EXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology and in the base of change and itself demanded a learning response as great as what is now required to remain competitive. Today individuals and organizations must become continuous learners to survive and hence it is not surprising to find that most successful organizations operate in a continuous learning mode. The challenge of globalization, technological innovation increasing competition and growth through expansion, diversification and acquisition has had a wide-ranging and far reaching impact on !". There is a need for a continuous process that aims at providing fresh knowledge and skill inputs to the employees so as to ensure the development of their competencies, dynamism, motivation and effectiveness in a systematic and planned way, thereby improving the productivity and overall organizational effectiveness. #s a result, training and development activities have acquired great significance and are now firmly centre-stage in most of the organizations. ence it can be said that with the advent of free market economy rapid change in the environment, training and development activities have assumed an importance never before witnessed in $ndian corporate history. Training is the process of assisting a person in enhancing his efficiency and effectiveness at work by improving and updating his professional knowledge developing his personal skills relevant to his work and cultivating in him appropriate behavior and attitude towards his work and people he is working with. "evelopment takes place as a result of training and essentially implies growth plus change. Thus, training and development go hand in hand.

Training and Development Scaling New

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%orporate success depends upon having and retaining talented people. This is true today as it has always been. The shortage of such people is widely accepted and training, at long last, is beginning to be recognized as part of the solution and hence the total investment in training is on the rise. This is true for all organizations. There really is no alternative than to make sure that human skill so vital to the corporate success are recognized, harnessed, developed and suitably maintained. Training is not however, one &one-off' investment. $t is a continuing investment. Not only is it needed to create the skilled workforce, but also maintain the high levels of skills demanded by the ever changing, highly dynamic work place. The return on investment on !" is still controversial in view of the time variable in achieving the desired change and effectiveness in the employees. The top management looks at the loss and profit equation for any activity. $t is interested in the benefits to the organization in the terms of increased productivity, increased profitability, reduction in wastage etc in return for investment in training. ence, evaluation of training programmers and introduction of the necessary corrective measures also assumes considerable significance. Training is the most important function that contributes directly to the development of human resources. $f human resources have to be developed, the organization should create conditions in which people acquire new knowledge and skills and develop healthy patterns of behavior and styles. (ne of the main mechanisms of achieving this environment is training. Training is essential because technology is developing continuously and at a fast rate. )ystems and practices get outdated soon due to new discoveries in technology, including technical, managerial and behavioral aspects. (rganizations, which do not develop mechanisms to catch up with and use the growing technology, soon become outdated. owever, developing individuals in the organization can contribute to the effectiveness of the organization. Training and development are important activities in all organizations, large and small. *very organization, regardless of size, needs to have well-trained employees in its workforce who are prepared to perform their +obs. The term ,Training, refers to the acquisition of specific skills or knowledge. Training programs attempt to teach trainees to perform a specific +ob and a particular activity. The term ,"evelopment, usually refers to improving the intellectual or emotional abilities needed to do a better +ob.

#rinciple" and Eval$ation o% training Training is the process of assisting a person for enhancing his efficiency and effectiveness at work by improving and updating his professional knowledge, by developing skills relevant to his work and cultivating appropriate behaviour and attitude towards work and people. Training could be designed either for improving present capabilities at work or for preparing a person for assuming higher. !esponsibilities in future which would call for additional knowledge and superior skills. Training is different from education particularly formal education. -hile education is concerned mainly with enhancement of knowledge, training aims essentially at increasing knowledge, stimulating aptitude and imparting skills related to a specific +ob. $n $ndia, considerable importance has been accorded to training in social development and this is evident form the fact that the community spends roughly six million dollars annually on training every year. .ut there are complains about the ineffectiveness of training and possible waste of resources because of the use of stereotyped and conventional methods in training which are often not set completely in tune with +ob requirements. It i" a contin$o$" proce"" Training is a continuous and life long process. !ight form the time a child is born he starts receiving training form his mother for a variety of needs, so that he becomes a social being. is training continues in the school and the college situations. owever training as an organized effort, designed with certain ob+ectives, for example to help the trainees to be informed of the sub+ect matter which they have to use in their work situation. #part from change of attitudes, their skills have to be improved and knowledge or information has to be imparted through effective methods. $n other worlds, training provides and synthesizing with the help of the trainers, the information already available on the sub+ect. Training is a time-bound programme. Thus there is a separate specialized discipline of trainers specializing in the field of human activity.

