TRAINING AND DEVELOPMENT

Introduction

Every organization needs to have well trained and experienced people to perform the

activities that have to be done. Training is a process of learning a sequence of

programmed behaviour. It is application of knowledge. It gives people an awareness

of the rules and procedures to guide their behaviour. It attempts to improve their

performance on their current job and prepare them for an intended job. Development

is a related process. It covers not only those activities which improve job

performance, but also which bring about the growth of the personality; help

individuals in the progress towards maturity and actualization of their potential

capabilities so that they become not only good employees but better men and women.

In organizational terms, it is intended to equip person to earn promotions and hold

greater responsibility.

Training a person for a bigger and higher job is development. And this may well

include not only imparting specific skills and knowledge but also inculcating certain

personality and mental attitudes. As the jobs become more complex, the importance

of employee development also increases. In a rapidly changing society, employee

training and development are not only an activity that is desirable but also an activity

that an organization must commit resources to if it is to maintain a viable and

knowledgeable work force.

Training has played a very important role in helping the corporation to reach the

commanding heights of performance. Any training would be considered to be

successful only when the knowledge gained by the participants is transferred to the

job performance

Training is the main function of HR. To enhance the Corporation's growth and keep

the Corporation ready to anticipate all types of competition and face it too, there is a

need that Human Resource should play more active role for overall progress of the

Corporation.

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The impact of training programme is to mould the employee’s attitude and help them

to synergies individual goals with organizational goals. It also helps in reducing

dissatisfaction, complaints, absenteeism and labour turnover.

Definition

According to Flippo, “Training is the act of increasing knowledge and skills of an

employee for doing a particular job" The major outcome of training is learning. A

trainee learns new habits, refined skills and useful knowledge during their training

programme, which helps them to improve their performance. Training can also be

defined as activities designed to change the behaviour.

Another way of defining training would be a planned programme designed to

improve performance and bring about measurable changes in knowledge, skills,

attitudes and social behaviour of employees.

Training imparts the ability to detect and correct error. Further more it provides skills

and abilities that may be called on in the future to satisfy organisation’s human

resources needs.

Management development

Management development is an attempt at improving an individual’s managerial

effectiveness through a planned and deliberate process of learning. For an individual

this means a change through a process of planned learning. This should be the

common and significant aim of development from the point of view of the trainer and

the trainee in an organisational setting.

“All development is self development. It must be generated within the main himself.

Development is highly individual. The development of an individual is due to his day

to day experience on a job. Hence, emphasis should be on experiences from day to

day work. Any activity designed to improve the performance of existing managers

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and to provide for a well planned growth of managers to meet future organisational

needs is management development.

The change in the individual must take place in those crucial areas which can be

considered as output variables:

Knowledge change;

Attitude change

Behaviour change

Performance change

End-operational results (the last two changes being the result of the first

three changes)

Training Philosophy:

Training constitutes an important component of overall Human Resource

Management (HRM) strategy. It is a part of the Human Resource Management

efforts of the organization that enables the employees of the organization to

continuously update their functional knowledge and skills in various disciplines.

The employees should be familiar with the latest technological developments,

organizational procedures and system as well as various Management concepts. An

opportunity should, therefore, be provided by the organization to its employees,

particularly in management cadre, to attend the management training courses, who in

turns can share their knowledge and experience with the juniors in the organization.

One of the basic philosophies of the training programmes is to bring together

participants of different disciplines from different regions so that they can exchange

their work experience and the problems being encountered, with other participants.

After employees have been selected for various positions in an organization, training

them for specific task to which they have been assigned, assumes great importance.

Training is an important activity in an organization.

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Features of training

Increase knowledge and skill for doing a job.

Bridge the gap between job needs and employee skills.

Job oriented process, vocational in nature

Short-term activity designed especially for operatives.

Importance of training

Training is the corner-stone of sound management, for it makes employees more

effective and productive. It is actively and intimately connected with all the personnel

or managerial activities. It is an integral part of the whole management programme,

with all its many activities functionally interrelated.

