3 UNIT TRAINING AND DEVELOPMENT INTRODUCTION:Training is the act of increasing the knowledge and skill of an employee for doing

a particular job. Training is a short-term education process and utilizing systematic and organized procedure by which employee learn technical knowledge and skills for a definite purpose.

2 Importance of Training: Training is the most important technique of human resource development. training is important to develop the employee and make him suitable to the job. Job and organization requirements are not static; they are changed from time to time in view of technology advancement and change in the awareness of the Total Quality and Productivity Management (TQPM). Benefits of Training : How training Benefits the Organization Improves the job knowledge and skills at all levels of the organization Improves the morale of the workforce Helps people identify with organizational goal Learn from the trainee Help prepare guidelines for work Providing information for future needs in all areas of the organization Helps employees adjust to change Improves communication between groups and individuals Builds cohesiveness(sticking together) in groups Provides a good climate for learning, growth and co-ordination Makes the organization a better place to work and live Need for Training: Every organization big or small, productive or non-productive, economic or social, old or newly established should provide training to all employees irrespective of their qualification, skill, suitability for the job.

 To match the Employee specifications with the Job Requirements. The need for training also arises to: Increase productivity Improve quality of the product / service. Help a company to fulfill its future personnel needs. Improve organizational climate. Improve health and safety. Prevent obsolescence. Effect the personal growth. Training Methods and Techniques The methods employed for training of operatives may be described as under On-the-job Training In this method, the trainee is placed on a regular job and taught the skills necessary to perform it. The trainee learns under the guidance and supervision of the superior or an instructor. The trainee learns by observing and handling the job. Therefore, it is called learning by doing.

Several methods are used to provide on the job training e.g., coaching job rotation, committee assignments, etc. A popular form of the job training is Job Instruction Training (JIT) or step-by-step learning. It is widely used in the United States to prepare supervisors. It is appropriate for acquisition or improvement of motor skills and routine and repetitive operations. The JIT involves the following steps: Preparing the trainee for instruction. This involves putting the trainee at ease, securing his interest and attention, stressing the importance of the job, etc. Presenting the job operations or instructions in terms of what the trainee is required to do. The trainee is put at work site and each step of the job is explained to him clearly. Applying and trying out the instructions to judge how far the trainee has understood the instructions.

 Following up the training to identify and correct the deficiencies, if any.

JIT method provides immediate feedback, permits quick correction of errors and provides extra practice when required. preparation in advance. But it needs skilled trainers and

Vestibule Training In this method, a training center called vestibule is set up and actual job conditions are duplicated or simulated in it. Expert trainers are employed to provide training with the help of equipment and machines, which are identical with those in used at the workplace.

Apprenticeship Training In this method, theoretical instruction and practical learning are provided to trainees in training institutes. In India, the government has established Industrial Training Institutions (ITI) for the purpose. Under the Apprenticeship Act 1962

employers in specified industries are required to train the prescribed number of persons in designated trade. The aim is to develop all-round craftsmen. Generally, a stipend is paid during the training period. Thus, it is an earn when you learn scheme.

Classroom Training Under this method, training is provided in company classrooms or in educational institutions. Lectures, case studies, group discussions, and audio visual aids are used to explain knowledge and skills to the trainees. Classroom training is suitable for teaching concepts and programmes. Some companies maintain their own training institutes or schools. Special training courses are designed e.g., management course for foremen, computer course for typists, etc., Courses in retraining and upgrading may also be conducted. courses. Small firms depend on outside schools and

Internship Training It is a joint programme of training in which educational institutions and business firms cooperate. Selected candidates carry on regular studies for the

prescribed period. They also work in some factory or office to acquire practical knowledge and skills. This method helps to provide a good balance between theory and practice. However, it involves a long time due to slow process. This method of training is used in professional work e.g. MBBS, CA, ICWA, Company Secretaries, etc. 2.7 (ii) Assessment of Training Needs Training needs are identified based on organizational analysis, job analysis, and man analysis, Training programme, training methods and course contents are to be planned based on training needs. Training needs = Job and Organizational requirement Employee specifications The following forms identify training needs Organizational Analysis This includes analysis of objectives, resource utilization, and environment scanning and organization climate: Organizational strengths and weakness in

different areas like accidents, excessive scrap, marketing areas and production personnel, finance etc. Departmental Analysis Department strength and weakness including special problems of the department or a common problem of a group of employees like acquiring skills and knowledge in operating computer by accounting personnel. Job / Role Analysis This includes study of jobs/roles, design of jobs due to changes, job enlargement, etc. Manpower Analysis Individual strengths and weaknesses in the areas of job knowledge, skills etc.

 Analysis of Development concept: First of all the present and future development needs of the organization are ascertained. It is necessary to determine how many and what type of executive are required to meet the present and future needs of the enterprise. This calls for organizational planning. Then job descriptions and specifications are prepared for all executive positions to know the type of knowledge, skills, training and experience required for each position. TRAINING PERIOD The duration of a training varies with skill to be acquired, the complexity of the subject, a trainees aptitude and ability to understand, and the training media used.

Generally, a training period should not be unduly long: if it is, trainees may feel bore uninterested. The ideal session should not go beyond 2 to 3 hours at stretch, with a break in between 2 sessions. It convenient employees may be trained for a week or a fortnight for an hour or two, every day after work hours.

The training period may extend from 3 weeks to 5 months even more, depending upon job requirements.

