1.

0: Introduction:
The training functions, now often called human recourse development (HRD) or workplace learning and performance, coordinates the provision of training and development experience in organizations. Human Resource Development (HRD) is an important factor that has come into increasing realization in recent times. Human Resource Development is a process by which the employees of an organization are helped in a continuous and planned way. It is a process through which employees of the organization are helped to help themselves so that they can bring out their true potential and develop their skills, acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles, develop their capabilities as individuals and discover and exploit their own inner potential for their own and organizational development has an healthy organizational culture in which a relationship between a superior and subordinate, team work, and a correlation between the sub units is strong and contribute to the professional well being of the employees. It is a part of human resource management which includes the study of industrial relations, organizational development, training and motivation of the employees. People are the greatest assets of an organization. HRD mainly aims at improving constantly employee efficiency and competence levels. Industries and organizations in advanced countries have given long back greater attention to human resource as a means to increase productivity, efficiency and gain competitive advantage. However, it was only since two decades or so that the Indian Industries have realized the imminent use and applicability of human resource concept for their growth. Employees of the company are its greatest and most valuable resources, In fact they are more than resource and it should be the companys sincere endeavor to treat people with all respect and sensitivity that are warranted when employees are considered more than mere instrumentalities. While, on the one band HRD should appropriately harness employee potential for the attainment of company objectives, on the other, the company, as its corporate responsibility, should create an enabling climate where in human talent gets the best opportunity. For self-expression, all round development and fulfillment HRD should eventually be a core philosophy of all management actions.

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2.0: Human Resource Development:

Human Resource Development (HRD) is the framework to help employees developing their personal and organizational skills, knowledge, and abilities. Human Resource Development includes such opportunities as employee training, employee career development, performance management and development, coaching, mentoring, succession planning, key employee identification, tuition assistance, and organization development.

2.1: Importance of Human Resource Development

The concept of Human Resource Development encompasses a broader framework of personnel Management. HRD is the process of improving, changing and developing skills, knowledge, aptitudes, values and abilities of the employees based on present and future work and organization requirements. It comprises a set of components like recruitment, selection, placement, training, transfer, promotion, deputation, motivation, reward, punishment and retirement of workforce etc. It also attaches importance for the utilization of human resource effectively and maintaining a healthy productive work culture in an organization. HRD is also otherwise called manpower management or employee management. It establishes interconnected working relationships among the employees to attain maximum individual development and thereby, their talents and skills are increased. It is, in fact, the vital component of any organization in deciding its fate of success or failure. Hence, HRD is undoubtedly a means for improving effectiveness of an organization. Some years back, the HRD had remained confining to managerial class of people in relation to workers who were in large number in organizations. However, the situation has now undergone a sea change while the concept of HRD., is largely being used from the level of Chief Executive at the top, down to the lowest rung of the organization, virtually bringing all the employees under the purview of HRD.

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2.2: Scope and Cost of Human Resource Development

HRD is broader than human resource management; it consists of several sub-systems such as training and development, employee appraisal, counseling, rewards and welfare, quality of work life, etc. are the areas within its scope. The following topics are included within the scope of HRD. 1. Training: Training is an essential element of HRD. This develops skills and capacity to work at higher levels and positions. Training is possible by different methods. It is useful for self-development and career development.

2. Performance appraisal: Performance appraisal is an important area of HRD. The purpose of performance appraisal is to study critically the performance of an employee and to guide him to improve his performance. This technique is useful for building a team of capable employees and is also used for their self-development. 3. Potential appraisal: It relates to the study of capabilities of employees. It is useful for proper placement and career development of employees. Potential appraisal of employees is useful for developing their special qualities, which can be used fruitfully along with the expansion and diversification of activities of the company. 4. Career planning and development: Under HRD employees should be given guidance for their self-development and career development. The opportunities likely to develop in the organization should be brought to their notice. They should be motivated for selfdevelopment, which is useful to the organization in the long run. 5. Employees welfare: Employees welfare is within the scope of HRD. Welfare facilities are useful for creating efficient and satisfied labor force. Such facilities raise the morale of employees. Employee welfare include the provision of medical and recreation facilities, subsidized canteen, free raining and other measures introduced for HRD. 6. Rewards and incentives: HRD includes provision of rewards and incentives to employees to encourage them to learn, to grow and to develop new qualities, skills and

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experiences which will be useful in the near future. Reward is an appreciation of good work. It may be in the form of promotion, higher pay etc. 7. Organizational development: HRD aims at providing conflict-free operations throughout the organization. It also keeps plans ready to deal with problems like absenteeism, turnover, low productivity or industrial disputes. 8. Quality of work life: Quality of work life depends on sound relations between employer (owner) and employees. A forward looking policy on employee benefits like job security, attractive pay, participative management and monetary and non-monetary rewards will go a long way in improving the quality of work life. 9. Human resource information system: Such system acts as information bank and facilitates human resource planning and development in a proper manner. It facilitates quick decision-making in regard to HRD. Every organization has to introduce such system for ready reference to HRD matters.

