of staff and also better quality products being made. Some of the specific reasons as to why a business should train its employees are: Introduce new employees to the business this is known as induction training!" # see below Help provide the skills the business needs in particular making the workforce more fle$ibleor being trained on new higher technology machinery" %rovide employees with better knowledge about the business and the market it operates in %rovide support for &obs that are comple$ and for which the required skills and knowledge are often 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 lean production techniques

'educe the need for supervision and therefore free up valuable manager timeHelp achieve a good health and safety recordHelp improve quality of a product or service and lower customer complaints Increase employee motivation and loyalty to the business

Induction training Induction 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 &obs. The length of induction training will vary from &ob to &ob and will depend on the comple$ity of the &ob, the si(e of the business and the level or position of the &ob within the business. The following areas may be included in induction training: )earning about the duties of the &ob *eeting new colleagues Seeing the layout the premises )earning the values and aims of the business )earning about the internal workings and policies of the business

On-the-job training +n the &ob training occurs when workers pick up skills whilst working along side e$perienced workers at their place of work. ,or e$ample this could be the actual assembly line or offices where the employee works. -ew workers may simply shadow or observe fellow employees to begin with and are often given instruction manuals or interactive training programmes to work through. Off-the-job training This occurs when workers are taken away from their place of work to be trained. This may take place at 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 and knowledge that can be used in a variety of situations, e.g. management skills programme.

Methods of training
Human Resource Management is concerned with the planning, acquisition, training & developing human beings for getting the desired objectives & goals set by the organization. he employees have to be transformed according to the organizations! & global needs. his is done through an organized activity called raining. raining is a process of learning a sequence of programmed behavior. "t is the application of #nowledge & gives people an awareness of rules & procedures to guide their behavior. "t helps in bringing about positive change in the #nowledge, s#ills & attitudes of employees.

hus, training is a process that tries to improve s#ills or add to the e$isting level of #nowledge so that the employee is better equipped to do his present job or to mould him to be fit for a higher job involving higher responsibilities. "t bridges the gap between what the employee has & what the job demands. %ince training involves time, effort & money by an organization, so an organization should to be very careful while designing a training program. he objectives & need for training should be clearly identified & the method or type of training should be chosen according to the needs & objectives established. &nce this is done accurately, an organization should ta#e a feedbac# on the training program from the trainees in the form of a structured questionnaire so as to #now whether the amount & time invested on training has turned into an investment or it was a total e$penditure for an organization. raining is a continuous or never ending process. 'ven the e$isting employees need to be trained to refresh them & enable them to #eep up with the new methods & techniques of wor#. his type of training is #nown as Refresher Training & the training given to new employees is #nown as Induction Training. his is basically given to new employees to help them get acquainted with the wor# environment & fellow colleagues. "t is a very short informative training just after recruitment to introduce or orient the employee with the organization!s rules, procedures & policies. raining plays a significant role in human resource development. Human resources are the lifeblood of any organization. &nly through trained & efficient employees, can an organization achieve its objectives. ( o impart to the new entrants the basic #nowledge & s#ills they need for an intelligent performance of definite tas#s. ( o prepare employees for more responsible positions. ( o bring about change in attitudes of employees in all directions. ( o reduce supervision time, reduce wastage & produce quality products. ( o reduce defects & minimize accident rate. ( o absorb new s#ills & technology. ( Helpful for the growth & improvement of employee!s s#ills & #nowledge. METHODS OF TRAINING: he most widely used methods of training used by organizations are classified into two categories) &n*the*+ob raining & &ff*the*+ob raining. ON-THE-JO TRAINING is given at the wor# place by superior in relatively short period of time. his type of training is cheaper & less time*consuming. his training can be imparted by basically four methods) * !oaching is learning by doing. "n this, the superior guides his sub*ordinates & gives him,her job instructions. he superior points out the mista#es & gives suggestions for improvement.

Jo" Rotation: - "n this method, the trainees move from one job to another, so that he,she should be able to perform all types of jobs. '.g. "n ban#ing industry, employees are trained for both bac#*end & front*end jobs. "n case of emergency, -absenteeism or resignation., any employee would be able to perform any type of job. OFF THE JO TRAINING: - is given outside the actual wor# place.

#ectures$!onferences:- his approach is well adapted to convey specific information, rules, procedures or methods. his method is useful, where the information is to be shared among a large number of trainees. he cost per trainee is low in this method. Fi%&s: - can provide information & e$plicitly demonstrate s#ills that are not easily presented by other techniques. Motion pictures are often used in conjunction with /onference, discussions to clarify & amplify those points that the film emphasized. Si&u%ation E'ercise: - 0ny training activity that e$plicitly places the trainee in an artificial environment that closely mirrors actual wor#ing conditions can be considered a %imulation. %imulation activities include case e$periences, e$periential e$ercises, vestibule training, management games & role*play. !ases: - present an in depth description of a particular problem an employee might encounter on the job. he employee attempts to find and analyze the problem, evaluate alternative courses of action & decide what course of action would be most satisfactory. E'(erientia% E'ercises: - are usually short, structured learning e$periences where individuals learn by doing. 1or instance, rather than tal#ing about inter*personal conflicts & how to deal with them, an e$periential e$ercise could be used to create a conflict situation where employees have to e$perience a conflict personally & wor# out its solutions. )esti"u%e Training) * 'mployees learn their jobs on the equipment they will be using, but the training is conducted away from the actual wor# floor. 2hile e$pensive, 3estibule training allows employees to get a full feel for doing tas# without real world pressures. 0dditionally, it minimizes the problem of transferring learning to the job. Ro%e *%a+: - "ts just li#e acting out a given role as in a stage play. "n this method of training, the trainees are required to enact defined roles on the basis of oral or written description of a particular situation. Manage&ent Ga&es: - he game is devised on a model of a business situation. he trainees are divided into groups who represent the management of competing companies. hey ma#e decisions just li#e these are made in real*life situations. 4ecisions made by the groups are evaluated & the li#ely implications of the decisions are fed bac# to the groups. he game goes on in several rounds to ta#e the time dimension into account. In- as,et E'ercise) * 0lso #nown as "n*tray method of training. he trainee is presented

