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Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study

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Volume -1 Issue -4, December 2013. ID: IJIFR/V1/E3/024

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ISSN (Online):2347-1697 INTERNATIONAL JOURNAL OF INFORMATIVE AND FUTURISTIC RESEARCH ( IJIFR)

Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61

Training as a Sub-System of HRD- A Case Study

Dr. V. K. Jain

Associate Professor & Head

Department of Commerce

G.M.N. College, Ambala Cantt., Haryana (India)

Abstract

Modern organizations are becoming more complex today. Increasing size of the business,

changing technology and larger volumes of production lay stress on cutting down the cost of

production, enhancing market share and improving productivity and quality of production. This

is turn requires increasing efficiency of human resources to save time, energy and resources and

bring in better quality and profitability. HRD enables the people to achieve this efficiency as it

deals with individual values, behavior, action and thoughts. It undertakes the activities and

processes to promote the intellectual, moral, psychological, cultural, social and economic

development of the individual so as to achieve the highest human potential as a resource for the

community. People need competencies to perform the assigned tasks. Higher degree of quality of

performance of tasks requires higher degree of skills. Without continuous development of

competencies in people, an organization is not likely to achieve its goals. In fact, competent and

motivated people are essential for the growth, survival and excellence of the organization. This

competence is generated by training function of HRD. People join the organization as raw hand.

They need to get their skills polished and developed so as to perform their jobs in an efficient

manner. This necessitates training not only for the new entrants but also to the existing

employees. Considering the significance of training in an organization, the present study has

been undertaken with reference to two major public sector organizations. The study seeks to

analyze the nature of training programmes of the two organizations and their likely impact on

productivity and efficiency. Efforts have also been made to study the nature of developmental

climate on this aspect in these organizations.

Key Words: Training, Human Resource Development (HRD), Productivity, Skills, Employee Potentials,

Competencies, Efficiency

1. Introduction

Human resources are the most important and valuable resources for any organization. The contribution

they make for the growth of any organization may not be arithmetically calculable, yet there exist

unlimited potential for the development and attainment of goals of the organization. In fact, dynamic

people make dynamic organizations and efficient and effective employees contribute to the effectiveness

of the organization. Competent and motivated people in any organization are the ones who make things

happen and enable the organization to achieve its goals. Therefore, the organization should continuously

ensure that dynamism, competency and motivation of the employees remain at high level. Human

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Resource development is a continuous process to ensure the development of employee competencies,

dynamism and effectiveness in a systematic and planned manner (Rao, 1990).

HRD is a process of increasing the capacity of human resources through development. Training is one of

the most effective tools of Human Resource Development (HRD) at the lower level of management in

organizations which helps in developing competencies and efficiency of the employees and thus, builds

greater confidence in them. Every human being has the potentials to do remarkable things if they are

provided with the opportunity and climate to develop and utilize these potentials. Training aims at

imparting skills among the people to enable them to perform their present job in an effective manner and

develop their potentials as well to seek better opportunities in the organization. With the help of training,

the organization is not only able to improve the efficiency of the people but also the whole of the

organization as it helps to reduce the wastage of material, time and energy. This is turn is helpful to

increase productivity and quality of production and reduce cost per unit.

HRD is a very wide approach in dealing with people. He considers the entire organization as a learning

space for its employees. Every individual employee has core competencies which are either inherent in

him or he learns on the job or off the job. Further, he needs to develop certain skills as per the

requirements of the job including technical skills, managerial knowledge and attitudes. Consequently,

training as a sub-system of HRD helps the HRD manager to enable the employees to acquire these skills.

At the lower levels of management, where the policies are to be translated into action, the acquisitions of

these skills become more and more significant.

The present study has taken into account the significant role played by the lower level management in the

organization in actual performance of tasks by carefully implementing the policies framed by the top

management and initiation of employee skill development by the human resource development

department.

2. Survey of Literature

A number of studies have been undertaken on training as an effective tool of HRD. Some of these studies

show that Training is an effective tool of HRD.