The scope of HRD is indeed very wide. It covers the manpower planning for ensuring optimum utilization of human resources and improving the work practices. Organizations could use HRD to carry out the activities like recruitment, selections, placement, training and appraisal of the workforce. Unless the employees receive attention through systematic HRD activities, organizational effectiveness would not improve. Effectiveness may be in the form of better productivity, reduction of costs, generation of internal resources, better profits and better customer service. The basic philosophy of H.R.D. is directed towards collective responsibility for growth in organizations.

This assumes significance in the situation where human resource is becoming a major deciding factor of competitive advantage in a world of constant change. Organizations, of late, find circumstances where top and middle level professional cadre people are not adequately available. Once, they are able to pick up experienced professionals organizations would try to retain them and show interest to invest on HRD.

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In todays context, HRD is no longer confined to training and development functions. It now encompasses all development functions of HR like; performance management, potential appraisals mentoring, counseling, job rotation, career development and overall organizational development, focus on continuous development of manpower is necessary for organization to sustain their competitive advantage, as people are the most important strategic resource for any organization. For individual employee, HRD is important as they can develop and build their capabilities, which contributes to their professional and personal growth. Thus HRD benefits both the organization and the individual. Continuous planned focus on HRD also enables organization to develop the appropriate culture of team work, collaboration, inter-personal relationships, which transforms the organization to a compelling place to work, i.e., employees with increased level of motivation and self pride volunteer to do the work. The scope of HRD has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. There is an increasing recognition that employees can learn from on-the-job experience, from each other, and from short, readily available online tutorial modules as well as from more formally structured learning opportunities. However, formal trainings is still essential for most organizations, Employees provide training for many reasons: to orient new hires to the organizations or teach them how to perform in their assignment, to improve the current performance of employees who may not be working as effectively as desired, to prepare employees to future promotions and increase responsibilities, or to enable employees to deal with changes in the design, processes, or technology of their present jobs. Computer applications training and new employee orientation were the most popular training topics. Various management supervisory skills such as leadership, performance appraisal, interviewing, and problem solving were commonly taught. Note that many organizations train employees about sexual harassment and diversity to reinforce the organizations policies with respect to fair treatment. 74% of organizations provide train-the-trainer courses for superiors or peers who will in turn provide on-the-job training to others. In addition to being one of the most important HRM functions, HRD is also one of the most expensive. The same survey reveals that in 2003 these organizations spent $51.3 billion on formal training for their employees.
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2.3: Strategy and Human Resource Development

An organization is nothing without its people. As an employer of one of the world's most efficient and motivated workforces human resource development is all about helping people to
fulfill themselves at work. Development is concerned with encouraging employees to identify ways in which they want to improve their careers and other aspects of their working lives. For example, they may want to attend training courses, they may want to do more interesting work, or they may simply want to have a better work/life balance. It is necessary to plan from an early stage and to do so for short, medium and long-term needs. A quantitative analysis of the human resources needed (including a realistic estimate of the attrition rate) may help to set priorities. Financial planning should match the financial resources with priority needs. Good planning and appropriate lead times will help to ensure that a sufficient number of trained people are available. Plans should include a career development policy and measures to retain staff in the service.

2.3.1: Education and training Training can help an organization succeed in a number of ways. Ultimately, it is employee knowledge and skill that produce the organizations product or service. An organization that can produce more qualified up-to-date employees in less time will have a competitive advantage. Training facilitates the implementations of strategy by providing employees with the capacity to perform their jobs in the manner directed by the strategy. Training must be tailored to fit the organizations strategy and structure. An organization requires a wide range of skills. Staffs at all levels need to be familiar with key policy issues that affect the quality, supply and use of medicaments, and should understand the key objectives of the medicament policy. For each category of personnel, the nature and extent of their involvement in the policy should be clearly defined. This will make it possible to decide on the orientation and level of training required for each category. There should be a number of minimum educational and training requirements for each category. For example, personnel and staff involved in specific activities to ensure the quality of medicament should be given adequate training in specific areas of quality assurance. Those
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involved in the medicament supply system should receive training in management, supervision and certain administrative skills that they require. Adequate time for training in these areas should be provided both in formal and in continuing education programs. Collaboration with institutions that can provide continuous and sustained training can be explored. The appropriate skills and training needs must be identified first.