with a pac# of papers & files in a tray containing administrative problems & is as#ed to ta#e decisions on these problems & are as#ed to ta#e decisions on these within a stipulated time. he decisions ta#en by the trainees are compared with one another. he trainees are provided feedbac# on their performance. RE!OMMENDATIONS - !ON!#.SION: 5o doubt raining is a very powerful tool for the smooth functioning of the organization, but it needs to be used with care in order to derive all the benefits. Here are se/en recommendations for getting the best out of this tool) * 01 6earn about the needs and proficiency of each and every employee before an organization invests its effort, time & money on training. "ts better to identify the needs & shortcomings in an employee before actually imparting training to him,her. 21 '$perienced & s#illed trainer, who possesses good amount of #nowledge & understanding about the organization!s objectives, individual abilities & the present environment, should give training. 31 0ctive participation from the trainees should be encouraged. here should be a two*way communication between the trainer & trainee. 41 1eedbac# should be ta#en from the trainees after the training is over, so that the organization comes to #now about the deficiencies in the training program & also suggestions to improve upon the same. 51 1ocus of training should be on priority development needs and to produce strong motivation to bring change in employees. 61 he cost incurred on the training program should not e$ceed its benefits. 71 he 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. hus, training is a vital tool to cope up with the changing needs & technologies, & ever* changing environment. "t benefits both the organization as well as the employees.

here are many different ways to train. Indeed, entire boo%s have been written on the ways to deliver training. How can a manager charged with training his or her employees choose an appropriate method& his article defines some of the most common training methods and reviews pros and cons for each one. he method by which training is delivered often varies based on the needs of the company, the trainee, and on the tas% being performed. he method should suit the audience, the content, the business'( environment, and the learning ob$ective. Ideally, the method chosen will motivate employees to learn, help employees prepare themselves for learning, enable the trainees to

apply and practice what they)ve been taught, help trainees retain and transfer what they have learned, and integrate performance with other s%ills and %nowledge. #ther factors affecting the choice of a training method include* +Age, gender, or level of education of the trainees +,earning styles of the trainees +-umber of trainees +.udget + rainer)s s%ills and training style /ommon group training methods include* "e!t re A lecture is the method learners often most commonly associate with college and secondary education. 0et, it is also considered one of the least effective methods to use for adult learners. In this method, one person 1the trainer2 does all of the tal%ing. He or she may use handouts, visual aids, 3uestion4answer, or posters to support the lecture. /ommunication is primarily one+way* from the instructor to the learner. !ros* ,ess time is needed for the trainer to prepare than other methods. It provides a lot of information 3uic%ly when it is less important that the trainees retain a lot of details. /ons* "oes not actively involve trainees in training process. he trainees forget much information if it is presented only orally. Demon#tration "emonstration is very effective for basic s%ills training. he trainer shows trainees how to do something. he trainer may provide an opportunity for trainees to perform the tas% being demonstrated. !ros* his method emphasizes the trainee involvement. It engages several senses* seeing, hearing, feeling, touching. /ons* It re3uires a great deal of trainer preparation and planning. here also needs to be an ade3uate space for the training to ta%e place. If the trainer is not s%illed in the tas% being taught, poor wor% habits can be learned by the trainee.

Seminar Seminars often combine several group methods* lectures, discussions, conferences, demonstrations. !ros* 5roup members are involved in the training. he trainer can use many group methods as part of the seminar activity. /ons* !lanning is time+consuming. he trainer must have s%ill in conducting a seminar. More time is needed to conduct a seminar than is needed for many other methods. Con$eren!e he conference training method is a good problem+solving approach. A group considers a specific problem or issue and they wor% to reach agreement on statements or solutions. !ros* here is a lot of trainee participation. he trainees build consensus and the trainer can use several methods 1lecture, panel, seminar2 to %eep sessions interesting. /ons* It can be difficult to control a group. #pinions generated at the conference may differ from the manager'(s ideas, causing conflict. %anel A panel provides several points of view on a topic to see% alternatives to a situation. !anel members may have differing views but they must also have ob$ective concerns for the purpose of the training. his is an e6cellent method for using outside resource people. !ros* rainees often find it interesting to hear different points of view. he process invites employees to share their opinions and they are challenged to consider alternatives. /ons* It re3uires a great deal of preparation. he results of the method can be difficult to evaluate. Role %la&ing "uring a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training. !ros* rainees can learn possible results of certain behaviors in a classroom situation. hey get an opportunity to practice people s%ills. It is possible to e6periment with many different approaches to a situation without alienating any actual customers.

