Question one

a) Using the knowledge, you have acquired examine the objective of training
b) Examine the three element of training e.g. purpose, place and time

Question two

Consider designing a training program in relation to the following typical steps

i. Identification of training needs

ii. Setting training objectives
iii. Organizational setup for training
iv. Training operations
v. Evaluation of training

Introduction

According to Wayne F Cascio: Training consists of planned programme designed to improve

performance at the individual, group, and /or organizational levels. Improved performance, in
turn, implies that there have been measurable changes in knowledge, skills attitude, and/or social
behavior.

According to Harold Koontz and Cyril O. Donne; Managerial development concerns the means
by which a person cultivates those skills whose application will improve the efficiency and
effectiveness with which the anticipated results of a particular organizational segment are
achieved. Training and Development aids in organizational development i.e. Organization gets
more effective decision making and problem solving. It helps in understanding and carrying out
organizational policies. Training and Development helps in developing leadership skills,
motivation, loyalty, better attitudes, and other aspects that successful workers and managers
usually display.

Need and Rationale of Training

Training is important, not only from the point of view of the organization, but also for the
employees. It gives them greater job security and an opportunity for career advancement. A skill
acquired through training is an asset for the organization and the employee. The benefits of
training stay for a very long time. Training can become obsolete only when there is a complete
elimination of the desired for that skill and knowledge, which may happen because of the
technological changes. In general terms, the need for training can arise because of the following
reasons:

Changing Technology; Technology is changing at a fast pace. Be it any industry, technological

changes are changing the way in which operations were done. Newer machines are being used
for automation of the processes. Computers have made the controls very easy. Advances in
information technology have enabled greater degree of coordination between various business
units, spread far across the globe. In order to keep themselves abreast with the changes, the
employees must learn new techniques to make use of advances in the technology. Training needs
to be treated as a continuous process to update the employees in new methods and procedures.

Demanding Customers; As the free markets become stronger, customers are becoming more and
more demanding. They are much more informed about the products. They have many sources of
information. Intensified competition forces the organizations to provide better and better
products and services to them. Added to the customer conscious, their requirements keep on
changing. In order to satisfy the customers and to provide best of the quality of products and
services, the skills of those producing them need to be continuously improved through training.

Thrust on Productivity; In the competitive times, organizations cannot afford the extravaganza
of lethargy. They have to be productive in order to survive and grow. Continuous improvement
of the employees’ skills is an essential requirement for maintaining high standards of
productivity. Productivity in the present times stems from knowledge, which has to be relearned
continuously.

Improved motivation; Training is a source of motivation for the employees as well. They find
themselves more updated while facing the challenging situations at job. Such skill development
contributes to their career development as well. Motivated employees have lesser turnover,
providing an organization with a stable work force, which has several advantages in the long run.

Accuracy of output; Trained workers handle their job better. They run their machines safely.
They achieve greater accuracy is whatever job they do. This reduces accidents in the
organizations. Adherence to accuracy infuses high standards of quality in the products and
services, thus giving them a competitive edge in the difficult times. Quality reduces wastages and
ensures better customer satisfaction.

Better Management; Training can be used as an effective tool of planning and control. It
develops skills of the workers for future and also prepares them for promotion. It helps them in
reducing the costs of supervision, wastages and industrial accidents. It also helps increase
productivity and quality.

Types of training:

The important types of training programmes are as follows:

(a) Induction or orientation training: Induction is concerned with introducing or orienting a

new employee to the organization and its procedures, rules and regulations. When a new
employee reports to work, he must be helped to get acquainted with the work environment and
fellow employees.it is very short informative training given after recruitment. It creates a feeling
of involvement in the minds of newly appointed employees.

(b) Job training: Job training relates to specific job which the worker has to handle. It gives
information about machines, process of production, instructions to be followed, methods to be
used and so on. It develops skills and confidence among the workers and enables them to
perform the job efficiently. Job training is the most common of formal in plant training
programmes. It is necessary for the new employees to acquaint them with the jobs they are
expected to perform.

(c) Refresher training or retraining: The refresher training is meant for the old employees of the
enterprises. The basic purpose of refresher training is to acquaint the existing workforce with the
latest methods of performing their jobs and improve their efficiency further. Retraining
programmes are designed to avoid personnel obsolescence.