Bhatia (1986) conducted a study on Training in Public Enterprises. He explained the trends of training in

public enterprises to meet the challenges faced by the public enterprises. He asserted that human resource

training would be the dominating concern in view of market changes, present competition and

environment change which is likely to affect future training goals. It necessitates more emphasis on

training in attitudes and behavioral changes along with improving their skills to bring about a change in

work culture. He also recommended setting up ‘Training Institute’ for trainers at National level.

In his Book “Human Resource Management”, Gupta (1998) has explained the various HRD practices

such as, recruitment, selection, placement, induction, training and development, career planning,

compensation, performance appraisal employee welfare, grievance procedure and future role of manager.

Whereas, Pattanayak (2002) in his research paper focused on selected H.R.D. sub systems which help to




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evaluate performance of employees, provide career planning, training and development, better quality of

work life and arrangement for quality circles, reward system and organizational development program.

Explaining the new approach on identification of training needs of employees, Gopala Krishna (2003)

opined that the HR managers need to think beyond the traditional methods. The author viewed that it is

the responsibility of HR managers to translate these needs into training programmes. HE also shared his

experience of BEL, Banglore, where a new approach was attempted to give thrust to the company future

needs.

Gupta, (2003), in his study “HRD and Training in a Corporate Enterprise” has revealed that executives

have not been given adequate formal training. They do not find the training interesting. But workers are

fairly satisfied with the training. It was observed that the good work needs to be rewarded and hence, the

company should review its reward system. Further, attempt was made to analyze the training and

development activities of the organization.

Kandula (2003), developed different models on various facets of HRM through his experience including

H.R.P., training, management development competency and career management, team building, change

management performance management, communication, involvement and empowerment, organization

development, and H.R. evaluation techniques.

On the basis of his study on Training policy in two prestigious commercial banks, namely, state Bank of

India and Jammu & Kashmir Bank Ltd. Rainaye (2004), focuses on the various facets of training

including management’s attitude towards training, induction training, training needs, and employee’s

attitude towards training, training inputs, quality of training programs and transfer of training to the job.

He found that training scenario to a large extent is satisfactory. The author on the basis of his analysis

concluded certain impediments to training in J&K Bank including non-involvement of line managers for

employee development; insufficient induction training and improper evaluation of training. However, the

standards of external training programmes and also in-bank programmes were found to be well

maintained. In SBI, the training function is excellent except training need assessment. The employees of

both the banks feel that training function in the banks cannot be made effective unless training need

analysis (TNA) and transfer of training to the job are improved.

In his article “Training : The Emerging Trends in the Changing Scenario”, Kalyani (2005), has explored a

new role i.e. ‘Cognitive dynamics’ in training which is not apparent but drives the forces to the greater

degree of competency and commitment and play an immense role necessary for learning to occur. The

article further discusses the inter-relationship of training and learning principles for congenial learning

climate.

Raju (2005), conducted survey on the various aspects of training viz., managements attitude, selection

process, quality of training, Impact on individuals, impact on productivity and post-training assessment.

In his article “Training as an Effective HRD Technique in Banking Sector – An Opinion Survey” he has

revealed that by and large the employees of different categories of banks appeared to be satisfied with

most of the aspects of the training programmes.




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Gupta & Singh (2005-06) in the article “Effectiveness of Training in the Banking sector: A Case Study”

has studied four variables i.e. induction training, need-based training, planned training and utilization,

with the objective to explore empirically the extent of their effectiveness, training, need-based training,

planned training and utilization in PNB and SCB. They found that the training aspect of HRD in both the

banks did not differ significantly. However, the two dimensions of training effective’s viz need-based

training and planned training were found different in PNB & SCB. Further, there existed a positive

correlation between HRD climate and training effectiveness, training effectiveness and performance

appraisal and training effectiveness & counselling attitude of managers in both the banks.