/ons* A lot of time is spent ma%ing a single point. rainers must be s%illed and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch. Ca#e St die# A case study is a description of a real or imagined situation which contains information that trainees can use to analyze what has occurred and why. he trainees recommend solutions based on the content provided. !ros* A case study can present a real+life situation which lets trainees consider what they would do. It can present a wide variety of s%ills in which applying %nowledge is important. /ons* /ases can be difficult to write and time+consuming to discuss. he trainer must be creative and very s%illed at leading discussions, ma%ing points, and %eeping trainees on trac%. Sim lation# rainees participate in a reality+based, interactive activity where they imitate actions re3uired on the job. It is a useful techni3ue for s%ills development. !ros* raining becomes more reality+based, as trainees are actively involved in the learning process. It directly applies to $obs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned. /ons* Simulations are time+consuming. he trainer must be very s%illed and ma%e sure that trainees practice the s%ills correctly. #nly perfect practice ma%es perfect. %ro'e!t# !ro$ects re3uire the trainees to do something on the $ob which improves the business as well as helps them learn about the topic of training. It might involve participation on a team, the creation of a database, or the forming of a new process. he type of pro$ect will vary by business and the s%ill level of the trainee. !ros* his is a good training activity for e6perienced employees. !ro$ects can be chosen which help solve problems or otherwise improve the operation. rainees get first+hand e6perience in the topic of the training. ,ittle time is needed to prepare the training e6perience. /ons* 7ithout proper introduction to the pro$ect and its purpose, trainees may thin% they are doing somebody else'(s wor%. Also, if they do not have an interest in the pro$ect or there is no immediate impact on their own $obs, it will be difficult to obtain and maintain their interest. /ommon individual training methods include*

Sel$(di#!over& rainees discover the competencies on their own using such techni3ues as guided e6ercises, boo%s, and research. !ros* rainees are able to choose the learning style that wor%s the best for them. hey are able to move at their own pace and have a great deal of ownership over their learning. /ons* rainees can easily get side+trac%ed and may move slower than the trainer desires. It is also more difficult to measure the employee'(s progress. Movie#)video#)!omp ter(*a#ed training /ontent for the training e6perience comes primarily from a videotape or computer+based program. !ros* It is easy to provide this training and the trainer can follow+up with 3uestions and discussion. It is also easy to assure that the same information is presented to each trainee. /ons* It is e6pensive to develop. Most trainers choosing this option must purchase the training from an outside vendor, ma%ing the content less specific to their needs. On(t+e('o* training his is the most common method of training. he trainee is placed on the $ob and the manager or mentor shows the trainee how to do the $ob. o be successful, the training should be done according to a structured program that uses tas% lists, $ob brea%downs, and performance standards as a lesson plan. !ros* he training can be made e6tremely specific to the employee)s needs. It is highly practical and reality+based. It also helps the employee establish important relationships with his or her supervisor or mentor. /ons* raining is not standardized for employees. here is often a tendency to have a person learn by doing the $ob, providing no real training. Mentoring A mentor can tutor others in their learning. Mentors help employees solve problems both through training them in s%ills and through modeling effective attitudes and behaviors. his system is sometimes %nown as a buddy system. !ros* It can ta%e place before, during, or after a shift. It gives the trainee individual attention and immediate feedbac%. It also helps the trainee get information regarding the business culture and organizational structure.

/ons* raining can be interrupted if the mentor moves on. If a properly trained mentor is not chosen, the trainee can pic% up bad habits. 7hen choosing from among these methods, the trainer must decide which one best suits the trainees, the environment, and the investments available. Many trainers will choose to combine methods or vary them. #thers will select a single method that wor%s best for them and never vary. 7ith so many options, a trainer is limited only by his or her creativity.

Training and Human Resource Management

Traning and De/e%o(&ent Ho&e 7 raining and Human Resource Management

he HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. he training and development activities are now equally important with that of other HR functions. 8one are the days, when training was considered to be futile, waste of time, resources, and money. 5ow*a*days, training is an investment because the departments such as, mar#eting & sales, HR, production, finance, etc depends on training for its survival. "f training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. raining actually provides the opportunity to raise the profile development activities in the organization.

o increase the commitment level of employees and growth in quality movement -concepts of HRM., senior management team is now increasing the role of training. %uch concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. raining is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. 0s a result training is given on a variety of s#ill development and covers a multitude of courses. Ro%e of HRD *rofessiona%s in Training

his is the era of cut*throat competition and with this changing scenario of business9 the role of HR professionals in training has been widened. HR role now is)

:. 0ctive involvement in employee education ;. Rewards for improvement in performance <. Rewards to be associated with self esteem and self worth =. >roviding pre*employment mar#et oriented s#ill development education and post employment support for advanced education and training ?. 1le$ible access i.e. anytime, anywhere training Training Effecti/eness he effectiveness of training is a measurement of learning. "t is determined by comparing post*test scores with pre*test scores and then measuring the net change. here are several methods to measure this@on a per*student basis, on a per*As#ill pointB base or on a per*dollar basis. 6etCs loo# at the s#ill*point base, which measures the cost of raising a studentCs s#ill by one unit.D his is dangerously wrongE 6et me e$plainE he difference between a pre*test score and a post*test score can be for many reasons, several of which may actually apply together. 2ithout any root cause analysis to identify the causal lin#s between the different scores -pre*test and post*test. all you can truthfully say about this situation is that the pre*test scores were F and the post*test scores were G * you cannot say 2HG they are li#e this. his does 5& mean there is no lin#, just that you haven!t demonstrated one * and this is where evaluation practitioners get in to bother * yes, even if you follow Hir#patric# or >hillips! approach * you have to have >R&&1 when the /1& and /'& as# for it * /&RR'60 "&5 "% 5& /0I%0 "&5EEE 0 measurement of learning is not training effectiveness * it!s a measure of learningE Gou can learn everything required, but fail to put it to required use and the required outcomes are not achieved. raining in organisations is 06M&% 0620G% about achieving a better performance or capability than is currently available * it!s about &I /&M'% that favour the customer and the shareholder * it!s not about learning * that!s a bonus -in my humble opinionE.. 8enerally effectiveness measures are defined in terms of the e$tent to which a set of objectives are met. "t would be quite easy to have a large overlap here with efficiency measures. - raining. efficiency is generally defined as the number of units output for the number of units input. a#ing a similar theme " suggest training efficiency can be measured several ways * here are some e$amples) 5umber of training courses achieving the required outcomes ***************************************************************** **** $ :JJK otal number of training courses delivered