2.3.2: Career development and team building Team-based high involvement organizations find that the extensive training in team skills as well as in high technical job skills is necessary to make innovative organizational structures function as intended .When strategy changes, training is often needed to equip employees with skills to meet new demands. Long-term plans are essential for ensuring a balance between training activities and human resources needs. Career planning is important in helping to recruit personnel for government service and in preventing the loss of staff to the private sector. Continuing education programs and opportunities to collaborate with others can motivate staff, and help to keep them up to date. In addition, attention must be given to the payment of adequate wages and other incentives to retain staff. The importance of the various components must be communicated to all concerned. Staff should be given clear responsibilities and targets, and should be informed of successes and failures through monitoring and evaluation. If they feel that they are part of a team, this will help to maintain a sense of involvement, purpose and motivation. Training is seen as pivotal in implementing organization-wide culture-change efforts. Pacesetting HRD departments have moved from simply providing training on demand to proactively solving organizational problems. Training is only one remedy that may be applied to the few breed of HRD practitioners. Some authors suggest that strategy formulation needs to be radically re-thought, given the turbulent and chaotic environment in which many organizations operate. The suggestion is not

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that it should be abandoned altogether, but the myth of the rational planning approach should be replaced with reality which is about developing organizational structures, processes and styles that enable managers and other employees to draw on their experience, to adopt more questioning approaches, air conflicting ideas and experiment without reproach. This is similar to the learning organization concept and will require a significant shift for many organizations still caught up in rituals of strategic and business planning. It requires organizational slack to allow time for managers and other employees to debate and challenge and a corresponding change in the culture and attitude. This analysis suggests that the ideal HRD may be one where a best fit is sought between organizations strategic direction and its HRD initiatives and activities. This more pragmatic approach seems sensible given the apparent gap that exists in practice between the ideal and reality of strategic HRD. In the age of network organizations, alliances, and long-term relationships with just-in-time suppliers, leading companies are finding that they need to train people other than their own employees. Organizations with strong focus on customer service may provide training for purchasers of their product.

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2.4: A System Model of the Training Cycle

The objective of HRD is to contribute to the organizations overall goals; training programmers should be developed systematically with true business needs in mind. Training and development has traditionally been a functional division of the personnel or HRD concerned with carrying out the identification of training and development needs, planning and designing training, implementing training and evaluating it i.e. the classic training cycle. This notion of a systematic approach to training and development is widely accepted among practitioners. The Classic Training Cycle

Identify training needs

Evaluate training

Plan training

Implement training

2.4.1: An Instructional System Design Model Instructional Systems Design is the process of designing and developing instructional courses or materials that bring greater efficiency and effectiveness to acquiring knowledge or skills for learners. Designing and rolling out a successful training program involves a variety of people cocoordinating their efforts to achieve the desired outcome. Clients and end users of the program may be interviewed to determine the real training requirements. Instructional designers will design and develop the program. Administrators will organize the training schedules and venue
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logistics. If the program incorporates e-learning components, information technology professionals will be involved at a number of points. Ensuring that each piece of work is performed at the right time, using the right amount of resources and to the right standard is no small feat. Add to this the only to be expected changes to requirements, unanticipated issues threatening the success of the project and the usual mix of politics and personalities and you can see why many programs fail to deliver the anticipated organizational benefits. Experience with both successful and failed programs indicate that the chances of success improve significantly if this complex undertaking is treated as a project, using recognized project management principles and methods. Each discipline has its own set of accepted project phases. For example, software development follows a Software Development Life Cycle (SDLC) with five phases; Analyze, Design, Build, Test and Implement. For training program development, a phased systems approach is often referred to as the Instructional Systems Design (ISD) model. The benefits in using a structured phased approach are that the end product is more likely to meet the genuine needs of the client and other stakeholder groups. This approach also helps to ensure that no development activity is started before necessary pre-activity is completed. In this way, rework is minimized, saving costs and much frustration.