A study conducted on the employees of Andhra Pradesh State Road Transport Corporation by Prakash,

Ali and Gayathri (2008) showed that majority of the employees expressed that the training programs are

very useful for updating the skills to meet the challenges of the changing environment in the present

competitive transportation industry.

On the basis of these studies, it can be concluded that training is most widely used sub-system of HRD

and it is an effective tool of employee development as it helps to acquire those skills which are needed to

fulfill the requirements of the job. However, many organizations do not make training need assessment

and evaluation of training programs in a scientific way. Many organizations use external training and

behavioural training for their employees.

3. Statement of the Problem

Lower management in an organization is concerned with the actual performance of tasks within the limits

set by the top executives. Human resource development program, therefore, takes into account the

performance aspect of the policies through its training sub-system.

The executives at the lower management need to be continuously equipped with new skills to enable

quick performance of the tasks and goals. Training as a subsystem of Human Resource Development is

quite effective tool to enable the employees to acquire these new skills. Considering this fact, training as

one of the important HRD sub-systems has been selected for the lower management executives to seek

their opinion on this sub-system

3.1 Objectives of the Study

The main objectives of the study are

i) To study various aspects of training as HRD sub-system at the lower management level in the

public sector organizations.

ii) To study the impact of training in the public sector organizations.

iii) To Study the developmental climate on account of training as sub-system of HRD at lower

management level in the public sector organizations.

3.2 Methodology

To achieve these objectives, information was collected by using questionnaires. The executives working




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at operational levels were covered to study different aspects on training. In general, a 5-point scale was

used in the questionnaires but certain general questions were also included. Simple statistical tools have

been used for analyzing the data.

Scores on training has been derived by adding the scores of each parameter and mean score were derived

to study the type of developmental climate existed in the public sector organizations.

3.3 The Sample

Two major public sector organizations, which consider their human resources as most valuable, were

selected for the present study. Further, two units of each organization were covered. A sample size of 8

per cent from the total population of the lower level executives of the two units of each organization was

taken. A total of 160 respondents were taken up for the study.

3.4 Significance of the Study

The study is of great significance to the organizations as they will get an insight to improve their training

programs. Further, they can modify the existing policies and formulate new ones on the basis of the

findings of the study. The study is also useful to the researchers for developing their hypothesis and to use

it to corroborate its results with their research.

3.5 Limitations

As the study is limited to public sector organizations, its results can be generalized to other organizations

to a limited extent only due to different policies, cultures and practices followed by these organizations.

4. Analysis and Results

The opinions of the respondents on the training aspects of the two public sector organizations were sought

and added together for the purpose of making analysis of the study. These opinions are categorized into

two parts as under:

a) Training as HRD Sub-system

b) Impact of Training

c) Nature of Developmental Climate

4.1 Training as HRD Sub-system

Training is most frequently used HRD mechanism in the country (Rao & Abrahm, 1986). The

opinions sought on this aspect indicate that the public sector organizations under study provide

training as a sub-system of HRD to their executives and employees at the lower level.

i) Provision of Training to Employees/Executives: The opinions of the respondents presented in

Table-1 indicate that most of the respondents (75.83 per cent) were of the view that their

organization provides training to them quite often. Another 16.87 per cent stated that they are

‘sometimes’ imparted training. Only 12 respondents (7.5 per cent) stated that the organization

either provides no training or it is rarely provided to them. It appears that some of the




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departments/ employees have not been imparted training as they could not have been spared due

to busy work schedules.

Table-1: Provision of Training to Employees/Executives

ii) A

l

t

h

o

u

gh a large number of respondents (70 per cent) claimed that training needs are generally assessed

before training is imparted to them, 30 percent (48) respondents, however, stated that training

needs are not assessed or rarely assessed before imparting training (Table-2). A study of the

survey of literature confirms this view.