(d) Internship training: Under this method, the educational or vocational institute enters into
arrangement with an industrial enterprise for providing practical knowledge, to its students.
Internship training is usually meant for such vocations where advanced theoretical knowledge is
to be backed up by practical experience on the job. For example, Engineering students are sent to
big industrial enterprise for gaining practical work experience and medical students are sent to
big hospitals to get practical knowledge.

(e) Apprenticeship training: discussed in off the job methods.

METHODS OF TRAINING:

On- the- job training is considered to be most effective method of training the operative
personnel. Under this method, the worker is given training at the workplace by his immediate
supervisor. In other words, the workers learn in the actual work environment. It is based on the
principle of ‘learning by doing’. On the job training techniques are most appropriate for
imparting knowledge and skills that can be learnt in a relatively short time. The effectiveness of
the method depends largely on the competency of the trainer to teach. Notable on the job
methods are explained below.

(I) Coaching: Under this method, the supervisor imparts job knowledge and skills to his
subordinate. The emphasis in coaching or instructing the subordinate is on feeling by doing. This
method is very effective if the superior has sufficient time to provide coaching to his
subordinates.

(II) Understudy: The superior gives training to a subordinate as his understudy or assistant. The
subordinate learns through experience and observation. It prepares the subordinate to assume the
responsibilities of the superior’s job in case the superior leaves the organization. The purpose of
understudy is to prepare someone to fill the vacancy caused by death, retirement, promotion, or
transfer of the superior.

(III) Position/job rotation: The purpose of position rotation is to broaden the background of the
trainee in various positions. the trainee is periodically rotated from job to job instead of sticking
to one job so that he/she acquires a general background of different jobs. However, rotation of an
employee from one job to another should not be done frequently. He/she should be allowed to
stay on a job for a sufficient period so that he/ she may acquire the full knowledge of the job. Job
rotation is used by many organizations to develop all round workers. The employees learn new
skills and gain experience in handling different kinds of jobs. They also came to know the
interrelationship between different jobs. Job rotation is also used to place workers on the right
jobs and prepare them to handle other jobs in case of need.

(IV) Apprenticeship training: Apprenticeship training is a process by which people become

skilled workers, usually through a combination of formal learning and long term on the job
training, often under the tutelage of a master craftsmen. The apprentice learns the by observing
the manner of doing the job by the master craftsman or else he may be allowed to work on the
job under his supervision. The process continues till the new employee is able to do the job
independently. This type of training has traditionally been more appropriate for developing skills
of craftsmanship such as that of weaver, carpenter, plumber, machinist and fitter.

(V) Informal learning: Surveys from the American society for training and development
estimate that as much as 80% of what employees learn on the job they learn through informal
means, including performing their jobs while interacting every day with their colleagues.
Employers can facilitate informal learning. For example, a manufacturing company can place
tools in cafeteria areas to take advantage of work related discussions taking place.

(VI) Job instructions training: Many jobs (or parts of job) consists of a sequence of steps that
can best learned step by step. Such step by step training is called job instructions training (JIT).
First, list the job’s required steps (let’s say for using a mechanical paper cutter) each in its proper
sequence. Then the list a corresponding ‘’key point” (if any) besides each step. The steps in such
a job instruction training sheet show the trainees what to do, and the key point show how it’s to
be done and why.

OFF THE JOB TRAINING METHODS:

Off the job training requires the workers, to undergo training for a specific period away from the
work place. Off the job methods are concerned with both knowledge and skills in doing certain
jobs. The workers are free of tension of work when they are learning. There are several off the
job methods of training and development as described below:

(I) Special lecture cum discussion: Lecturing is a quick and simple way to present knowledge to
large groups of trainees, as when the sales force needs to learn a new product’s features. Training
through special lectures is also known as ‘class –room training’. It is more associated with
imparting knowledge than with skills. The special lectures may be delivered by some executives
of the organization or specialist from vocational and professional institutes. There are certain
aspects of nearly all jobs that can be learnt better in the classroom than on the job. Orientation
about organization and safety training can be accomplished more effectively in the class room.
Here the trainer possesses a considerable depth of knowledge of the subject at hand. He/she
seeks to communicate his thoughts in such a manner as to interest the class and causes the
trainees to retain what he /she has said. The trainees generally take notes as an aid to learning.