&r

:JJK $ -5umber of trainees behaving as requried,operating equipment to required standard. , - otal number of people trained. &r :JJK $ otal benefits , otal costs

/oming bac# to the effectiveness focus again there is some help to be found from our old friend Hir#patric#.

'ffectiveness at 6evel : -Reactions of trainees. could be measured in terms of getting at least = out of ? in each area being rated. "f :JJK of trainees rate all the aspects at least = out of ?, then at 6evel : we!d be :JJK effective. Lut if these same trainees have line managers sho report that these trainees are only demonstrating new but required behaviours for =JK of the time, then arguably the training at 6evel = -Lusiness "mpact of training. is just =JK effective. 8oing bac# to the article " quoted from above... "1 you can demonstrate causal lin#s as " discussed earlier, then arguably the pre and post test scores /05 be seen as a measure of effectiveness. Read carefully with definitionsEE

Measuring of training
Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. ross!functional and reporting and learning analytics provide important connections between the measures of learning effectiveness offered by a learning management system ("#$) and the larger enterprise metrics that indicate whether learning is transferred and positively affects business results.

Training Effectiveness & its Significance

"n "ndia, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. his field is, however9 e$panding fast but controversies seem to envelop raining has made he training raining is essential9 but doubts arise over any attempts to find benefits commensurate with the escalating costs of training. remar#able contributions to the improvement of all #inds.

its contribution in practice. /omplaints are growing over its ineffectiveness and waste.

apparatus and costs have multiplied but Inhappiness persists and is growing at the wor#ing level where the benefits of training should show up most clearly. his disillusionment shows in many ways *

reluctance to send the most talented wor#force for training, inadequate use of personnel after training, etc. 2ith disillusionment mounting in the midst of e$pansion, training has entered a dangerous phase in its development. raining is neither a panacea for all ills nor is it a waste of time. 2hat is required is an insight into what training can or cannot do, and s#ill in designing and e$ecuting training successfully and cost*effectively. 0t the present time, all the organizations give more trust on commercializing their activities. 0ll the firms, in order to continue to e$ist in the competitive global mar#et and to be effectual, should espouse the most modern technology, i.e., mechanization, computerization and automation. echnical #now*how alone, however, does not assure success unless it is sustained by wor#force possessing indispensable e$pertise. Hence, organizations should train the employees to enrich them in the areas of changing technical s#ills and #nowledge from time to time. The In(ut-*rocess-Out(ut Mode% for an Effecti/e Training In(ut raining need analysis) survey based on performance gaps in previous year & performance opportunities in the ne$t year. >eriodical request from department heads based on potential appraisal e$ercises. "nformation on implementation of new practices, technological changes, strategic moves, and changes in the environment. "nformation on new recruitments. Ipdation of procedures, rules & regulations. raining policy of the administration *rocess '$ercise of determining needs & maintenance of training register 3erification of need to prepare training plans 4eciding to conduct onsite programmes, if large number of participants require training. 4eputation of employees for short term training programmes conducted by local training institutes.

 /onducting induction training for new recruits. Monitoring the training conducted by various departments. "mplementation of changes in the prgramme as necessitated by the feedbac#. Out(ut Release of training plan "ssue of orders of deputation for individual programmes 1eedbac# on effectives) from participants, from departmental heads

Training starts with a strategy It is important that a business provides training that is consistent with the business strategy. The main steps in developing a training strategy are to: . Identify the skills and abilities needed by employees/ . 0raw up an action plan to show how investment in training and development will help meet business goals and ob&ectives/ . Implement the plan, monitoring progress and training effectiveness Benefits of training to a business The main benefits to a business of a well.trained workforce are: . 1etter productivity and, therefore, lower production 2 operating costs" . Higher quality

. *ore fle$ibility . training helps employees develop a variety of skills. *ulti.skilling is only possible if the workforce is well trained . )ess supervision . lower supervision and management costs if employees can get on with their &obs. This might also improve motivation . through greater empowerment . *ore successful recruitment and employee retention . businesses with a good reputation for training are 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 to implement change programmes

Development ( Introd !tion his activity focusses upon the activities that the organization employing the individual, or that the individual is part of, may parta%e in the future, and is almost impossible to evaluate. TRAINING AND DE,E"O%MENT -( It is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioural change ta%es place in structured format. In the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been %nown by several names, including emplo&ee development, + man re#o r!e development, and learning and development. Harrison observes that the name was endlessly debated by the /hartered Institute of !ersonnel and "evelopment during its review of professional standards in 89994:;;;. <=mployee "evelopment< 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 "evelopment< was re$ected by academics, who ob$ected to the idea that people were <resources< > an idea that they felt to be demeaning to the individual. =ventually, the /I!" settled upon <,earning and "evelopment<, although that was itself not free from problems, <learning< being an overgeneral and ambiguous name. Moreover, the field is still widely %nown by the other names.