An Instructional Systems Design Model

ASSES NEEDS DESIGN AND DEVELOPMENT Design and develop training, applying knowledge of learning principles Select training methods Develop training materials Pilot test training program Train trainers

DELIVER

EVALUATE

Asses training needs Organizational analysis Job and task analysis Person analysis Develop training objectives

Evaluate training: Deliver training Were objectives met? Reaction Learning Behavior Results

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The model shows four phases: (1) needs assessment (2) design and development (3) delivery of training and (4) evaluation of training. If each step is carefully implemented, effective and relevant training is likely to be the result.

1. Needs assessment: A needs assessment is conducted when a job performance problem has been identified. The assessment determines the root cause of the problem, and then proposes a solution. The problem may be due to necessity of the organization or the job itself, improper skill of the job, inadequate training, poor job documentation, poor equipment, lack of motivation, and poor absorbance power of the employees or other organizational issues. Conducting training without repairing faulty equipment, for example, will not solve the problem; it will only exhaust resources. Needs assessment determines whether training, alone, will solve the problem. Job and task analysis is a systematic method of listing all the tasks necessary to competently do a specific job. These tasks represent the foundation on which we construct performance-based training objectives, course content, and evaluation instruments. Simply put, the job analysis provides a detailed "picture" of the job to be trained. The job analysis can also provide information about entry-level skills and possible prerequisites for training. Person analysis identifies characteristics that affect trainee learning. The analysis includes information about trainees' educational background, previous training experiences, relevant work experiences, and motivation for training. This information helps designers customize training for the intended audience. The analysis phase also identifies training requirements and training outcomes. Training requirements are the knowledge and skills that must be taught during training. Training outcomes are the tasks that trainees must demonstrate to ensure competent performance back on the job.

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2. Design and development: An instructional objective specifies a measurable level of a behavior for a trainee after training, including the conditions and standards for the performance. Since objectives form the framework for the training structure, the sequence of objectives is a very important part of lesson design. Objectives may be arranged in the order that tasks will be performed on the job, by their ease of performance, by order of the complexity of the task, or according to other appropriate strategies. The development phase translates design decisions into training materials. This is where the real work of course development is done. Course materials include anything the instructor will need to present the lesson, including workbooks, handouts, visual aids, demonstration props, media equipment, and administrative materials. Course materials for the trainee are materials that support and supplement lessons. These may include handouts that provide a summary of the presentation, replace or facilitate note taking, and provide references or job assistance back in the workplace. Testing and evaluating trainees' skills is a familiar part of learning and Instructional Systems Design. Often trainees are evaluated with cognitive or performance-based tests. Any form selected must test the trainees' mastery of lesson objectives. The development phase produces a standardized, documented approach to training delivery. Also it determines training centre, how to train when to train to the employees. This outcome assures that a trained, qualified instructor can deliver this training confident that training goals and objectives will be met.

3. Deliver: Delivery or execution of the training is next phase. The trainer must employ adult learning principles throughout the presentation. Using effective verbal and nonverbal techniques, the trainer must engage the trainees and demonstrate the appropriate skills necessary to achieve instructional objectives. He or she then must permit the trainees to practice their new skills, evaluate trainees' learning, and provide the trainees with feedback and an opportunity for remediation. The desired outcome of implementation is a roster of educated, skilled trainees.

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4. Evaluate: The purpose of evaluation is to ensure that training-under-development stays on track, safeguarding achievement of training goals. Decisions about revisions for future course iterations can be made after evaluating the strengths and weaknesses in a completed training program. Finally, evaluation ensures that training improves performance back on the job. If the training under development does not satisfactorily proceed through a particular ISD phase, checking it against specifications from an earlier phase may identify the problem. If a problem is identified, the training product must be corrected in the deficiency phase. Training developed with the ISD model depends upon systematic movement through all four phases at least once or more than once, if revision is necessary. The evaluation phase tells us if training was successful, how successful it was, and where to correct the problems. Evaluation is the ISD phase that ties all other phases together through feedback. The outcome of one phase becomes input for the next. Feedback ensures that the transition of training through the phases stays on course.