(II) Programmed learning: Programmed learning is a step -by- step, self-learning methods that
consists of three parts:

(a) Presenting questions, facts or problems to the learner.

(b) Allowing the person to respond.

(c) Providing feedback on the accuracy of answers, with instructions on what to do next.

Programmed learning reduces training time. It also facilities learning by letting trainees learn at
their pace, get immediate feedback and reduce the risk of error.

(III) Behavior modeling: A training technique in which trainees are first shown good
management techniques in a film, are asked to play roles in a simulated situation and are then
given feedback and praise by their supervisor. Behavior modeling involves (1) showing the
trainees the right (or ‘model’) way of doing something (2) letting trainees practice that way and
then (3) giving feedback on the trainee’s performance. Behavior modeling training is one of the
most widely used well –researched and highly regarded psychologically based training
interventions. The basic procedure is as follows:

(a) Modeling: First, trainees watch live or video examples showing models behaving effectively
in a problem situation. Thus the video might show a supervisor effectively disciplining a
subordinate, if teaching “how to discipline” is the aim of the training program.

(b) Role -playing: Next, the trainees get roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models.

(c) Social reinforcement: The trainer provides reinforcement in the form of praise and
constructive feedback.
(d) Transfer of training: Finally, trainees are encouraged to apply their skills when they are back
on their jobs.

(Iv) Vestibule training: With vestibule training, trainees learn on the actual or simulated
equipment but are trained off the job (perhaps in a spate room or vestibule). vestibule training is
necessary when it is too costly or dangerous to train employees on the job and/or where the job is
difficult and complex. Putting new assembly-line workers right to work could slow down
production, for instance and when safety is concern – as with pilots –simulated training for
instance may be only practical alternative. Simulation is a form of vestibule training which is
imparted away from the location of the actual job. Under it, a replica representing the job
situation and the manner of doing it is created through the use of simulation devices. these
devices may be simple or complex. Use of computers and others software devices have been of
considerable help in the creation of situation identical to that of the actual job environment .it is
particularly useful in training technical personnel and mangers.

(v) Conference training: A conference is a group meeting conducted accordingly to an

organized plan in which the members seek to develop knowledge and understanding by oral
participation. These days, video conferencing is also gaining popularity under which people can
participate in the conference through via satellite.

(VI) Workshops: A training workshop is a type of interactive training where participants carry
out a number of training activities rather than passively listen to a lecture or presentation.

Part a)

According to Saiyadain, the objectives of training differ according to the employees belonging to
different level of organizations. The basic objective of training, however, is to establish a match
between man and his job. This training is designated to improve the knowledge, skills and
attitude and thus, equip the individual to be more effective in his present job or prepare him for
future assignment. However, individual’s growth should not be taken as an end. From this point
of view of an organization, individual’s growth is a means to organizational effectiveness. The
principal objective of training and development division is to make sure the availability of a
skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal.
The following are the objectives of training

Individual Objectives; They help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.

Organizational Objectives; They assist the organization with its primary objective by bringing
individual effectiveness.

Functional Objectives; They maintain the department’s contribution at a level suitable to the
organization’s needs.

Societal Objectives; They ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.

Following can be briefly summarized as training objectives.

 To create constant awareness in the minds of all sections of employees of the mission of
the industry, its objective and goals.
 To encourage self-development to achieve organization goals with a sense of belonging
and commitment to organization and thereby ensuring development of a proper work
ethos in the Industry and fostering of team spirit.
 To identify the training needs of the entire personnel in industry in keeping with the
corporate plans and in consultation with the user departments.
 To impart knowledge and skills necessary for performing the job efficiently and
effectively and to keep the employees to acquire necessary conceptual, technical, human
and managerial skills in the areas of decision-making and problem-solving.
 To make available in adequate number sufficiently trained manpower to meet the diverse
needs of a rapidly growing industry.
 To organize special training programmes to improve employment opportunities as well as
career prospects of persons belonging to SC/ST, minorities, handicapped, ex-servicemen,
etc.
 To organize training activities as aids to:
 Career Planning and growth
 Succession planning.
  To educate and equip the employees to respond to the expectations of customers, and to
accept responsibilities to attain a sense of achievement.
 To achieve effectiveness of training through tapping the in-house training facilities as
well as sources available externally in a balanced manner so as to develop internal faculty
support at all levels and disciplines.
 To promote research and development activities and to establish linkages with the
operational front.