There is an ever present need for training men so that new and changed techniques

may be taken advantage of and improvements affected in the old methods, which are

woefully inefficient.

Training is a practical and vital necessity because, apart from the other advantages, it

enables employees to develop and rise within the organization, and increase their

“market value”, earning power and job security. It enables management to resolve

sources of friction arising from parochialism, to bring home to the employees the fact

that the management is not divisible. It moulds the employees’ attitudes and helps

them to achieve a better co-operation with the company and a greater loyalty to it.

Training, moreover, heightens the morale of the employees, for its helps in reducing

dissatisfaction, complaints, grievances and absenteeism, reduces the rate of turnover.

Further, trained employees make a better and economical use of materials and

equipment; therefore, wastage and spoilage are lessened, and the need for constant

supervision is reduced

Need for basic purposes of training

The need for the training of employees would be clear from the observations made by

the authorities

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1. To Increase Productivity: “Instruction can help employees increase their level

of performance on their present assignment. Increased human performance

often directly leads to increased operational productivity and increased

company profit.” Again, “ increased performance and productivity, because of

training, are most evident on the part of new employees who are not yet fully

aware of the most efficient and effective ways of performing the jobs.”

2. To Improve Quality: “Better informed workers are less likely to make

operational mistakes. Quality increase may be in relationship to a company

product or service, or in reference to the intangible organisational employment

atmosphere.”

3. To Help a Company Fulfill its Future Personnel Needs: “Organisations that

have a good internal education programme will have to make less drastic

manpower changes and adjustments in the event of sudden personnel

alterations. When the need arises, organisational vacancies can more easily be

staffed from internal sources if a company initiates and maintain an adequate

instructional programme for both its non-supervisory and managerial

employees.”

4. To Improve Organisational Climate: “An endless chain of positive reactions

results from a well planned training programme. Production and product

quality may improve; financial incentives may then be increased, internal

promotions become stressed, less supervisory pressure ensure and base pay

rate increase result. Increased morale may be due to many factors, but one of

the most important of these is the current state of an organisation’s

educational endeavour.”

5. To Improve Health and Safety: “Proper training can help prevent industrial

accidents. A safer work environment leads to more stable mental attitudes on

the part of employees. Managerial mental state would also improve if

supervisors know that they can better themselves through company-designed

development programmes.”

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6. Obsolescence Prevention: “Training and development programmes foster the

initiative and creativity of employees and help to prevent manpower

obsolescence, which may be due to age, temperament or motivation, or the

inability of a person to adapt himself to technological changes.’

7. Personal Growth: “Employees on a personal basis gain individually from their

exposure to educational experiences.” Again, “Management development

programmes seem to give participants a wider awareness, an enlarged skill,

and enlightened altruistic philosophy, and make enhanced personal growth

possible.

Need for training

a) An increased use of technology in production;

b) Labour turnover arising from normal separations due to death or physical

incapacity, for accidents, disease, superannuation, voluntary retirement,

promotion within the organization and change of occupation or job.

c) Need for additional hands to cope with an increased production of goods and

services;

d) Employment of inexperienced, new or badli labour requires detailed

instruction for an effective performance of a job.

e) Need for reducing grievances and minimizing accident rates.

f) Need for maintaining the validity of an organization as a whole and raising the

morale of its employees.

Collectively, these purposes directly relate to and compromise the ultimate purpose of

organisational training programmes to enhance overall organisational effectiveness.

OBJECTIVES

1. To get an insight into what training and development is.

2. To acknowledge the importance of Training and Development programmes in

organizations.

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3. To evaluate the importance of various types of Training and development

programmes.

4. To ascertain the levels to which the Training and Development programme

can help in organizations.

5. To ascertain how crucial role Training and Development programmes. Help in

grooming the overall personality of employees of organizations.