Table-2: Assessment of Training Needs before Training

I

t

c

a

n

b

e

inferred that in some of the departments training needs are not properly assessed and people are

not imparted adequate training.

iii) As regards, the methods used for assessing the training needs, the opinions of the respondents

were divided. 35 per cent of the respondents as presented in Table-3 opined that the training

needs in their respective organizations were appraised by assessing the requirements of the job.

Some of them (25.00 per cent) felt that it was done by assessing the skills required to perform the

job. Further, 22.5 per cent of them expressed that besides the above two methods, the needs were

assessed by other methods including performance appraisal, periodic survey through observation

and interview. Another 17.5 per cent opined that all these methods are applied for training need

assessment. It appears that for the executives of different departments different methods for

assessing training needs are being used.

S. No. Contents No. of Respondents % Respondents

A Always 52 32.50

B Often 69 43.13

C Sometimes 27 16.87

D Rarely 4 2.50

E Never 8 5.00

Total 160 100.0


A Always 36 22.50

B Often 48 30.00

C Sometimes 28 17.50

D Rarely 30 17.50

E Never 18 12,50

Total 160 100.0




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Table-3: Methods Used for Assessment of Training Needs

iv) The opinions of the executives regarding the methods used for imparting training exhibited in

Table-4 show that in the opinion of 48 respondents (30.00 per cent) class-room training was most

commonly used method for imparting training to them, whereas 21.87 per cent reported the use of

audiovisual devices. Further, 29 respondents 18.13 per cent stated the use of on-the-job training

method. Vestibule school and induction training were other methods used in this regard. It can be

inferred that different methods for different categories of executives are used in both the public

sector organizations.

Table-4: Methods Used for Assessment of Training Needs

v) Explaining the purpose of training programme, a large number of respondents (56.25 per

cent) opined that the purpose of training was to achieve individual and organizational

objectives while 21.87 per cent considered that it helped in achievement of departmental

objectives (Table-5). Quite a few number of the respondents felt that it helped in

achievement of individual objectives only. Thus, training helps in achieving divergent

objectives in the organization.

vi) When asked about the pre and post evaluation of training programme, a large number of

respondents, 84 (52.50 per cent) stated that such evaluation was either ‘never’ conducted or

it was ‘rarely’ conducted in their organization (Table-6). It appears that both the

organizations do not make use of pre and post evaluation of training programmes as a part of

HRD practice.


A Assessing the skills required to perform the job 40 25.0

B Assessing the requirements of the job 56 35.0

C Performance appraisal 16 10.0

D Periodic survey through observation and interview 20 12.5

E All of the above 28 17.5

Total 160 100.0


A On the Job Training 29 18.13

B Class Room Training 48 30.00

C Use of Audio- Visual Devices 35 21.87

D Vestibule School Training 22 13.75

E Induction Training 26 16.25

Total 160 100.0




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vii) Opinions of 64 respondents (40 per cent) of these public sector organizations, presented in

Table-7 below, exhibit that training ‘often’ helps them to acquire skills for the next higher

job whereas 25 percent of the respondents opined that it is ‘always’ useful for them to

acquire skills for the next higher job. A small number of respondents (17.50 per cent),

however, did not agree with this view.

Table-5: Purpose of Training Programmes

Table 6: Pre and Post Evaluation of Training Programme

Table 7: Helpful to Acquire Skills for the Next Higher Job

viii) The opinion of various respondents of the public sector organizations clustered around

‘Moderate’ to ‘High’ on the issue of extent of contribution of training in acquisition of skills for

the next higher job. A large number of respondents (49.38 per cent) mentioned that training helps

them ‘moderately’ in acquisition of skills for the next higher job (Table-8) whereas 51


a To achieve Individual & Organizational Objectives 90 56.25

b To achieve Organizational Objectives 17 10.63

c To achieve Departmental Objectives 35 21.87

d To achieve Individual Objectives 12 7.50

e Can’t Say 6 3.75

Total 160 100.0


a Always 22 13.75

b Often 34 21.25

c Sometimes 20 12.50

d Rarely 48 30.00

e Never 36 22.50

Total 160 100.0


a Always 40 25.00

b Often 64 40.00

c Sometimes 28 17.50

d Rarely 10 6.25

e Never 18 11.25

Total 160 100.0




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respondents (30.63 per cent) felt that it helps in the acquisition of such skills to a ‘high’ extent. It

can be held that moderate to high increase in skills was evident for the higher jobs from the

training programme.