Part b)

Purpose

Training without a purpose is useless because nothing would be achieved out of it. The purpose
must be identified carefully and now there are a large number of techniques available for
establishing training needs. The purpose could be to enhance specific skills, impart new
knowledge, change behaviors, improve performance, or achieve organizational goals. Defining a
clear purpose helps in designing the content, selecting appropriate delivery methods, and
assessing the effectiveness of the training. For example, if the purpose is to improve customer
service skills, the training content might focus on communication techniques, problem-solving
strategies, and empathy building.

Place

After having identified the purpose of a training programme, its place must be decided i.e.
whether it has to be on the job or off the job. If off the job, where a training programme should
be. Place would decide the choice of training method and also influence its effectiveness.
Depending on the nature of the training and the preferences of participants, training sessions can
be conducted in various settings such as: On-site: Training takes place at the organization's
premises, which can be convenient and cost-effective, especially for large groups. Off-site:
Training is held at a different location, such as a conference center or hotel, providing a change
of environment that may enhance focus and engagement and Virtual: With advancements in
technology, training can also be delivered online through webinars, virtual classrooms, or e-
learning platforms, offering flexibility and accessibility to remote participants.

Time
The next element is the time. Training must be provided at the right time. A late training would
provide outdated knowledge, which would be useless for the employees. The timing has also to
be specified in physical terms, i.e. which month/week of the year and at what time of the day.
This can have a lot of ramifications in terms of the cost of training and its ultimate efficacy in
achieving the desired results. Considerations for timing include: Duration: Training sessions
should be structured to balance depth of content with participants' attention spans, typically
ranging from a few hours for short workshops to several days for comprehensive programs.
Frequency: Depending on the complexity of the subject matter and learners' availability, training
sessions may be conducted as one-time events or spread out over multiple sessions to allow for
reflection, practice, and reinforcement. Timing within the workday: It's essential to schedule
training at times that minimize interference with daily tasks and workload, such as during off-
peak hours or designated training days.

Solution to question 2

The following is the designing a training program in relation to the following typical steps

Part i) Identification of Training Needs

The present time is the age of change. In all the spheres of organizational activity, there is a very
rapid change. Technology has become the most important harbinger of the change process. In
order to remain competitive, people have to learn newer skills and keep themselves updated. This
calls for a constant training.

The process of change has influenced even the process of training itself. Earlier the people were
acquiring training through apprenticeship and vocational courses, which are not sufficient in the
modern era of industrialization. It is necessary to identify the training needs because of the
following reasons:

(a) Adoption of new techniques in an organization and introduction of modern working methods.
For example, Computerization of the office as has been done in banks, railways etc. The staff
needs to be trained to handle the newer gadgets.

(b) Although it is often said that workforce is cheap in India, but they do not measure upto the
global standards in terms of productivity. Poor performance by the workers as reflected by low
output, lack of initiative, incompetence, and bad decisions. This requires their systematic
training.

(c) Wide gaps exist between what workers should be doing and what they are doing.

(d) Analysis of the strengths and weaknesses of an organization may pinpoint the areas of
weaknesses, which need to be handled seriously.

Training needs can be identified from an organization’s human resource plan. While preparing
plans, the current skills with expected needs for future should be kept in mind and the
deficiencies be highlighted. Some organizations prepare ‘skills-inventories’ classifying
employees according to their qualifications, technical knowledge, experience and various skills.
The gaps between the existing and required levels of knowledge, skills, performance and
attitudes should be specified. The problem areas that can be resolved through training should
also be identified.

Training needs can be identified through the following types of analysis:

Organizational Analysis.

Organizational analysis is basically a systematic study of an organization’s objectives, resources,

resource allocation and utilization, growth potential and its environment. Its purpose is to
determine where training emphasis should be placed in the organization for increasing
organizational effectiveness. Organizational analysis involves the following elements:

(a) Analysis of Objectives; The long-term and short-term objectives and their relative priorities
should be properly analyzed. Specific goals for various departments should be stated which will
serve as means for achieving the overall organizational objectives. The management would have
to examine what are the specific training inputs that would contribute towards the achievements
of these objectives.