2.4.1.1: The Needs Assessment Phase:

Successful training begins with a through needs assessment to determine which employees need to be trained and what they need to be trained to do. AllisionRossett and Josesph W. Arwady state that The question is not whether you will solicit this kind of information through needs assessment. Its how much of you it will do and using which tools. The culmination of the

assessment phase is a set of objectives specifying the purpose of the training and the competencies required in trainees after the complete the program. In short The Needs Assessment Phase Determines For example, In an organization there are many employee and work in many sections such as finance, marketing, operation etc. Each department task is different. Thats why HR Manager should identify right person for training to achieve company specific goal. Otherwise it may become ineffective and a waste of money. who needs to be trained What they needs to be trained to do.

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Needs assessment takes time and money. Unfortunately, a great many organizations undertake training without this necessarily preliminary investment. Often there is a little effort to predict future training needs or to determine if perceived needs and problems really exists and can be addressed properly by training Not infrequently an organization undertakes training as a kneejerk reaction to a perceived problem or as a response to a popular fad in training programs. Training under take without a careful analysis of whether it is needed is likely to be ineffective and waste of money. Inappropriate training also can sour the attitudes of trainees toward all organizationally sponsored training and reduce their motivation to attend future and perhaps more useful programs.

Purposes and Method of Needs Assessment

An organization can use many methods of gathering information and several sources of information for needs assessment. The choice of method and sources depends partly on the purpose of the training. If the purpose is to improve employees performance in their present job, then clearly the trainer must begin by looking at present performance and identifying performances deficiencies or areas where there seems to be room for improvement compared to desire levels. Source of information on performance deficiencies include supervisors and clients complaints, performance appraisal data, objective measures of output or quality and even performance test given to determine the current knowledge and skill level of employees. In addition, HRD specialists might collect critical incidents of poor job performance and look at accident reports to locate possible skill or knowledge problems. Individual or groups interviews with superiors incumbents or even clients are another means of gathering information on performance discrepancies and perceived training needs. Group techniques are especially helpful for anticipating future training needs, for prioritizing training demands or ambiguous situations. A group executives for instance might work together to predict and prioritize the new skills that will be needed by top managers I the organization over the next decade. When a large number of potential trainee are involved or when they are geographically dispersed a sub sample may be selected for needs assessment inter views or a questionnaire on needs
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assessment may be developed for wider distribution. Typically existing will be scrutinized and some interview will be held prior to designing the questionnaire. An important advantage of method that involves large numbers of superiors and potential trainees in the assessment phase is that such early participation may enhance acceptance and commitment to the eventual training product. If training is being planned for current employees destined for promotion or transfer needs assessment is more complex. The training specialists must measure the demand of the future job and then attempt to assess the ability of the employees to meet those demands. Because the employees being assess do not do not hold the future job their current level of performance may or may not indicate the ability to do the future job. Therefore the training specialists may have to use special techniques that assess the employees level of skill knowledge relative to the demand the future job. Such technique includes assessments centre and test or supervisory rating of relative abilities. Organization that have that have developed applied competency models to their managerial are findings that measuring the developmental needs of managers against the requirements of future jobs has become easier and more systematic. When training is being designed for new hires, the methods used must be slightly different. Training is designed on the basis of a careful analysis of job content and the assumed characteristics of the trainees. If the trainees are not yet hired, it is difficult to assess their current level of knowledge. Thus the training specialist must coordinate closely with the staffing manager as the latter sets hiring criteria and evaluates candidates.

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A chart of Methods and sources of information for needs assessment which describes how an organization collects data from an employee for the purpose of training to achieve companys goal.

Methods And Sources Of Information For Needs Assessment

Written Tests

Client

Three Level Of Needs Assessment: Regardless of the specific methods used to evaluate needs, any through assessment effort must address three key areas: They are 1. Organizational analysis 2. Job and task analysis 3. Individual analysis

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Organizational Analysis: Organization analysis defines genuine business needs. What training will support the organizations strategy? Example: Internal growth strategy (growth from new products or new markets) would be supported by training in: Creative thinking New product development Understanding & evaluating potential new markets Technical competence in jobs

Example: What are the training needs for other strategies? Low-cost leadership, focused (niche) concentration, external growth (mergers & acquisitions), downsizing & divesting What training will support the organizations culture, goals, & priorities? Some organizations emphasize training more than others Learning organization: use training linked to strategic goals as a source of competitive advantage Features: Learning culture, valuing employees, flexibility & experimentation, continuous learning, critical thinking, knowledge generation & sharing Whats your training budget? Use benchmarks of organizational health & success to identify training needs General examples: Headcount Productivity Costs Quality Specific examples for an airline: On-time rates