raining and development encompasses three main activities* training, education, and development. 5aravan, /ostine, and Heraty, of the Irish Institute of raining and

"evelopment, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities he <sta%eholders< in training and development are categorized into several classes. he sponsors of training and development are senior managers. he clients of training and development are business planners. ,ine managers are responsible for coaching, resources, and performance. he participants are those who actually undergo the processes. he facilitators are Human Resource Management staff. And the providers are specialists in the field. =ach of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others. he conflicts are the best part of career conse3uences are those that ta%e place between employees and their bosses. he number one reason people leave their $obs is conflict with their bosses. And yet, as author, wor%place relationship authority, and e6ecutive coach, "r. ?ohn Hoover points out, < empting as it is, nobody ever enhanced his or her career by ma%ing the boss loo% stupid.< best guarantees of long+term success. raining an employee to get along well with authority and with people who entertain diverse points of view is one of the alent, %nowledge, and s%ill alone won)t compensate for a sour relationship with a superior, peer, or customer

TRADITIONA"

AND

MODERN

A%%ROACH

O.

TRAINING

AND

DE,"O%MENT

Traditional Approach @ Most of the organizations before never used to believe in training. hey were holding the traditional view that managers are born and not made. here were also some views that training is a very costly affair and not worth. #rganizations used to believe more in e6ecutive pinching. .ut now the scenario seems to be changing. he modern approach of training and development is that Indian #rganizations have realized the importance of corporate training. raining is now considered as more of retention tool than a cost. he training system in Indian Industry has been changed to create a smarter wor%force and yield the best results. TRAINING AND DEVELOPMENTS O !E"TIVES #$

he principal ob$ective of training and development division is to ma%e sure the availability of a s%illed and willing wor%force to an organization. In addition to that, there are four other ob$ectives*

Individual, #rganizational, Aunctional, and Societal. Individ al O*'e!tive# @ help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organi/ational O*'e!tive# assist the organization with its primary ob$ective by bringing Individual effectiveness. . n!tional O*'e!tive# maintain the departmentBs contribution at a level suitable to the organizationBs needs. So!ietal O*'e!tive# @ ensure that an organization is ethically and socially responsible to the needs and challenges of the society

Importan!e O$ Training and Development

C #ptimum Dtilization of Human Resources @ raining and "evelopment helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. C "evelopment of Human Resources @ raining and "evelopment helps to provide an opportunity and broad structure for the development of human resourcesB technical and behavioral s%ills in an organization. It also helps the employees in attaining personal growth. C "evelopment of s%ills of employees @ raining and "evelopment helps in increasing the $ob %nowledge and s%ills of employees at each level. It helps to e6pand the horizons of human intellect and all over personality of the employees.

!roductivity @ raining and "evelopment helps in increasing the productivity of the employees that helps the organization further to achieve its long+term goal. C eam spirit @ raining and "evelopment helps in inculcating the sense of team wor%, team spirit, and inter+team collaborations. It helps in inculcating the zeal to learn within the employees. C #rganization /ulture @ raining and "evelopment helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. C #rganization /limate @ raining and "evelopment helps building the positive perception and feeling about the organization. he employees get these feelings from leaders, subordinates and peers. C Euality @ raining and "evelopment helps in improving upon the 3uality of wor% and wor%+ life. C Healthy wor%+environment @ raining and "evelopment helps in creating the healthy wor%ing environment. It helps to build good employee, relationship so that individuals goals aligns with organizational goal. C Health and Safety @ raining and "evelopment helps in improving the health and safety of the organization thus preventing obsolescence. C Morale @ raining and "evelopment helps in improving the morale of the wor% force. C Image @ raining and "evelopment helps in creating a better corporate image. C !rofitability @ raining and "evelopment leads to improved profitability and more positive attitude towards profit orientation. C raining and "evelopment aids in organizational development i.e. #rganization gets more effective decision ma%ing and problem solving. It helps in understanding and carrying out organizational policies. C raining and "evelopment helps in developing leadership s%ills, motivation, loyalty, better attitudes, and other aspects that successful wor%ers and managers usually display.
What training cannot sol e it is tempting to think that training is the solution to many if not all business problems. However, there are some things that training can rarely solve: these include: . %oor management although management training might help3" . %oor &ob design

. Ineffective or inefficient equipment, production organisation . 'ecruitment If training is so important! why do some businesses in est so little in it"

Ideally training should be seen as an investment in the future of the business. it takes time for the effects 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" . 4 desire to minimise short.term costs . They cannot make a &ustifiable investment case

Training #+o ld meet t0o *a#i! o*'e!tive#. 1. Training #+o ld ma2e t+e per#onnel #2illed eno g+ to do t+e 'o* on +and e$$i!ientl& leading to targeted prod !tivit& level#. 3. Training #+o ld *e !o#t e$$e!tive.