(b) Resource Utilization Analysis; The allocation of human and physical resources and their
efficient utilization in meeting the operational targets should be analyzed. In order to examine
the need for training, it should be found out whether adequate number of personnel are available
to ensure the fulfillment of the goals or not. Also, it is important to know whether the personnel
performance is up to the required standards.
(c) Climate Analysis. An organization’s climate reflects the attitudes of its members with regards
to trust, loyalty, openness, commitment to organizational goals. Analysis of an organization’s
climate determines whether the environment, when analyzed in different departments is
conducive to the fulfillment of their goals. This will help in knowing areas where training is
needed to improve the climate of the organization.

Task Analysis

It is a systematic analysis of jobs to identify job contents, knowledge, skills and aptitudes
required to perform the job. Particular attention should be paid to the tasks to be performed, the
methods to be used, the way employees learn these methods and the performance standards
required of employees. Questionnaires, interviews, personnel records, observation and other
methods can be used to collect information about jobs in the organization. In task analysis, the
main focus is on the job or task. Task analysis requires the study of various types of skills and
training required to perform to the job effectively.

Manpower Analysis.

The quality of manpower required by the organization has to be carefully analyzed. It has to be
done in the light of both internal and external environment of the organization. The economic,
social, technological and political environment of the organization should be properly scanned to
determine the quality of human resources desired. To achieve these quality standards, specific
training needs should be determined on the following lines:

(a) specific areas where individuals need training,

(b) the capability of present workforce to learn new skills and behaviors,

(c) the time frame within which training must be imparted, and

(d) job designing and redesigning, introduction of new work methods and technology.

Part ii) Training Objectives

Once the training needs are identified, the next step is to define specifically training objectives
and to decide upon the methods to be adopted to achieve these objectives. The overall aim of any
training programme is to increase organizational effectiveness. However, each training
programme must also have specific objectives such as increased productivity, improved quality,
better human resource planning, better health and safety, prevention of obsolescence and
enhanced personal growth.

SPECIFIC OBJECTIVE OF
TRAINING
 Increased productivity
OVERALL PURPOSE OF
 Improved quality
TRAINING
 Better human resource planning
 Higher morale Increased organizational effectiveness
 Better health and safety
 Prevention of obsolescence
 Enhanced personal growth

These objectives contribute to organizational effectiveness. The relationship between specific

objectives and overall purpose of training is shown in the diagram

Part iii) Organizational Set-Up for Training

Training has to be imparted by the people and in order to enable them work effectively;
organization must have a structure that makes them work effectively and efficiently. However,
the issue of establishing a training center within a company has to be addressed from the very
first question that whether is it really feasible to have a separate training center at all or not?

Advantages of having in-house training center:

In case a company decides to have its own training center, then it can reap several advantages, as
mentioned below:

(i) Training programme shall be under the direct control of the executives.
(ii) The likeliness of a training programme to adhere to the objectives increases if it is being
organized within the organization.

(iii) If training is a regular exercise, as it is the case of software, pharmaceuticals and other
companies, then it is feasible to have a separate training center. In such companies, training of
staff continues throughout the year. So, the overhead expenses are reduced. Even permanent staff
can be hired for management and imparting the training.

(iv) An in-house training center ensures the privacy of training. In the competitive times of
today, privacy is an important issue because the competitors can copy the organization’s efforts
and offset its competitive advantage.

(v) Constant review of training effectiveness is easy if it is being imparted within the
organization.

However, there are arguments favouring outsourcing of training as well. Nowdays the facilities
required for training, such as hotels, conference rooms, training facilities etc. are available very
economically. The external talent can also be hired at an economical cost. The trainees also tend
to pay more attention to what is being said by the external expert.

Moreover, external talent means more ideas and fresh talent. The emerging scenario is that the
companies where training is a regular phenomenon may have a training center, while other might
outsource the same. Even those outsourcing the same may have a permanent staff to coordinate
and manage the training, while the external experts might be hired for imparting training.
Usually, the considerations while deciding having an in-house training center or not are:

 The support of the top management towards training.

 The amount of investment, which an organization wants to make.
 Volume of the training programme.
 Continuity of the training programme.
 Flexibility of a training programme.
 Privacy desired in a training programme.