Training has always played an important and integral part in furthering many kinds of

human learning and development. However, the fact that training can make an

important, if not crucial, contribution to organizational effectiveness is only now

being recognized fully. Companies, organizations and government are beginning to

appreciate the value of adequate, consistent and long term investment in this function.

Training and Development programmes help remove performance deficiencies in

employees. This is particularly true when –

The deficiency is caused by a lack of ability rather than a lack of

motivation to perform.

The individual(s) involved have the aptitude and motivation needed to

learn to do the job better.

Supervisors and peers are supportive of the desired behaviours.

There is greater stability, flexibility and capacity for growth in an organization.

Training contributes to employee stability in two ways. Employees become efficient

after undergoing training. Efficient employees contribute to the growth of the

organization. Growth renders stability to the workforce. Further, trained employees

tend to stay with the organization. They seldom leave the company. Training makes

the employee versatile in operations. All rounder can be transferred to any job.

Flexibility is therefore ensured. Growth indicates prosperity, which is reflected in

increased profits from year to year. Accidents, scrap and damage to machinery and

equipment can be avoided or minimized through training. Even dissatisfaction,

complaints can be reduced if employees are trained well.

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Training is an investment in human resource with a promise of better returns in

futures.

A company’s training and development pays dividends to the employee and the

organization. Though no single training programme yields all the benefits, the

organization, which devotes itself to training and development, enhances its human

resource capabilities and strengthens its competitive edge. At the same time, the

employee’s personal and career goals are furthered, generally adding to his abilities

and value to the employer.

Role and Scope of Training

Training has been performing a very important role in helping the Corporation to

reach the commanding heights of performance over the years. The vitality of an

organization depends upon its capacity to adapt itself to change. And the current

changing environment calls for this the most. Training plays a vital role in this

regard. The primary role of training is to assist the employees in their pursuit of

knowledge and self-actualization, expounding the belief that there are no limits to

human potential and growth and such potential should get transformed into reality.

Any training would be considered successful only when the knowledge gained by the

participants of various programmes is transferred to their job performance.

All formal training activities conducted by the Training Centres at Head Office and at

Regional Offices are in line with the organizational needs. Formal training efforts of

the Training Centres are directed towards supplementing the primary training process

which takes place on-the-job.

Training Methods/ Techniques

The forms and types of employee training methods are inter-related. It is difficult, if

not impossible, to say which of the method or combination of methods is more useful

than the other. Infact, methods are multifaceted in scope and dimension, and each is

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suitable for a particular situation. The best technique for one situation may not be best

for different groups or tasks. Care must be used in adapting the technique/ method to

the learner and the job. An effective training technique generally fulfills this

objective;

Provide motivation to the trainee to improve job performance,

Develop a willingness to change, provide further trainee’s active

participation in the learning process.

Provide a knowledge of results about attempts to improve (i.e.

feedback), and permit practice where appropriate.

The various training techniques are as follows:

ON–THE-JOB- TRAINING:

Virtually every employee, from the clerk to the president, get “On-The-Job Training”,

when he joins a firm. It is primarily concerned with developing in an employee’s

skills and habits consistent with the existing practices of an organization, and

orienting him with his immediate problems. It is mostly given for unskilled and semi-

skilled jobs- clerical and sales jobs.

Employees are coached and instructed by skilled co-workers, by supervisors, by the

special training instructors. They learn the job by personal observation and practice as

well as occasionally handling it. He is learning by doing, and it is most useful for jobs

that are either difficult to stimulate or can be learned quickly by watching and doing

it.

The main advantage of on-the-job training is that the trainee learns on the actual

equipment in use and in the true environment of his job. He, therefore, gets a feel of

the actual production conditions and requirements. In this way, a transfer from a

training centre or school to the actual production conditions following the training

period is allowed. Secondly, it is highly economical since no additional personnel or

facilities are required for training. Thirdly, the trainee learns the rules, regulations

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procedures by observing their day to day applications. He can, therefore be easily

sized up by the management.