The physical locations of the programmes should be in pleasant surrounding away from the noise and tension of the work place. Concept of Executive Development: Executive Development or management development is a systematic process of learning and growth by which managerial personnel gain and apply knowledge, skills, attitudes and efficiently. Executives learn conceptual, theoretical knowledge and

managerial skills in an organized through an educational process. The main aim of formal education for manager is to increase his ability to learn from experience.

Executive development consists of all the means by which executives learn to improve their behaviour and performance. It is designed to improve the effectiveness of managers in their present jobs and to prepare them for higher job in future. Executive development is a planned and organized process of learning rather than an accident or trial an error approach. Executive development is a long-term process, as managerial skills cannot be developed overnight. Executive development aims at preparing managers for better performance and helping them to realize their full potential. Executive development is guided self-development.

2.9 (ii) Objectives of Executive Development: To improve the performance of managers at all levels in their present jobs. To sustain good performance of managers throughout their careers by exploiting they are full potential i.e., to prepare managers for higher jobs in future. To prevent obsolescence of executives by exposing them to a latest contests and techniques in their respective areas of specialization. To replace elderly executives who have risen from the ranks by highly competent and academically qualified professionals. To provide opportunities to executives to fulfill there career aspirations. To ensure that the managerial resource of the organization are utilized optimally. 2.10 (ii) Executive Development Objectives at Three Levels of Authority: i) ii) Top Management Middle Line Management

iii)

Middle Functional Executives and Specialist

2.11 (ii) Methods and Techniques of Executive Development: It is of two types i) ii) one-the-job Techniques off-the-job Techniques

On-the-job Techniques: It is divided into some groups.

Coaching: In this method, the superior guides and instruct the trainee as a coach. The coach or counselor sets mutually agreed upon goals, suggest how to achieve these goals, periodically reviews the trainees progress and suggests changes required in behavior and performance.

Understudy: An understudy is a person selected and being trained as the apparent to assume at a future time the full duties and responsibilities of the position presently held by his superior. In this way a fully trained person becomes available to replace a manager during his long absence or illness, on this retirement, transfer, promotion, or death.

Position Rotation: It involves movement or transfer of executives from one position or job to another on some planned basis. Position rotation is also called job rotation. The aim is to broaden the knowledge, skills, and outlook of executives. Job rotation or position rotation is often designed for junior executives. It may continue for a period ranging from six months to two years.

Project Assignment: Under this method a number of trainee executives are put together to work on a project directly related to their functional area. The group called project team or task

force will study the problem and find appropriate solution. This is a flexible training device due to temporary nature of assignments.

Committee Assignment: A permanent committee consisting of trainee executives is constituted. All the trainees participate in the deliberations of the committee. Trough discussion in

committee meeting they are acquainted with different viewpoints and alternative methods of problem solving. They also learn interpersonal skills.

Multiple Management: Under it, a junior board of young executives is constituted. Major problems are analyzed in the junior board, which makes recommendations to the Board of Directors. The young executives learn decision making skills and the Board of

Directors received considerable exposure to problems and issues.

Selective Reading Managing has become a specialized job requiring a close touch with the latest developments in their field. By reading selected professional books and journals, mangers can keep in touch with the latest research finding, theories, and techniques in management.

Lectures These are formally organized talk by an instructor on specific topics. Lecture is essential when technical or special information of a complex nature is to be provided. These can be supplemented by discussions, case studies, demonstrations, audio visual aids, and film shows. Lecture method is a simple way of imparting knowledge to a large number of persons within a short time. Lecture method can be made effective in the following ways: i) ii) iii) A lecture should be well planned as to its purpose and contents The lecturer should be competent and a good speaker The lecture should not be for more than an hour.

iv)

The lecture should be made interesting through leading questions, guided discussions, and audio visual aids.

Group Discussions It is a variant of the lecture method. Under it, paper is prepared and presented by one or more trainees on the selected topic. This followed by a critical discussion. The chairman of the discussion or seminar summarizes the contents of the paper and the discussion with the related topics.

Case Study Method Under this method, a real or hypothetical business problem or situation demanding solution is presented in writing to the trainees. They are required to identify and analyse the problem, suggest and evaluate alternative courses of action and choose the most appropriate solution.

Conference Method A conference is a meeting of several people to discuss the subject of common interest. However, contribution from members can be expected as each one builds upon ideas of other participants. This method is best suited when a problem has to be analyzed and examined from different viewpoints. The success of the conference depends on the conference leader.

iv) TRAINING EVALUATION Objectives of training evaluation is to determine the ability of the participant in the training programme to perform jobs for which they were trained, the specific nature of training deficiencies, whether the trainees required any additional on the job training and the extent of training not needed for the participants to meet job requirements.

PRINCIPALS OF EVALUATIONS

 Evaluation specialist must be clear about the goals and purposes of evaluation. Evaluation must be continuous. Evaluation must be specific. Evaluation must be provide the means and focus for trainers to be able to appraise themselves, their practices, and their products. It is mainly based on objective methods.

METHODS OF EVALUATION
Several methods can be employed to collect data on the outcomes of training. Some of these are: 1. 2. 3. 4. 5. 6. 7. 8. The opinions and judgments of trainers, superiors, and peers. Asking the trainers to fill up evaluation forms. Using a questionnaire to know the reactions of trainees, Giving oral and written tests to trainees to ascertain how far they have learnt, Arranging structured interviews with the trainees, Comparing trainees performance on the job before and after training. Studying profiles and career development charts of trainees, Measuring levels of productivity, wages, costs, absenteeisms and employee turnover after training. 9. Trainees comments and reactions during the training period, and Cost benefit analysis of training programme.