Training m #t *e *a#ed on #!ienti$i! approa!+ and 4 alit& training material to meet o*'e!tive n m*er one. T+e training d ration #+o ld *e a# #+ort a# po##i*le and re#o r!e# #ed e$$i!ientl& $or meeting o*'e!tive n m*er 3. In t+i# !onne!tion5 I 0o ld li2e to de#!ri*e a*o t a training approa!+5 !alled ICAO TRAINAIR Met+odolog&5 0+i!+ i# a!!epted and $ollo0ed *& man& Civil Aviation Training e#ta*li#+ment# all over t+e 0orld. T+e TRAINAIR i# a programme o$ t+e International Civil Aviation Organi/ation t+at 0a# evolved to #trengt+en t+e *a#i! !ivil aviation !on!ept o$ #a$et& and and reg larit& o$ air tran#port operation#5 *& mean# o$ a +ig+ #tandard o$ training $or aviation per#onnel t+ro g+ 0+at are 2no0n a# Standardi/ed Training %a!2age# 6ST%#7. T+e TRAINAIR !o r#e development met+odolog& i# a #!ienti$i! approa!+ o$ developing training !o r#e# $or a 'o*(oriented o*'e!tive. T+i# met+odolog& +a# *ot+ t+e pro!e##

#tandard and prod !t #tandard.

%ro!e## #tandard mean# t+e #tandard in 0+i!+ t+e

pro!e## i# important * t no 0eig+tage i# given to t+e end re# lt. %rod !t #tandard mean# t+e #tandard in 0+i!+ end re# lt i# important * t no 0eig+tage i# given to t+e pro!e##. TRAINAIR met+odolog& +a# *ot+ pro!e## and prod !t #tandard#. T+i# met+odolog& #ee2# to impart #2ill5 2no0ledge and attit de re4 ired to per$orm t+e 'o* and eliminate all t+ing# 0+i!+ are e8traneo # and not re4 ired to per$orm t+at 'o*. T+at mean# t+e trainee# are ta g+t onl& t+e 9Need(to(:no0 T+ing#; and not t+e 9Ni!e(to( :no0 T+ing#;. <e!a #e o$ t+i#5 training *e!ome# $o! ##ed and t+e training time and !o#t#5 and d ration o$ a*#en!e o$ t+e 0or2$or!e $rom t+e operational minimi/ed. T+e TRAINAIR Standardi/ed Training %a!2age 6ST%7 preparation met+odolog& i# *a#ed on an engineering approa!+ !alled t+e #&#tem approa!+. It !on#i#t# o$ $ollo0ing t+ree a!tivitie#. 1. Anal&#i# 3. De#ign and prod !tion =. Eval ation All t+e#e a!tivitie# are divided into > %+a#e#. %+a#e 15 %reliminar& anal&#i#5 i# invo2ed 0+en a de!i#ion i# to *e ta2en 0+et+er or not training i# needed to do a 'o* on +and? t+en a##i#tan!e o$ a 4 ali$ied Co r#e Developer# team i# re4 e#ted. one o$ t+e $ollo0ing1. Re!ommending non(training management #ol tion# li2e developing a 'o* aid # !+ a# !+e!2li#t#5 $lo0 !+art# or a tomation et!. 3. Develop a Standard Training %a!2age 6ST%7 a# a training #ol tion I$ it i# $o nd appropriate to pro!eed 0it+ a training #ol tion *& development o$ an ST%5 t+e %+a#e 3 a!tivitie# !ommen!e. In %+a#e 35 @o* anal&#i#5 again t+e Co r#e Developer# team vi#it# operational nit5 T+e !o r#e developer# team vi#it# t+e operational nit5 anal&/e# t+e #&#tem and intervie0# t+e per#onnel 0or2ing. T+e re# lt o$ anal&#i# i# nit# are

intervie0# t+e 0or2ing e8pert#. T+e 'o* i# divided into d tie#5 d tie# are divided into

ta#2#5 ta#2# are divided into # *(ta#2#5 and $ rt+er t+e #2ill) 2no0ledge) attit de re4 ired to !arr&o t # *(ta#2# are de!ided. In t+e %+a#e =. %op lation Anal&#i#5 t+e data on target pop lationA# 6i.e.5 intended trainee gro p7 a!4 ired #2ill) 2no0ledge) attit de5 4 ali$i!ation#5 'o* e8perien!e5 #o!ial *a!2gro nd5 learning pre$eren!e# are !olle!ted and anal&/ed.

In %+a#e B5 De#ign o$ C rri! l m5 t+e di$$eren!e in #2ill)2no0ledge) attit de re4 ired 6de!ided in p+a#e 37 and t+o#e a!4 ired 6de!ided in p+a#e =7 0ill *e!ome t+e Co r#e C rri! l m. T+e mod le# and #e4 en!e o$ training program are de!ided in t+i# p+a#e.

In %+a#e C5 De#ign o$ mod le#5 all t+e !o r#e material# # !+ a# Trainee Hando t#5 In#tr !tor g ide5 %ra!ti!al e8er!i#e #+eet#5 %rogre## te#t#5 2e& to progre## te#t#5 Ma#ter& te#t#5 2e& to ma#ter& te#t# 0ill *e developed.