VESTIBULE TRAINING

This method attempts to duplicate on-the-job situations in a company classroom. Its is

a class room training which is often imparted with the help of the equipment and

machines which are identical with those in use in the place of work. This technique

enables the trainee to concentrate on learning the new skills rather than on performing

on the actual job. In other words, it is geared to job duties. Theoretical training is

given in the class room, while the practical work in conducted on the production line.

It is a very efficient method of training semi-skilled personnel, particularly when

many employees have to be trained for the same kind of work at the same time. It is

often used to train clerks, bank tellers, inspectors, machine operators, testers, typists,

etc. It is most useful when philosophic concepts, attitudes, theories and problem

solving abilities have to be learned.

Training is generally given in the form of lectures, conferences, case studies, role

playing and discussion.

The various advantages of vestibule training are:

As training is given in a separate room, distractions are minimized.

A trained instructor, who knows how to teach, can be more effectively

utilized.

The correct method can be taught without interrupting production.

It permits the trainee to practice without the fear of the supervisors/ co-

workers observation and their possible ridicule.

OFF-THE-JOB METHODS:

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“Off-the-job training” simply means that training is not a part of everyday job

activity. The actual location may be in the company classroom or in the places which

are owned by the company, or in universities or in associations which have no

connection with the company.

This method consists of:

1. Lectures

2. Conferences

3. Group Discussions

4. Case Studies

5. Programmed Instructions

1. Lectures:

Lectures are regarded as one of the simplest ways of imparting knowledge to the

trainees, esp. when facts, concepts, or principles, attitudes, theories and problems-

solving abilities are to be taught. Lectures are formal organized talks by the

training specialists, the formal superior or other individual specific topics.

The lecture methods can be used for very large groups which are to be trained

within a short time, thus reducing the cost per training. It can be organized

rigorously so that ideas and principles relate properly. Lectures are essential when

it is a question of imparting technical or special information of a complex nature.

They are usually enlivened with discussions, film shows, case studies, role-

playing and demonstrations.

In training, the most important uses of lectures include:

Reducing anxiety about upcoming training programmes or

organisational changes by explaining their purposes.

Introducing a subject and presenting an overview of its scope.

Presenting basic material that will provide a common background for

subsequent activities.

Illustrating the application of rules, principles; reviewing, clarifying and

summarizing.

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The main advantage of lecture system is that it is simple and efficient

and though it is more materialistic it can be presented within a given

time.

2. Conference method:

In this method, the participating individuals ‘confer’ to discuss point of common

interest to each other. A conference is basic to most participative group-centered

methods of development. It is a formal meeting, conducted in accordance with an

organized plan, in which the leader seeks to develop knowledge and

understanding by obtaining an considerable amount of oral participation of the

trainees. It lays emphasis on small group discussions, on organized subject matter,

and on the active participation of the members involved. Learning is facilitated by

building up on the ideas contributed by the conferees.

The conference is ideally suited for the purpose of analyzing problems and issues

and examining them from different view points. It is an excellent method for

development of conceptual knowledge and for reducing dogmatism and

modifying attitudes because the participants develops solutions and reach

conclusions, which they often willingly accept.

3. Group discussions:

This is an established method for training. A group discussion is conducted in

many ways:

It may be based on a paper prepared by one or more trainees on a subject

selected in consultation with the person incharge of the group

discussion. It may be a part of a study or related to theoretical studies or

practical problems. The trainees read their papers, and this is followed

by critical discussion.

It may be based on the statement made by the person incharge of the

group discussion or on a document prepared by an expert, who is invited

to participate in the discussion.

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The person incharge of the group discussion distributes in advance the

material to be analysed in the form of required readings. The group

discussion compares the reaction of trainees, encourages discussion,

defines the general trends and guides the participant to certain

conclusions.