#revailing concept

New concept

/. The acquisition of sub+ect matter /. 0otivation and skills lead to action. knowledge by a participant leads to action. 1. The participant learns what the 1. 2earning is a complex function of trainer teaches. 2earning is a simple function of the capacity of the participant to learn and the ability of the trainer to teach. the motivation and capacity of the individual participant, the norms of the training groups the training methods and the behaviour of the trainers and the general climate of the institution. The participant,s motivation is influenced by the climate of his work organization. 3. $ndividual action leads to 3. $mprovement on the +ob is complex function of individual learning the norms of the working group and the general climate of the organization. $ndividual learning used leads to frustration. 4. Training is the responsibility of the 4. Training is the responsibility of training institution. $t begins and ends with the course. three training partners5 the participant $t has and a a organization the participant, and the institution. preparatory pertaining )kills are acquired through practice.

improvement on the +ob.

subsequent, post-training phase. #ll are equally important to the success of training.

There has been in some quarter's criticism of training and it is often argued that personnel can acquire administrative capabilities and work skills through apprenticeship capabilities and work skills through apprenticeship rather than through formal training. -hile the training cannot by itself guarantee the success of a development programme,

its untrained personnel are unlikely to prove effective. $t is in this context that expert6 administrators and planners greatly appreciate the relevance of training in development process.

T!e Training C&cle # training cycle consists of a series of steps which lead to a training event being undertaken. *valuation provides feedback which links back to the initial stages of

training design. $ndeed, it is the evaluation7 feedback process which makes this a cyclical event without it training would be a linear process leading from initiating training through to its implementation. The steps in the cycle are5Stage'5 $dentification of training needs. *xamining what skills and attributes are necessary for the +ob to be undertaken, the skills and attributes of the +ob holder and the extent of the gap. Stage(5 "esign, preparation and delivery of training. Stage )5 "iscovering the trainee's attitude to training 8reaction9 and whether the training has been useful from the point of view of training. !eaction involves the participant's feelings towards the training process, including the training content, the trainer and the training methods used. 2earning is the extent to which the trainee has actually absorbed the content of the learning event. Stage *5 "iscovering whether the lessons learnt during training have been transferred to the +ob and are being used effectively in doing the +ob. Stage+5 *valuating the effects of the training on the organization. Thus is the area on which there is perhaps most confusion, subsequently little real action to clear it. Stage ,5 !einforcement of positive behavior. $t is optimal that positive outcomes are maintained for as long as possible. $t is not rare event for changes in behavior to be temporary, with a gentle slide back to previous ways of working. $t is important to note the feedback loops. :eedback on the process of actually delivering the training can come from the reaction and learning stage, the transfer of the training to the work place and the evaluation of the impact of the training. The main, feedback for the identification of training needs comes from an assessment of the transfer of work to the training and the evaluation of the impact on the organization. $t is important to note that these feedback loops may consist of two very different types of information. To determine the worth of training to the organization- a process best done by quantitative methods and with hard, numerical data. #llowing insights into the method of learning, where the experience of those involved are the main focus, thus using mainly softer, qualitative information.

Identi%ication o% training need"

The procedure of identifying training and development needs is crucial for the success of the training function and requires to be carried out systematically on a regular basis, preferably every year. ow are training needs identified to match the organizational requirements in terms of technology 7task7 people; as the training bought the desired change in the individuals'

performance and if so, how is it assessed; These are the focal points, which require attention of the ! professionals to assess the training needs of the employees working in the organization. 0any organizations have their own system to identifying training needs every year. owever, need identification exercise can do real harm if the needs are not met by conducting suitable programs. 0anagers must perceive that their recommendations are grown due consideration and suitable actions are initiated to satisfy the felt needs. (nly then, they will take this exercise seriously. ence, formulation of suitable and need based training programs and their timely implementation is very important for the success of any training program. Eval$ation o% Training #rogram" Training programs are conducted with a view to help the employees to acquire the knowledge, skills and attitude necessary to perform the task assigned to them. They are conducted in order to bring about a planned change which in turn involves substantial investment of money, time and efforts. Therefore, one has to know whether such an investment in training yielded the desired results. This desire naturally leads to evaluation of training. *valuation means literally, the assessment of value or worth. )trictly speaking the act of evaluating training is the act of +udging whether or not it was worthwhile in terms of some criterion of value, in the light of the information available. *valuation is the tool whereby information about the result of trainees, interaction with the learning experiences systematically collected and analyzed. Thus, evaluation can provide useful data both for improvement of training and enhancement of learning. $n brief it is important in 3 ways. $t indicates whether appropriate monetary investment is made on the implementation of training programs. $t determines the degree of effectiveness and success of the training programs. $t provides a basis for introductory the necessary corrective measures. The benefits of constructive, practical evaluation of training substantially outweigh the costs six direct benefits of evaluating training programs are5-$alit& Control5 <uality control systems are designed to ensure that products or services are fit for their intended purpose. *valuation in training will assess the extent to which work-related results can be demonstrated to arise from the training. )uccessful, positive elements of training can be maintained and reinforced, whilst negative elements removed or revised. $f results cannot be +ustified, then it becomes hard to +ustify the commitment of any resources to the training activity and they can be re-allocated . E%%icient training de"ign5 $t throws an emphasis on those elements of a training system which matter, such as proper definition of ob+ectives and setting criteria on now these ob+ectives are to be measured. En!anced pro%e""ional e"teem5 Training professionals can gain enhanced stature from having systematic evaluation of data rather than intuitive assessment of their contribution