In case a company has an in-house training center, the following issues have to be defined to
achieve better effectiveness and avoid clash of responsibilities:
Organizational structure

The exact position of the training department must be specified in the organizational structure of
the company. Training, being a staff function has a risk of being sidelined in a large
organization. Some of the typical structures of training department can be:

(i) As a part of the personnel department; In most companies, human resource development is
entrusted upon HRD/Personnel department. In such situation, the training department would
function within the authoritative control of the HRD manager. Usually, the new employees
undergo an orientation/induction programme, which is organized by this department. In such
department, there can be a permanent training manager, who shall plan and manage the training
programmes. He shall also evaluate the training programmes and report to the HRD manager.
Although rare, organization might hire some permanent faculty to provide the training. The
common practice is that some core faculty might be hired, while the external experts might
impart specialized training. Usually, the training imparted by this department is more generic in
nature.

(ii) In the form of a matrix organization; The training manager might not be a specialist in all
functional areas. While imparting sophisticated training, the common practice is to take a
manager from the functional department. For example, if sales training was to be given to the
representatives, the sales manager might be asked to plan the same. In such a situation, he shall
design the training programme and identify the faculty who shall provide the training. He might
even identify the trainees who need to be trained. The training manager, who shall be under the
HRD manager, shall organize the training according to the plan suggested by the sales manager.
He might arrange for the hotel, training facilities and other necessary paraphernalia required for
the training. In such a situation, the training activity is conducted in the form of a matrix
organization, where the training manager merely becomes a facilitator of a training programme.

(iii) Training by functional heads; When training is not a very regular exercise, even the
functional heads, such as marketing manager/production manager etc. might undertake the task
of organizing the training programmes. They plan and organize the entire programme
themselves.

Role and Responsibility

 After the place in the organizational structure, the role and responsibility of the training
department must be specified clarity. The risk of role conflict exists particularly in a matrix form
of the training department. Each of the managers might see the other as infringing upon the
other’s authority. Such a situation is not conducive for an effective training. Shared
responsibility might not fix the responsibility in case the training does not achieve the desired
results.

Part iv) Training Operations

From the operational angle, the following activities have to be undertaken to conduct a training
programme.

(a) Selection of the Trainees; The proper selection of trainees is very important factor that
determines permanent and gainful results. A trainee must be provided the training which he
really needs. Sometimes, the employees perceive training as a paid vacation. This might lead to
wastage of the entire effort. The trainee might receive the training in a subject, which he is not
very likely to use. Again, the effort would be of no use. Sometimes, training is also seen as a sign
of incompetence. The employees might resist the same. So, proper screening of the candidates
for training improves the effectiveness of the training a programme.

While giving training to an employee, the first step is to attempt to place him at ease. It is
generally seen that many people are somewhat nervous when approaching an unfamiliar task.
The instructor should not forget the newness of the training programme to the trainee though he
has repeated experience of this. In addition to minimize any possible apprehension, the trainer
should emphasize the importance of job, its relationship to the workflow and the importance of
rapid and effective learning. Thus, the trainee must be given the proper background information
before he starts learning the new skills and knowledge.

(b) Training the trainer; The trainer is a key figure of any training programme. Before he is
entrusted upon with the task of undertaking the training, he must be judged whether s/he
him/herself is competent enough to do the same or not. The firms might engage a qualified
instructor from inside or outside the organization. However, many insiders are not good
instructors because they might not possess the ability to teach the skill. Trainer needs many
qualities besides theoretical competence. He must be able to divide the job into logical parts so
that he may take up one part at a time without losing his perspective of the whole. He must be
tolerant and patient. He must be able to appreciate the value of training job in relation to the
enterprise and an understanding of what the employees would go through in order to acquire the
skills and knowledge as envisaged by the programme.

The trainer has to have professional expertise to fulfill his responsibility. Therefore, it is
desirable that the trainer must have knowledge about the job for which he is going to instruct the
trainees. He must be able to suggest solutions to the practical problems faced by the trainees.

The trainer should explain and demonstrate the operations step by step and should allow the
trainees to repeat these operations. He should also encourage questions from the trainees in order
to be sure that the trainees understand the job.