4. Case studies:

“The case study is based on the belief that the managerial competence can best be

attained through study, contemplation and discussion of concrete cases.” The

‘case’ is the set of data, written or oral miniature, description and summary of

such data that present issues and problem calling for solutions or action on the

part of trainee. When the trainees are given cases to analyse, they are asked to

identify the problem and recommend tentative solution for it. This method offers

to the trainees matter for reflection and brings home to them a sense of

complexity of life as oppose to theoretical simplifications of, and practices in the

decision-making process. The case study is primarily useful as a training

technique for supervisors and is specially valuable as the technique of developing

decision-making skills and for broadening the perspective of the training.

5. Programmed instruction:

Programmed instruction involves a sequence of steps which are often set up

through the central panel of an electric computer as guides in the performance of a

desired operation or series of operations. It incorporates a pre-arranged, proposed,

or desired course of proceedings pertaining to the learning or acquisitions of some

specific skills or general knowledge. A programmed instruction involves breaking

information down into meaningful units and then arranging these in a proper way

to form a logical and sequential learning programme or package.

Training MISSION :

1 To facilitate the process of integration of personal ambitions and aspirations

of employees with the corporate objectives through training interventions.

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2 To continuously scan the environment, review training programmes and

design need-based inputs to ensure achievement of high level of excellence in

customer satisfaction. Equip work-force with skills to make a global player.

3 Assist / guide the employees in their pursuit of knowledge and self-

actualization, expounding the belief that there are no limits to human potential

and growth.

4 Facilitate the induction of new employees into through suitable orientation

programmes.

5 Enable through training, Defence Services to efficiently handle storage,

distribution and consumption of petroleum products, which shall also play a

vital role in building customer relations over a long term.

TRAINING PROCESS

TRAINING COMMITTEES

ROLE OF TRAINING COMMITTEES:

The main role of the Training Committees is to oversee the training functions and the

training needs of the organization keeping in view the environmental changes.

Based on the need identified, training programmes focused towards specific area of

interest are approved by the committee for implementation. The training committee

also reviews the training activities on a half-yearly basis.

In Company:

Training Department has a training calendar, which is sent to all the

departments.

Basically two types of training programmes are conducted by the

training department :

a. Functional Programme

b. Developmental Programme

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Training department makes use of in-house personnel for functional

programmes and employs people from outside for development

programmes

The current system provides consultation with concerned officers by his

superior to ascertain the training needs.

Similarly, the superior in consultation with the Unit level co-

coordinators identifies training needs of the workmen and Regional

Training Heads and new need based programmes are mounted.

Each employee’s training needs are identified through system of Annual

Performance Appraisal (APA).

Nomination for Regional course is as per the eligibility criterion laid

down for each programme.

Once the nominations are identified and course announcement made,

withdrawal of nomination is normally not permitted.

Participants at the end of each programme do the overall course

evaluation and the courses are modified depending upon the feedback

received.

Participants attending external training are required to make a formal

presentation regarding the training received along with action plan for

implementation. This ensures transfer of knowledge for on job

performance.

Role of training :

1 Training has been performing a very important role in helping the Corporation

to reach the commanding heights of performance over the years.

2 Training has played a pivotal role in helping the organization adapt itself to

change, which is the most important thing called for in the current changing

environment.

3 To assist the employees in their pursuit of knowledge and self-actualization.

Training Linkage to Corporate / Divisional Objectives

The training policies have been developed for 4 main reasons :

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1 To define the relationship between the organization objectives and its

commitment to the training function.

2 To provide operational guidelines for management, for example to state

management’s responsibilities for planning and implementing training and in

particular to ensure that training resources are allocated to priority and

statutory requirements.

3 To provide information for employees. For example, to stress the performance

standards expected; to indicate the organisation’s commitment to training and

development and to inform employees of the opportunities of training

development (including willingness to grant time off, and/or payment of fees

for External courses).

4 To enhance public relations for example, to help recruit high caliber recruits;

to reassure clients and public at large about the quality of products or services

or to project an image as a caring and progressive employer by taking part in

government sponsored “Social” training programmes.