to the business. .eing assessed on their contribution to the &bottom-line' of the business puts the !" function on the same footing as other functions, instead of claiming that the nature of their work does not allow an application of the same criteria. This helps to break down the barriers facing the integration of !" professionals within the organization. En!anced negotiating power5 (n much the same tack evaluation makes it possible for the ! function to demonstrate a successful contribution to the business over a period of time. -hen resources are to be allocated and new investment decisions to be made, them being able to show the outcomes of training would be invaluable. Appropriate criteria o% a""e""ment5 $ndividuals within an organization will make +udgments about how effective the training function is, regardless of whether an evaluation system is in place or not. =iven this, it is very important that the ! controls the choices of appropriate criteria, which it can most safely do on the back of a formal evaluation process. Intervention "trateg&5 *valuation can be a tool for changing the way that training is integrated into the organization. $t offers a means by which the ! function can build on its enhanced esteem and negotiating power to play a more active role in developing policies. .ENE/ITS 0/ TRAININ12 Training usually is a strategic human resource activity because it plays a ma+or role in determining the effectiveness and efficiency of an organization. # successful training and development program will achieve the following benefits5 $mprove the quality and quantity of work done. !educe the learning time required for employees to reach acceptable standards of performance. %reate more favourable attitudes, loyalty and cooperation. )atisfy human resource planning requirements. !educe the number and cost of accidents. elp employees in their personal development and advancement. elp organizations to respond to dynamic market conditions and changing consumer demands.

"ifferent +obs require different capabilities. These capabilities can be considered under four categories5 /. Technical 1. 0anagerial 3. .ehavioural

4. %onceptual

TEC NICA3 CA#A.I3ITIES2 They deal with the technology of the +ob or the tasks the employee is expected to perform. They include information, skills and knowledge. MANA1ERIA3 CA#A.I3ITIES2 They include the ability to organize, coordinate, plan, monitor, evaluate and redesign a variety of activities. #s managers have the task of getting things done by others with optimal use of resources for achieving the best possible results, they need to possess managerial capabilities. >nowledge of management techniques like ?*!T, systems analysis, performance budgeting etc. are evidences of managerial capabilities. 0anagement skills involve the application of these techniques for better planning, better coordination, better monitoring, and for better achievement of results. .E AVI0URA3 CA#A.I3ITIES2 These include leadership skills, ability to motivate others, communication skills, ability to work as a team member, dynamism, initiative etc. 0ere knowledge of behavioral sciences does not ensure that person has behavioral capabilities. #ttitudes and orientations play an important role in determining the effectiveness of the employees to a great degree. C0NCE#TUA3 CA#A.I3ITIES5 These involve conceptual understanding of one,s own tasks in relation to those of others, imagination, futuristic thinking, model building capabilities and perception of various tasks and their interrelationships within the organization and outside it.

TY#ES 0/ TRAININ12 '4 0rientation5Ind$ction Training2 The orientation or induction training is given to employees as soon as they +oin an organization. The purpose of this training is to orient the employee to the company and