In %+a#e D5 %rod !tion and developmental te#ting5 t+e prepared Ma#ter& te#t#5 %rogre## te#t# and pra!ti!al e8er!i#e# are tried o t a# developmental te#ting to !+e!2 t+e a!! ra!& and relia*ilit& o$ training material#. Detailed le##on plan# to g ide t+e in#tr !tor#5 +and o t# $or t+e trainee#5 a dio(vi# al material# et! are all prepared read& $or t+e initial ,alidation deliver& o$ t+e pa!2age. In %+a#e E5 ,alidation and Revi#ion5 $or t+e $ir#t time5 t+e prepared !o r#e material 0ill *e tried on a gro p o$ trainee# $or 0+om t+e !o r#e i# de#igned. T+e gro p o$ Co r#e Developer# 0ill monitor t+e deliver& o$ t+e !o r#e t+ro g+o t5 and o*#erve t+e rea!tion# o$ trainee# and in#tr !tor#. . T+e& al#o ta2e a note o$ t+e re# lt at t+e end o$ t+e !o r#e. I$ FGH o$ t+e parti!ipant# pa##e# 0it+ FGH mar2# or attain t+e #tandard5 t+en t+e #ame !o r#e 0ill *e admini#tered to t+e remaining trainee pop lation in # *#e4 ent #e##ion#. An& de$i!ien!ie# noted 0ill *e !orre!ted d ring t+i# p+a#e. At t+e end o$ t+i# p+a#e5 all t+e developed training material# 0ill *e #ent to t+e ICAO TRAINAIR Central Unit5 Montreal $or a!!ord o$ approval a# $ ll($ledged ST%.

In %+a#e F5 Implementation5 $ ll ST% Co r#e i# availa*le $or $ t re deliverie#. T+e #ame !o r#e i# al#o availa*le $or glo*al #+aring among t+e mem*er# o$ TRAINAIR programme.

In %+a#e >5 %o#t(training eval ation5 t+e e$$e!tivene## o$ t+e !o r#e 0+i!+ i# no0 implemented i# eval ated *& anal&/ing

1. Ia# t+ere t+e de#ired improvement o$ t+e trainee#A per$orman!e 0+en t+e& ret rn to t+eir 'o*#J

3. Did t+e training program e$$e!tivel& meet t+e operational need 0+i!+ gave ri#e to itJ. T+i# i# done *& gat+ering in$ormation 0+i!+ i# #ed to ma2e improvement in t+e training and determine t+e !o#t# and *ene$it# o$ t+e training development pro'e!t. D ring t+e entire pro!e## o$ !o r#e o$ development5 Co r#e Developer# intera!t 0it+ t+e S *'e!t Matter E8pert# and #2illed 'o* per$ormer# a# and 0+en re4 ired and get t+e re4 ired inp t#.

Sales Organisation Effectiveness - High Performing Sales Organisations

Sale# organi#ation# are $a!ing +ig+er level !+allenge#5 driven *& vario # $a!tor# in t+e mar2etpla!e

Increased competition, including from non+traditional competitors. 5lobalisation of mar%ets. Impact of technology, leading to new purchasing methods and changing relationships with customers 1more e+based business2.

Rising customer e6pectations, especially in the case of longer term contract based relationships, where customers are loo%ing for value and insight from their suppliers.

#rganisations moving towards preferred supplier agreements.

T+e !+allenge# man& organi#ation# $a!e in re#pon#e to t+e a*ove $a!tor#

"eveloping sales managers who lift performance through best practice leadership of sales teams. "evelopment and retention of high performing sales people. !roductivity differentials between high and medium performing sales people can be significant.

/ross+functional teams developing strategic customer relationships.

Hem#le& .ra#er 0or2# 0it+ organi#ation# to

"evelop sales managers, as a %ey differentiator of sales team performance. /reate differentiated s%ills and behaviours in sales teams to lift the performance of sales people.

"rive reliable processes and practices throughout the sales organisation. Support cross+functional teams who develop high value strategic customer relationships. /reate clear strategies for development and retention of high performing sales people. /reate a strong focus on a strategy, with supporting processes, to ac3uire and retain long+term profitable customers.

Mea# ring t+e E$$e!tivene## o$ Training and Development More and more successful organisations are increasingly intent on measuring the impact of training on their organisations, to reaffirm the performance outcomes e6pected and to ma%e changes to training plans where necessary. his programme has been designed to aid all Human Resource practitioners in measuring the effectiveness of training. Having an evaluation

of training effectiveness in place is also one of the dimensions of the !eople "eveloper Standard. Fey .enefits

Introduction to the different raining =valuation models ,earn how to ma%e detailed measurements of training Measure the effectiveness at various levels up to the impact of training on the organisation

/ourse /ontent

Introduction to various raining =valuation Models Measuring the Impact of raining on #perational Results Measuring the Impact of raining on the #rganisation using /orporate Indicators Identifying and Measuring GSoftH Areas in the #rganisation Dnderstanding and Measuring #rganisational "evelopment through a Morale Survey Measuring the !ersonal /ompetencies of =mployees

"earning Met+odolog&

5roup wor% and e6ercises will be used to provide participants with many opportunities to demonstrate their %nowledge, learning and s%ills.

I+o S+o ld Attend

All Human Resource !ersonnel who are involved in raining and "evelopment and those responsible for attaining the !eople "eveloper Standard for their organisation.

Training empl&ee#

Importaan!e o$ training raining your employees do have a significant role in modern business era. -ot $ust to e3uip them with latest tools your company has implemented, there is a lot more to it.I have sorted down them in a list. his is a must read if you employ or mean to employ in future atleast one person. Training &o r empl&e## i# important *e!a #e 8. :. Rapid technological innovations impacting the wor%place have made it necessary for people to consistently update their %nowledge and s%ills !eople have to wor% in multidimensional areas , which usually demand far more from their area of specialisation. I. J. K. L. M. N. %. 8;. 88. /hange in the style of management. "ue to non+practical collage education. ,ac% of proper and scientific selection procedure. Aor career advancement. Aor higher motivation and productivity. o ma%e the $ob challenging and interesting Aor self and development Aor employee motivation and retention o improve organisational climate

8:. 8I. 8J. 8K. 8L.