Need for Training :

Here, training becomes a core function for the following reasons :

1 Training is necessary for new employees to get an idea about the job and to do

it effectively.

2 Junior employees need training before they take the position of their seniors.

3 It is necessary for the company to fulfill its future personnel needs and to train

the employee in the company culture pattern.

4 It is necessary for old employees to enable them to keep abreast of changing

methods, techniques and technology.

5 It is needed to improve the quality and quantity of output by an employee and

raising their morale.

6 Training is required to revise the specialized skills learnt in the past.

7 Job Rotation practice demands training.

8 It reduces wastage and accidents.

9 For self – development.

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Training process of Company involves several steps :

1. Defining organizational objectives and strategies

2. Assessment of the training needs

3. Establishing training goals

4. Devising the training programme

5. Implementation of the programme

6. Evaluation of the results

Training procedure in Company

1. Identification of training needs.

2. Training Nominations

3. Training Facilities

4. Training Techniques

5. Training Faculty

6. Preparation of the Trainee

7. Evaluation Effectiveness of training

8. Follow – up.

1) Identification of training needs:

Identification of training needs is the stepping-stone in the appropriate management

training system on which the entire edifice of training programme is built. Like the

prevalent management development and training programmes, appropriate

management training system does not take a generalized view of training needs. It

attempts to take a specialized individualized view of training needs of different

categories of managers performing more or less similar job in similar organizations.

Under this system, assessing training needs is treated as an important and crucial

training function before designing and conducting a programme.

An organization normally employs sufficient number of managerial and non-

managerial personnel with required competence to perform given jobs leading to the

accomplishment of organizational objectives. Effective performance of a job requires

a standard of competence in the job holder consisting of vital areas such as job related

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knowledge, skill and attitude. But due to one or other reasons the existing

competence of the jobholder may fall short of the standard competence required in

the job. The processing of assessing and finding the gap between the standard

competence required in a job and the existing competences in turns of vital

knowledge and skill and attitude in the job holder may be called as the identification

of the areas of deficiencies and the resultant inventory of gaps in the job holder in

terms of knowledge and skill and attitude may be said as his training needs.

This logic highlights two processes :

1. Identification and definition of standards of knowledge, skill and attitude

required in a job.

2. Assessing existing level of knowledge, skill, attitude of the job holder.

These two processes are of critical importance and should be carried out as accurately

as possible because the outcome of the comparison between the two provides the

information from which an appropriate training programme is developed.

A training programme should be established only when it is felt that it would assist in

the solution of specified operational problems. The most important step in the first

place is to make a thorough analysis of the entire organization, its operations and

manpower resources available in order to find out the ‘trouble spots’ where training

may be needed.

Training needs are identified by the Training committees at HO/Regional level

keeping in view the changing environment and the objectives and the mission of the

organization. Based on this new training also gets identified year after year.

Traditional programmes are redesigned so as to be effective utilized.

Each officers training are identified in the “Training needs Exercise” which is

covered every two years. Prior to identifying needs of each officer, their current

system provides consultation with concerned officers by his superior to ascertain the

training needs.

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The training need for officers are identified in the “Training need” form that

constitutes the basis on which the nominations are accepted by the training centers for

the various in-house training progrmmes. The nominations to external training

programmes are encouraged only for such progrmmes where in-house training

programmes are not available, and there is a self/organizational need.

The training needs of workmen in employees category are identified by the superiors

in consultation with the unit level coordinators and the Regional Training Heads and

new based in-house programmes are mounted.

Employees do write in their Annual Performance Appraisal (APA) forms about the

training they would like to undergo.

2) Training Nominations

As far as possible opportunity is given to the officers to attend HO training

programmes of their choice once every two years. Nominations for regional courses

are as per the eligibility criteria laid down for each programme.