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Lost baggage rates Employee injury rates

If training is to be provided to a large number of employees throughout the organization, the organization analysis may ask which units should receive the training first. The answer may be the units that need it most. Alternatively, one may decide to begin with one units known to be especially receptive to training to develop a record of success and a positive image for the training the program before extending it o other units in the organization. When a culture or value is the aim of the training, it is often a good idea to train from the top down so that each group of trainees is managed by individuals who have already learned about and accepted the change. Quite often, the higher level managers who were trained first become the trainers as the change is escaded down the organization. The organizational future plans must be considered. For instance training specialists would not want to plan a massive training effort for a product or process that top management plans to discontinue in a year or two. Finally the availability of trainers facilities and financial resources and priorities of competing training programs must be considered as part of the organization analysis.

Job and Task Analysis: Job and task analysis mean to understand exactly what employees need to know. The duties and responsibilities of the job together with the knowledge, skills, and abilities needed to perform them are the focus of the second stage of needs analysis. Several approaches for analyzing jobs are available. Although any of these methods could be used as input into training needs assessment, the task inventory and critical incident method especially helpful. Task inventories can pinpoint specific tasks performed on the job and the critical incidents methods helps identify tasks that are not being performed correctly. Examine the job descriptions: What tasks & duties are performed by each job?
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For each task: Do new hires already know how to perform the task or will they have to be trained? (Helps to identify training needs) What are the consequences of performing the task incorrectly? (Helps to set training priorities) Can the task be learned on the job, or should it be taught off the job? (Helps to identify training methods)

Once the preceding methods have identified the duties or tasks for which training may be needed, the next step is to be developing a detailed analysis of each task. The purpose of this step is to verify the task is important and should be the object of training and to developed in depth information about the task knowledge and procedures that should be taught. The trainer will need to experts such as superiors and high performing employees to generate task analysis information. Some of the questions to ask the experts are shown in below figure How hard the task is? Can it be learned on the job or it should be taught off the job? How important is that incumbent be able to do this task from the very fast day on the job? What knowledge skill, information, equipment, materials and aids are needed to so this task? What signals the need to perform this task? Exactly what are the steps in performing this task? How can the incumbent tell if the task has been performed correctly?

Written document such as equipment instruction manuals and procedures manuals are another source of detailed task information.

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Individual Analysis: The final level analysis looks at the individual to be trained. The individual analysis attempts to determine which employees should receive training and what their current level of skills and knowledge are. The trainer may single out individual on the basis of their past performance or select an entire work group or all incumbents with a specific job title. Then the trainer assesses, or at least estimates, the skill and knowledge levels of the choose trainees so that the training is neither too simple nor too complex. Individual Analysis- What is the training needs of each individual employee in organization? Examine each employees performance appraisal Do certain employees, or groups of employees, have job performance that might be improved by training that is cost-effective? Attention must focuses on prerequisite basic as well as on existing job related skill and knowledge. For instance one company conducted a training program on statistical quality control for a number of its employees. Later the company that the employees are unable to use the techniques they had been taught. Careful investigation revealed that many employees are unable to understand basic of mathematics but had been too embarrassed to make this known during the training. If a better individual analysis had been conducted before the quality program was imitated the trainer could have include basic math at the start of the course and the employees would have been better prepared to benefit from the training. If individual analyses indicate a wide range of trainee skills and knowledge trainers may wish to group employees into remedial and advanced groups. Alternatively trainers could choose a training method that allows for self paced learning or individualized instruction. Whenever possible this kind of variance should be recognize and planned for before the training begins so that all trainees can have an appropriate and satisfying learning experience. the

Identifying Training Objectives:

The final step in the assessment phase is to translate the needs identified by the organizational, task and individual analysis into measurable objectives that can guide the training effort. Training can be evaluated at four levels: reaction to the training, learning measured at the end of
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training. Change in on the job behavior, and bottom line performance or financial results. Analogously, objectives can be written for each of this level. For instance reaction refers to how the trainees felt about the training weather it was interesting and satisfying. A reaction objective might be to have an average rating of 4 on a 5 point scale of trainee satisfaction. At the opposite end of the evaluation continuum, a results level objective might be to reduce by 20 present the total number of products that fail inspection. Reaction and results objectives are not very useful for specifying exactly what must go on the training program or what individual trainees must muster. Behavioral objectives specify these critical requirements-that is, what the trainee will learn and how that learning will be demonstrated after training. A behavioral objective states what the person will be able to do under what conditions and how well the persons will be able to do it. The following examples are inadequate behavioral objectives: Be able to perform as a project supervisor after training. Develop an appreciation of statistical quality control techniques.