(c) Training Period; The duration of a training programme depends upon the skill to be
acquired, the trainee's learning capacity and the training methodology used, For example, a
simple orientation programme for clerks may require an hour a day over a period of one week,
while a course in computer programming may be require two hours a week for 10 weeks. The
use of training aids usually helps to reduce the training time. To maintain interest and secure
maximum accomplishment, no single session should last longer than two hours. Another issue is
whether the training should be given during working hours or after the working hours. If the
training is given during working hours, the productivity may suffer and the organization will
have to pay for this time. But if the training is arranged after the working hours, the employees
may not be able to make full use of training programmes because they might be tired already.
For effective training, the training manager should reconcile these situations.

(d) Training Methods and Material; There are several on-the-job and off-the-job methods of
training, which have been discussed in lesson no. 7. As was mentioned in that lesson, the choice
of any training method depends upon the specific objectives of the training programme and
several other factors. To increase the effectiveness of training, some written material is usually
desirable as a basis for instruction, review and reference. The training section may prepare the
training material with the help of line supervisors to be used for different jobs. A complete
outline of the whole course should be made with the main topics included under each heading.
The training material should be distributed among the trainees well in advance so that they may
come prepared in the lecture class and may be able to understand the subject quickly and may
remove their doubts by asking questions from the instructor.

Part v) Evaluation of Training

Management of training would not be complete without proper evaluation of training. Training is
a very costly and time consuming process. It is essential to determine its effectiveness in terms of
achievement of specific training objectives. Individuals like to know how much they learnt or
how well they are doing. The sooner employees know the results of a quiz or test; the sooner
they can assess their progress. The sooner employees receive positive feedback from the trainer,
the less time they will waste.

Self-graded tests and programmed learning kits provide the necessary feedback to a person on
his progress on a particular subject. This principle does not necessarily mean frequent testing, but
the more immediate the feedback on learning the more motivating it is likely to be.

Evaluation of training would provide useful information about the effectiveness of training as
well as about the design of future training programmes. It will enable an organization to monitor
the training programme and also to modify its future programmes of training. The evaluation of
training also provides useful data on the basis of which relevance of training and its integration
with other functions of human resource management can be examined.

In conclusion

Training is an important managerial function and involves all the steps that are the characteristic
of other managerial functions. The typical steps in designing a training programme are the
identification of training needs, setting training objectives, organizational set-up for training,
training operations and evaluation of training. Training needs can be identified through the
organizational, task and human resource analysis. Organizational analysis is basically a
systematic study of an organization’s objectives, resources, resource allocation and utilization,
growth potential and its environment. While doing the organizational analysis, the long-term and
short-term objectives and their relative priorities are properly analyzed. The allocation of human
and physical resources and their efficient utilization in meeting the operational targets and the
organizational climate are also analyzed. An organization’s climate reflects the attitudes of its
members with regards to trust, loyalty, openness, commitment to organizational goals. Analysis
of an organization’s climate determines whether the environment, when analyzed in different
departments is conducive to the fulfillment of their goals. It is a systematic analysis of jobs to
identify job contents, knowledge, skills and aptitudes required to perform the job. The quality of
manpower required for training can be analyzed in the light of both internal and external
environment of the organization. Some of the specific objectives of Training can be to increase
productivity, improve quality, better human resource planning, higher morale, better health and
safety, prevention of obsolescence and enhanced personal growth.

Training has to be imparted by the people and in order to enable them work effectively;
organization must have a structure that makes them work effectively and efficiently. The exact
position of the training department must be specified in the organizational structure of the
company. A training department can exist as a part of the personnel department or in the form of
a matrix organization. Training can also be provided by functional heads of the departments.
Several external organizations, such as consultancy organizations, professional bodies,
government departments, educational institutions etc., specialize in providing training and their
services can also be utilized. The Training Operations include the activities such as selection of
the trainees, training the trainer, specifying the training period, training methods and Material.
Some of the criteria to measure training effectiveness of training are the trainees’ reactions, their
extent of learning, improvement in job behavior, and the results at the job.
References

 Rolf Lynton and Udai Pareek (2000) Training for organizational transformation, Sage
Publications, New Delhi.
 Pepper, A.D. (1986), Managing the training and development function, Gower.
 Rae, L. (1986), How to Measure Training Effectiveness, Gower.
 Allison Rossett (1990) Need Assessment: Fore-runner to successful HRD programs, in
Annual: Developing Resources, ed. JW Pfeiffer, University Associates, San Diego
 Edgar Schein and Warren Bennis (1965) Personal and organizational development
through group methods, John Wiley & Sons, New York.