The main thrust of training activities at regional level is improving functional

competency. The nominations for workmen category are finalized at the regional

training centers keeping in view the specific needs of each employee segment.

Withdrawal of nomination – once the nominations are identified by the training

department and course announcement is made, withdrawal of nomination is normally

not permitted. However, in extreme unavoidable circumstances, this is permitted

subject to prior approval of the competent authority.

3) Training Facilities

The non residential training programmes are conducted in the training halls located in

the HO/Regional head quarters. The training halls have been carefully designed

keeping acoustic requirement in view. The training halls are equipped with the latest

and most sophisticated audio-visual equipments to ensure training effectiveness.

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Management training courses / supervisory development courses are conducted in

some of the reputed nominated hotels. They have also acquired latest electronic

gadget like liquid Crystal Display, Videorama, Electronic Board (Panaboard), direct

projector, for improving training efficiency.

The training center at HO has well equipped reference library. It has an excellent

collection of books and CDs on various aspects of Management, Information

Technology, Petroleum Industry and Energy Management besides general disciplines.

4) Training Techniques

Depending on the course objectives, training methodology mix is carefully designed.

In the training courses the management provides ample opportunity to the employees

to take active part in the learning process. In the management training courses

emphasis is placed on the use of state-of-the art training technologies like simulation

exercises, computer aided Management Games, live video recording, structured

experiential instruments, case study method etc. Syndicate project studies are also

given in most of the courses to study the live organizational problems and give

recommendations, which are then duly considered by the management for

implementation. The participants of various training programmes are also required to

prepare reports and make formal presentations. This aids in the process of learning

for workmen training. Adequate emphasis is given to hands-on-training.

5) Training Faculty

The trainer has to be prepared for the job for he is the key figure in the entire

programme.

The strength of the Training lies in the faculty being generated from within. In-house

faculty imparts a lot of credibility to the training efforts. The training faculty

members are selected on the basis of their positive attitude towards training

assignment and their ability to communicate effectively with others. Each faculty

member is required to have thorough knowledge of his subject. The training faculty

is responsible for ensuring that the formal training activities are in line with the

organisational requirements.

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The functional managers from various departments are invited as part-time faculty

members to share their knowledge pertaining to their disciplines. It also helps the

functional managers to remain up-to-date in their specialized functions. On a very

selective basis, they invite guest speakers in the training programmes in such areas

where they do not have sufficient expertise within the organization.

The training center is also well equipped with professionally qualified trainer who are

competent to conduct the management development programmes, both at

HO/Regional level.

6) Preparation of the Trainee (participants):

This step consists of

1 Putting the learner(trainee) at ease.

2 Stating the importance and the ingredients of the job and its relationship to

work flow.

3 Explaining why he is being taught.

4 Creating interest and encouraging questions, finding out what the learner

already knows about his job.

5 Explaining “why” of the whole job and relating it to some other job the

worker already knows.

6 Placing the learner as close to his normal working position as possible.

7 Familiarizing him with equipment, materials, tools and trade terms.

7) Evaluation Effectiveness of training.

Different approaches could be adopted to evaluate the effects, impact and

effectiveness of training. The methods may vary from an evaluation of the

perceptions on training of the trainees, supervisors, subordinates and trainers to

studying the entire training function itself. The study could encompass the cost

benefit analysis of the training or the impact it has had on productivity and efficiency

of the organization.

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To understand the knowledge gained from the training and thereafter, the

transferability of this learning on the job situation and its effect on rise or fall of

productivity necessitates the availability of certain information. It is essential to

understand the level of knowledge of participants before the initiation of training

process to calculate the possible gains from training.

On the other hand, a study which comes in after the event of training is necessarily

constrained to study the perceptions of the trainees, trainers and the organization with

regard to effectiveness of the training effort. The perception study is principally an

after the event evaluation. The approach here is to elicit the perception of participants

after attending training programmes, on various aspects of the programme, the

learning he/she has derived from the programme and any change in attitude,

knowledge or skill level and its transferability to on-the-job situation. The

perceptions expressed by the participants are further checked out with their superiors,

subordinates and peers.