Table 8: Extent of Contribution of Training in Acquisition of Skills for the Next Higher Job

ix) The present training system was stated to be adequate to meet job requirements by 76 respondents

(47.50 per cent) in these public sector undertakings. Quite a large number of respondents (52.50

per cent), however, expressed their concern over the adequacy of the existing training

programmes. It seems that there is need to modify the present training system to enable it to fulfill

the job requirements and to enhance the competence of the employees for the next higher job

adequately.

Table 9: Adequacy of the Training Program

4.2 Impact of Training

To study the impact of training on the following variables opinions of the lower level executives were

sought on 5-point scale.

i. Increasing individual efficiency,

ii. Reducing absenteeism,

iii. Reducing wastage & spoilage,

iv. Increasing productivity and

v. Improving inter-personal relations & organizational efficiency

vi. Reducing employee turnover

vii. Improving organizational efficiency.


a Very High 15 9.37

b High 51 30.63

c Moderate 77 49.38

d Low 9 5.62

e Very Low 8 5.00

Total 160 100.0


a Very High 15 9.37

b High 43 25.63

c Moderate 18 12.50

d Low 54 33.75

e Very Low 30 18.75

Total 160 100.0




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(i) Increasing Individual Efficiency: In the opinion of 60 respondents (37.5 per cent) in the two

public sector undertakings, the lower level executives of these public sector organizations felt

that training will have ‘very high’ impact whereas, 53 respondents (33.13 per cent) stated that

it is likely to have ‘high’ impact on increasing individual efficiency (Table-10: i). Further, 32

respondents (20 per cent) considered ‘moderate’ impact of training in this regard.

(ii) Reducing Absenteeism: Many of the respondents (69.37 per cent) were of the view that

training contributed to reduce absenteeism (Table-10: ii). However its impact ranged from

‘moderate to very high’ extent in their opinion. Some of the respondents (30.87 per cent)

considered this impact between ‘low to very low’ extent. It appears that in those departments

of these public sector organizations where technical skills are desired to perform the jobs,

training is quite useful in reducing absenteeism whereas in white collar jobs, training does not

has much impact on absenteeism and has its role to reduce absenteeism is limited.

(iii) Reducing Wastage, Spoilage etc.: As regards the role of training in reducing wastage,

spoilage etc. the opinions of the respondents indicate that generally ‘moderate to very high’

impact of training on this aspect seemed to exist (Table-10: iii). However, a few respondents

constituting 16.25 per cent of the sample felt that training has ‘low to very low’ impact on

reducing wastage etc. Again, it can be inferred that training for the lower level executives and

employees of the departments which are engaged in production, quality control etc. has

yielded quite positive results on this variable.

(iv) Reducing Employee Turnover: Training is quite useful in reducing employee turnover. It is

quite evident from the opinions of the respondents shown in (Table-10: iv) as more than 80

per cent of the respondents agreed with this view. It appears that training brings in skills to

perform the job which generates confidence to perform and reduce employee turnover.

(v) Improving Inter-personal Relations: There appeared to be unanimity among the

respondents that training helps in improving inter-personal relations as most of the

respondents (90 per cent) favoured this view (Table-10: v). However, the extent of such

improvement in their opinions ranged from ‘moderate’ to ‘very high’ extent. The variation

seems to be obvious as the people working in different departments experience different

working patterns and realize different impacts of training.