!revention of obsolescence o help an organisation to fulfil its future manpower needs. o %eep in pace with times o bridge gap between s%ills re3uirement and s%ills availability Aor survival and growth of organisation and nation

E,A"UATION O. STA.. DE,E"O%MENT AND TRAINING

Introd !tion Staff development is an important part of assisting performance improvement at organisational, faculty4central department, unit and individual levels. It is therefore important that the transfer of learning into the wor%place is assessed through a process of review and evaluation so that its success or otherwise can be established and so that we can demonstrate the contribution learning ma%es towards overall organisational success. =valuation is the process of finding out how the development or training process has affected the individual, team and the organisation.

T+e *ene$it# o$ eval ating training and development are to-

!romote business efficiency by lin%ing efforts to train anddevelop staff to operational priorities, goals and targets. Identify cost effective and valuable training events orprogrammes, leading to better focused learning anddevelopment. =nsure the transfer of learning into the wor%place. Dse and reinforce techni3ues learned to help improve 3uality and customer service within the organisation. Help define future development ob$ectives. Stage# o$ Eval ation here are four %ey stages at which training and development should be evaluated* Rea!tion* At this stage evaluation provides information on the attitudes and opinions of participants to the learning they have underta%en typically via evaluation forms or comment sheets "earning attained* =valuation at this stage loo%s at the e6tent to which learning ob$ectives have been achieved. =valuation of learning can ta%e place during the activity using interactive sessions, tests and practical application and after the activity by re+testing %nowledge and s%ills and comparing them with pretraining results, observing %er$orman!e* =valuation at this stage loo%s at the impact of a learning e6perience on individual4team performance at wor%. Fey to this level of evaluation is the need to have agreed clear

learning ob$ectives prior to the learning e6perience so that when evaluation ta%es place there are measures to use. Organi#ational Impa!t* At this level evaluation assesses the impact of learning on organisational effectiveness, and whether or not it is cost effective in organisational terms.

Re#pon#i*ilit& $or eval ation

Responsibility for evaluation of staff development rests at the following levels* Individ al* he DniversityBs Staff "evelopment Application Aorm and Record re3uires individuals to identify their ob$ectives lin%ed to strategic development and training priorities and $ob role for the re3uested development activity.. Manager* he manager is responsible for ensuring that staff have identified learning ob$ectives for any development activity they plan to underta%e and to agree on the methods to be used to evaluate learning .a! ltie#)Central Department#* he Staff "evelopment !lan template re3uires Aaculties and /entral "epartments to annually set out their planned staff development activities and an e6planation of how they will be evaluated. Central Training %rovider#* All training courses delivered by central training providers are assessed by the Dniversity end of

course review form. At this level evaluation provides information on the attitudes of a participant to learning but does not measure how much they have actually learned. Organi#ation Development and Training 6ODT7- #" will carry out follow up evaluation of a sample of centrally delivered courses4programmes I+L months after the event to measure how learning has been applied in the wor%place.

Training %rogram Eval ation

he process of e6amining a training program is called training evaluation. raining evaluation chec%s whether training has had the desired effect. raining evaluation ensures that whether candidates are able to implement their learning in their respective wor%places, or to the regular wor% routines. % rpo#e# o$ Training Eval ation

he five main purposes of training evaluation are * .eed*a!2- It helps in giving feedbac% to the candidates by defining the ob$ectives and lin%ing it o learning outcomes. Re#ear!+- It helps in ascertaining the relationship between ac3uired %nowledge, transfer of %nowledge at the wor% 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.

%o0er game#- At times, the top management 1higher authoritative employee2 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 =6pected outcomes.

%ro!e## o$ Training Eval ation -

<e$ore Training- he learnerBs s%ills and %nowledge are assessed before the training program. "uring the start of training, candidates generally perceive it as a waste of resources because at

most of the times candidates are unaware of the ob$ectives and learning outcomes of the program. #nce aware, they are as%ed to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style.

D ring Training* It is the phase at which instruction is started. short tests at

his phase usually consist of intervals

regular

A$ter Training- It is the phase when learnerBs s%ills and %nowledge are assessed again to measure the effectiveness of the training. his phase is designed to determine whether training has had the desired effect at individual department and organizational levels. here are various evaluation techni3ues for this phase.

Control- It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

%o0er game#- At times, the top management 1higher authoritative employee2 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 e6pected %ro!e## <e$ore Trainingo$ Training outcomes. Eval ation

he learnerBs s%ills and %nowledge are assessed before the training

program. "uring the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the ob$ectives and learning outcomes of the program. #nce aware, they are as%ed to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style.

D ring Training* It is the phase at which instruction is started. his phase usually consist of short tests at regular intervals

A$ter Training- It is the phase when learnerBs s%ills and %nowledge are assessed again to measure the effectiveness of the training. are various evaluation his phase is designed to determine whether techni3ues for this phase. training has had the desired effect at individual department and organizational levels. here

Te!+ni4 e# o$ Eval ation O*#ervation K e#tionnaire Intervie0 Sel$ Diarie# Sel$ re!ording o$ #pe!ial in!ident#