For management training courses, session-wise evaluation is done for each session.

The overall course evaluation is done by the participants at the end of each

programme and the courses are modified depending upon the feedback received. At

periodic intervals, evaluation of training effectiveness is conducted by reputed outside

professional agencies like Tata Management Training Centre, Administrative staff

college of India etc. The participants attending the external training and are required

to make a formal presentation regarding the training received along with an action

plan for implementation. This ensures transfer of knowledge for on-the-job

performance. Training function also enjoys adequate support from top management

to monitor various programmes and upgrade the same from time to time.

The post course evaluation and monitoring of functional courses is done with the

support of the respective functional groups. A high degree of innovation in training

efforts is ensured due to the above interventions.

8) Follow-up

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This step is undertaken with a view to trusting the effectiveness of training efforts.

This consist of-

Putting trainee ‘on his own’.

Checking frequently to be sure that he/she has followed instructions.

Tapering off extra supervision and close follow-up until he is qualified to

work with normal supervision.

Basically two types of training programmes are conducted by the training

department :

a. Functional Programme

b. Developmental Programme

Nature / Methods of TRAINING :

After the employee has been recruited, selected and inducted he must next be

developed to better job and the organization. No one is perfect fit at the time of

hiring and some training and education is essential. No organization has a choice of

whether to develop employees or not, the only choice it has is that of method of

development. If no organized programmes exist then development will largely be

self-development, while learning on the job. Development would include both

training to increase skill in performing a specific job and education to increase

general knowledge and understanding of the total environment. Planned development

programmes will return values to the organization in terms of increased productivity,

heightened morale, reduced costs and greater organizational stability and flexibility to

adapt to changing external requirements. Such programmes will also help meet the

needs of individuals in their search for work assignments that can add up to life-long

careers.

There are mainly two reasons for functioning training:

1. Training programmes for non managers to develop skills to perform a job.

2. Training and educational programmes designed to develop organizational units as

entities.

Classification of training methods :

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1. ON-THE-JOB TRAINING :

Virtually, every employee, from the assistant to company’s chairman gets some on-

the-job training when he joins a firm. Since most jobs in an industry can be learnt is a

relatively shorter period of time this method is widely used. It has the advantage of

strongly motivating the trainee to learn since it is not located in the artificial situation

of a class room. The fact that the success of the system depends almost entirely upon

the immediate supervisor, the trainer, means that the personnel unit has a major

responsibility for making a good effective teacher out of every supervisor.

There are a variety of on the job methods such as coaching or under study; job

rotation and special assignment under coaching or under study method (which is also

known as internship and apprenticeship method), the employee is trained on the job

by his immediate supervisor. Internship is usually applied to managerial personnel

and provide a wide variety of job experience. Apprenticeship is generally used to

impart skills requiring long periods of practice as found in trade, crafts and other

technical fields. In job rotation a management trainee is made to move from job at

certain intervals. The jobs vary in content. Special assignments or committees are

other methods used to provide lower level executives with first hand experience in

working on actual problems.

2. OFF-THE-JOB METHODS OR CLASS ROOM :

Off-the-job training simply means that training is not a part of every day activity.

The actual location may be in

the company class rooms or in places which are owned by the company or in

universities or associations which have no connection with the company. These

methods consist of

i. Lectures

ii. Conferences

iii. Group Discussions

iv. Case studies

v. Role playing

vi. Programmed instructions

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vii. T-group training

3. VESTIBULE TRAINING :

This method attempts to duplicate on the job situations in a company class room. It is

a class room training which is often imparted with the help of the equipment and

machines which are identical with those in use in the work place. This techniques

enables the trainee to concentrate on learning the new skill rather than on performing

an actual job. It is a very essential method of training semi-skilled personnel,

particularly when many employees have to be trained for the same kind of work at the

same time.

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