(vi) Increasing Organizational Efficiency: Training also seems to have positive impact on

increasing organizational efficiency in these organizations. A study of the Table-10: vi shows

that 30 per cent of the respondents stated that training has been useful to increase

organizational efficiency to a ‘very high’ extent while 26.25 per cent considered ‘high’

impact and 22.50 per cent expressed that training has ‘moderate’ impact on increasing

organizational efficiency. However, 21.25 per cent felt ‘low to very low’ impact. It appears

that some of the respondents are not satisfied with the present system of training.




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(vii) Increasing Productivity: The opinions of the respondents have similarity on this variable

like others. ‘Moderate to very high’ impact of training in these public sector organizations

was observed on increasing productivity (Table-10: vii). Again, some of the respondents did

not agree with this view and visualized ‘low to very low’ impact (15 per cent).

From the above, it can be inferred that by and large, employees consider positive impact of

training on increasing individual and organizational efficiency, reducing absenteeism, wastage

and employee turnover, improving inter-personal relations and increasing organizational

efficiency and productivity.

Table-10: ‘Impact of Training’ on the Variables mentioned above (N= 160)

Contents

i

Increasing

Individual

Efficiency

ii

Reducing

Absenteeism

iii

Reducing

Wastage &

Spoilage

iv

Reducing

Employee

Turnover

v

Improving

Inter-

Personal

Relations

vi

Increasing

Organizational

Efficiency

vii

Increasing

Productivity

Nos. % Nos. % Nos. % Nos. % Nos. % Nos. % Nos. %

Very

High

60 37.50 56 35.00 50 31.25 52 32.50 65 40.63 48 30.00 52 32.50

High 53 33.13 35 21.87 48 30.00 42 26.25 49 30.62 42 26.25 45 28.13

Moderate 32 20.00 20 12.50 36 22.50 36 22.50 36 22.50 36 22.50 39 23.37

Low 08 5.00 25 15.63 16 10.00 12 7.50 6 3.75 18 11.25 12 7.50

Very Low 07 4.37 24 15.00 10 6.25 18 11.25 4 2.50 16 10.00 12 7.50

Total 160 100 160 100 160 100 160 100 160 100 160 100 160 100

4.3 Nature of Developmental Climate

The opinions of the respondents studied on 09 parameters of training as sub-system of HRD and 07

parameters of impact of training were converted into scores using Likert’s 5 point scale and added

together. To derive the average score on this dimension of HRD, composite score was divided by the sum

of respondents on all the 16 parameters and converted into percentage score by applying the formulae:

Percentage Score = (Mean Score – 1) x 25

This is based on the assumption that a score of 1 represents zero percent and score of 5 represents 100

percent (Rao: 1991). The mean and percentage score thus derived was used to observe as to what type of

developmental climate existed in these public sector undertakings. A composite mean score of 3

represents ‘average climate’, 4 represents ‘good’ and 5 indicates ‘extremely good’ developmental climate

on this dimension whereas mean score of 2 shows ‘poor’ and 1 denotes ‘extremely poor’ climate. Further,




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companies having percentage score of 60 and above are indicative of reasonably good developmental

climate.

Table-11: HRD Climate Score

Composite Score Mean Score Percentage Score

9024 9024/(16*160)= 3.54 63.5

Keeping in view the above scale, it can be inferred that ‘reasonably good’ HRD climate existed in these

public sector undertakings on the dimension of training. This view is similar to the studies undertaken in

the past. Rao and Abraham (1986) in their study of 41 organizations have indicated that general HRD

climate in these organizations appeared to be at average level (percentage score = 54). However, Jain

(1996) in their study of HRD climate in public sector companies found the developmental climate in those

organizations to be ‘good’.

On the basis of the above results, it can be stated that there is still a great deal of possibility of

improvement. The top management has to find out the areas of training where these undertakings are

lacking to develop their employees.

From the above discussion it is evident that the managements of these public sector undertakings are quite

aware of the need of developing and utilizing employee potentials and their overall competencies. They

have realized that without enhancing the efficiency of the people, productivity cannot be increased, costs

cannot be reduced and the competition cannot be combated. Therefore, they are creating a climate in

which development of the employees takes place automatically.