its tasks, to help his role in detail and see the link his role has with other roles in the company, to help him understand the expectations of other employees from him, and to give him a feel of the organization and feel part of it. The induction training normally does not focus on skill development. $t focuses more on perspective development and understanding of the organization. -ithout such understanding of the organization, its mission etc., the employee may soon feel alienated. $nduction training is one way in which culture and traditions are established and maintained through socialization of the new employees into the culture of that organization. (4 0n6T!e67o8 Coac!ing2 (n-the-+ob coaching is another way of training employees. This type of training is given to employees who are new to a given +ob 8not necessarily to the organization9. The purpose of this kind of training is to equip the employee with the capabilities required to perform various tasks of his +ob. This may involve skill training by the supervisor of the employee, either on a day-to-day basis or periodically. (n-the-+ob training techniques also include +ob instruction training, +ob rotations, internships, coaching and counseling. (n-the-+ob training should be particularly stressed upon during the early stages of their careers. )4 Apprentice Training2 #pprentice training is given to those who have +ust completed their studies and are about to enter the organizational world. The apprenticeship involves practical training under the guidance of one or more instructors designated by the organization to train the trainees. +4 0%% T!e 7o8 Training 3ect$re" 9or Cla""6Room In"tr$ction:2 2ecture is formal organized talks by the training specialist, then formal superior or other individual specific topics. T!e con%erence met!od2 $n this method, the participating individuals &confer' to discuss points of common interest to each other. There are three types of conferences. $n the directed discussion, the trainer guides the discussion in such a way that the facts, principles or concepts are explained. $n the training conferences, the instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. $n the seminar conference, answer is bound to a question or a solution to a problem. Seminar or Team Di"c$""ion This is an established method for training. $t may be based on a paper prepared by one or more trainees on a )ub+ect selected in consultation with the person in charge of the )eminar. $t may be a part of a study or related to theoretical studies or ?ractical problems. The trainees read their papers, and this is followed by a critical discussion. The %hairman of the seminar summarizes the contents of the papers and the discussions which follow their reading. Ca"e St$die"9or 3earning 8& Doing:2

This method was first developed in the /@AAs by %hristopher 2angdell at the arvard 2aw )chool to help students to learn from themselves by independent thinking and by discovering in the ever-tangled skein of human affairs, principles and ideas which have lasting validity and general applicability. # collateral ob+ect is to help them develop skills in using their knowledge. Role6#la&ing2 This method was developed by 0oreno, a Benetian psychiatrist. $n role-playing, trainees act out a given role as they would in a state play, two or more trainees are assigned parts to play before the rest of the class. !ole-playing primary involves employee-employer relationship-hiring, firing, discussing a grievance procedure, conducting a post-appraisal interview or disciplining a subordinate or a salesman making a representation to a customer. # programmed instruction involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning programmer or package. The training programmers' can be made effective and successful5 /. )pecific training ob+ectives should be outlined on the basis of the type of performance required to achieve organizational goals and ob+ectives 1. #ttempt should be made to determine if the trainee has the intelligence, maturity, and motivation to successfully complete the training programmers. 3. The trainee should be helped to see the need for training by making him aware of the personal benefits he can achieve through better performance. 4. The training programme should be planned so that it is related to the trainee's previous experience and background. C. #ttempts should be made to create organizational conditions that are conductive to a good learning environment D. $f necessary, a combination of training methods should be selected so that variety is permitted and as many of the senses as possible are utilized E. $t should be recognized that all the trainees do not progress at the same rate. Therefore, flexibility should be allowed in +udging the rates of progress in the training programmer. @. #s the trainee acquires new knowledge, skills or attitudes and applies them in +ob situations6 he should be significantly rewarded for his efforts.

IN6 0USE TRAININ15 $n-house training programs are programs offered exclusively for the employees of an organization by the organization. The Training "epartment assesses the training needs of various categories of employees periodically, invite suggestions from the senior

executives of that company on the training needs as perceived by them, keep in touch with the new developments taking place in the outside world that have relevance to their own organizational activities and periodically invite outside trainers to train their employees. $n the in-house training programmes, the training department may use its own senior employees as trainers or may depend exclusively on outsiders or may use both sets of resources. S#0NS0RED TRAININ12 #s most organizations do not have sizeable units of training, it is easier for them to sponsor a few employees for training by outside agencies. DISTANCE TRAININ15 "istance training is the training conducted without the trainer being physically present near the trainee. The most well known forms of distance training are correspondence courses, auto-teaching machines, programmed instruction materials, video and audio cassette programs, alumni bulletins etc. This form of training is useful mainly to keep the trainee informed about various developments in his field or to acquaint him with new technology, processes etc. CAREER DEVE30#MENT #R01RAMS %areer "evelopment programs help people grow and continue after they begin their employment. %areer "evelopment refers to helping individuals plan their future careers within the organization. The ob+ectives of career development are to help individuals achieve maximum self-development and also to help the organization achieve its ob+ectives.