These objectives fail to specify what behaviors the trainee will display at the end of the training or when the individual is back on the job. They also do not specify how well or under what conditions the training will be able to perform and so are not helpful in designing the training program. On the other hand, the following examples meet all the requirements for good behavioral objectives: Within one minute, point to the seven emergency exits on a booing 747 air line. Within five minutes, strip a bed and remarked with clean sheets to hotel standards (hospital corner tucked in tautly all around, top sheet folded over blanket, spread centered and one inch above floor all around) With these behavioral objectives in hand, the training specialist can begin to design the training and simultaneously to plan the evaluation phase of the training cycle.

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2.4.1.2: THE DESIGN AND DEVELOPMENT PHASE:

Preconditions for learning: For training to be most successful, two preconditions for learningreadiness and motivation should be cultivated. Trainee readiness means that trainees possess the background skills and knowledge necessary to learn the material that will be presented to them. For instance, knowing basic math is a prerequisite for learning statistical quality control techniques. Some top U.S. business school feels that several years of work experience constitute a prerequisite e that enhance readiness to learning M B.A. programs. The other precondition for learning is trainee motivation. Trainees learn best if they see a need for the new skills and understand how successful training will benefit them .There are several ways to increase trainee motivation. Two additional ways to increase motivation are goal setting and self efficacy enhancement .A number of studies has shown that when individuals set specific goals for themselves, they perform well than when they have no goals or vague goals. For a long training program, trainees should have a clear picture of their final desired goals bit should also set intermediate goals, allowing them to get a feeling of success and progress as they increase their mastery of different components of the training programs. Self efficiency expectations are simply a belief that one will be able to perform those tasks successfully; these beliefs are a strong determinant of persistence and eventual success in learning difficult tasks. Thus it has been suggested that trainers attempts to increase the efficacy expectations of trainees by (1) persuasion-telling the trainees that they can do it, that there is a high rate of success in the program (2) modelingshowing the trainees (in persons or on videotape)others like themselves who have succeeded in training ;or(3) enactive mastery-causing the trainees to experience success in the early stages of the training .Mastery is the most potent method for l increasing efficacy expectation and trainers should have structure early success opportunities into the training program and provide positive feedback on initial performance improvements. In addition to the two preconditions for learning trainee readiness and motivation several other learning principles must be considered in the design of a training program. These learning principles involve the following:

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Conditions of practice Knowledge of results Overcoming interference Transfer of training Adult learning principles

Conditions of practice:
Actively practicing the skills or task is essential for efficient learning and mastery. Lack of opportunity for active, hands- on practice is a critical downfall of many training programs, especially those conducted in a class room setting. The training designer must always ask how much practice is enough? And be sure to include at least enough to move trainees to the performance level specified in the behavioral objectives. Sometimes, however, practicing even more is desirable. Over learning is practicing far beyond the point at which the trainee has mastered and performed the task correctly several times. Over learning is particularly useful for critical tasks that are performed infrequently or under stress, such as cardiopulmonary resuscitation (CPR) or airline activities during a flight emergency. Over learning should be used when the trainee is learning a task in which the first reaction must be absolutely correct. Over learning is important for several reasons.

It increase retain over time It makes the behavior more automatic It increases the quality It increases the quality of performance under stress It helps trainees transfer what they have learned to the job setting.

Another aspect of practices deciding whether to have the whole task taught and practiced as one unit or to break down the task into separately learned and practiced parts .if the tasks is simple, it can be learned and practiced as a whole .If the task is complex it probably should be broken down into component parts that can be taught and practiced as separate elements. Another condition of practice that the trainer must consider is whether the practice should be distributed or massed. Cramming the night before an examination is an example of massed practiced
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.Research has shown that when information must remembered over a long period of time, distributed practice is generally better than mass practice. Classroom training nibs often massed, as trainees are trained for hours or days on end after being brought into the training center.