5. Conclusions and Suggestions

On the basis of the above study, the following conclusions can be drawn:

1. Training is an important sub-system of HRD. It is evident from the opinions of the employee of

both the public sector undertakings under study that in general, the organization provides training

to its employees. But, it seems that training needs are not properly assessed for all the

departments before imparting training. Further, it appears that different methods are used for

assessing the training needs for different departments including the skills required to perform the

job, assessment of requirements of the job, performance appraisal etc. The respondents indicated

that different methods are used for imparting training including on-the-job training, class room

training, use of audio-visual devices etc.

2. A large number of respondents (56.25 per cent) stated that training helps to achieve both

individual and organizational objectives. On the issue of conducting pre and post evaluation of

training programme, it appears that such evaluation is not made seriously for all the training

programmes at all levels

3. However, training helps to acquire skills for the next higher job as evident form the opinions of

65 per cent of the respondents but the extent of such contribution ranged from ‘moderate’ to ‘very

high’ in general in their opinion. It is worth noting that a large number of respondents (> 50 per

cent) did not find the present training programmes to be adequate to meet the requirements of

HRD.




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4. The impact of training as derived from the opinions of the respondents exhibits that training has

quite a positive impact on all the variables including individual efficiency and organizational

efficiency as more than 75 per cent of the respondents visualized ‘moderate’ to ‘very high’

impact on both the variables i.e. individual efficiency and organizational efficiency.

5. The impact of training on reducing wastage, employee turnover and absenteeism was also found

to be ranging between ‘moderate’ to ‘very high’ extent in the opinions of most of the respondents

(> 75 per cent).

6. More than 80 per cent of the respondents also felt ‘moderate’ to ‘very high’ impact of training on

improving inter-personal relations and increasing productivity.

7. The overall developmental climate as examined from the average scores on training as sub-

system of HRD seems to be ‘reasonably good’ (Mean Score = 3.54; Percentage Score = 63.5%).

On the basis of the above conclusions, it can be inferred that the public sector organizations understand

the significance of training and provide training to their employees for improving their competencies. It

appears that HRD system in these public sector organizations is using training as a mechanism to develop

skills of the employees at the lower levels and help the organization to achieve its goals. But training is

not yet taken seriously as training needs are not properly assessed and pre and post evaluation of training

is not made.

The public sector organizations visualize the positive impact of training on increasing individual

efficiency, organizational efficiency, productivity and inter-personal relations as evident from the

opinions of the respondents. Further, training as HRD sub-system is also useful to reduce wastage,

employee turnover and absenteeism.

There is ‘reasonably good’ developmental climate in these public sector organizations. As such there is

good scope of improving organizational efficiency and thus, achieving the organizational objectives more

effectively. Training can play an important role in helping the achievement of organizational efficiency

by improving individual efficiency. It will enable to cut wastage, turnover and absenteeism on the one

hand and increase productivity and improve inter-personal relations on the other.

The organizations should, therefore, systematize the training programme and implement it in a

wholehearted manner. They need to develop an action plan for training the employees. Training should

not be considered as cost but an investment. Further, employees should be given the opportunity to

implement the new skills acquired by them during training.

6. References

[1] B. Prakash, Mohamed Ali, C. Gayathri (2008), “Training in APSRTC - An Empirical Study”, JIMS 8m,

January-March, 2008.

[2] Bhatia, S.K. (1986), “Training in Public Enterprises: Future Directions”, Indian management, AIMA New

Delhi, February 1986, pp.29.

[3] Biswajeet, Pattanayak and Phalgu, Niranjana (2001), “Assessing Competency, The Scientific Way”, Indian

Management - The Journal of the AIMA, April 2001, Vol. 40, p.46.

[4] Gopala Krishna H.N. (2003), “Training and development: A new Approach at BEL”, IJTD Journal

XXXIII: 1-2 January-June, 2003, pp. 85-88.

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