KNOWLEDGE OF RESULTS:
For effective learning to take place, trainees need to receive feedback, or knowledge of results, on how they are performing. Feed back is critical for both learning and motivation .If feedback is not provided trainees may learn the technique incorrectly or loss the motivation they learn because feedback makes the learning process more interesting for trainees, it maximizes trainees willingness to learn. Feedback is also necessary if goals for maintaining or improving performance have been set. The trainer should plan to give plenty of feedback and encouragement early in the training program. At first, the trainer should praise any improvement at all. Gradually, as trainees skills increase, the trainer should raise the performance level required to receive positive feedback. Later in the program the trainer should teach trainees how to evaluate their performance and trainees should move toward reliance on self generated feedback rather than feedback from others. This increases the likelihood that trainees will be able to continue to perform correctly when back on the job.

TRANSFER OF TRAINING: If learning that has occurred in the training session not transferred to the job, the training program has been a waste of company resources. Many training programs have been criticized for their lack of impact trainees actual behavior on the job. Traditional learning theory recommends a number of ways to maximize transfer of training. Dealing mainly with training content and methods, these recommendations include maximizing the similarity between training and word settings, teaching the principles that underlie the practice being taught, building in time for over learning, using a Varity of job related examples some that trainees can see how to apply the skill in a wide range of situation , and making sure that that material really is relevant to trains on the job needs .In addition to these guidelines for
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training content and methods , organizations can follow a variety of other procedures to enhance transfer. Some of these occur during training, whereas others have to do with the pre-and posttraining environment. During training, the trainer should work on building trainee self-efficacy because it has been shown that self-efficacy at the end of training predicts the extent to which trainee attempt to use their new skills when back on the job. In addition, as trainees learn skills, the trainer should ask them to develop an action plan. After the training, trainees should be encouraged to assess themselves against these personal goals on a regular basis. A model bored from addiction research has been adapted to facilitate transfer of training back to the job. Called the relapse- prevention model, its goal is to help trainees avoid relapsing into their old behavior patterns. This model suggests that training time should be devoted both to anticipating situations that could cause relapse and to planning strategies for dealing with these situations in advance. For instance, if managers who have just been thought to use a participative leadership style expect a relapse to the old autocratic style when working under a tight deadline they can plan how to avoid the relapse. Back on the job, a number of factors can affect transfer. One important factor is the opportunity to perform trained tasks. If one is taught how to use a new computer program but does not have on-the-job access to the program for several months after the training, clearly some benefits of the training will be lost. One study of air-force jet mechanics found that, on average, trainees had performed only about half the trained tasks in the four months following training. Some had performed only four of thirty four trained tasks during this period. Another key factor is the extant of support for the new behavior in the work place. If superiors and peers do not accept or reward new behaviors by trainees, the new behaviors will be given up quickly or may not be tried at all. If superiors do not themselves receive the training, they should be briefed on what their subordinates are learning and how they can support use of the new skills. To facilitate transfer, trainees should be counseled both before and after the training by their immediate superior and receive encouragement to follow through with what they have learned.

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Whenever possible, groups or teams that will be working together should be trained together so that they can learn both the training content and how to apply it in the unique mix of personalities and abilities found in their own team. Training intact groups should also facilitate the development of group norms that support the new behaviors. If a training program is held in several sessions over the course of weeks or months, trainees can be given homework assignment that require them to apply what they are learning to an actual work problem and report back at the next session. Some training programs are structured to include an initial classroom component, followed by an on-the-job application project, and then a presentation of project results to the rest of the class and to higher ups.(when applied to training managers, this is called action learning ,which is discussed in more detail later) .This sequence ensures serious efforts to learn and apply the new skills to solving real world problems. Another method of enhancing transfer is to provide reminders or job aids to cue and to support performance. If employees have been taught time management techniques , a cue might be a screen message to each computer user first thing in the morning asking .Have you made your to do list today? Trainers should plan as carefully for transfer of trainers as they do for the normal portion of the training. They key concept is embedding .Recent research clearly shows that training programs are more effective when they are thoroughly embedded in the work setting. Programs must address genuine business needs ;be consistent with the organizations culture and values; be understood sold to, and supported by trainees superiors beforehand ;be integrated with career planning systems; and be reinforced by peers, superiors, opportunities and reward systems afterward.

Training Methods: With training objectives defined and learning principles in mind, the trainer must choose appropriate training methods and design the sequence of events in the training program. Several training methods are there. They are: 1) On-the-Job Training i) Job instruction training ii) Cross-training
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iii) Communities of practice 2) Apprenticeship Training 3) Off-the-Job Training The training methods are described below: 1. On-the-Job Training: Formal on-the-job training is conducted at the work site and in the context of the actual job. The vast majority of all industrial training is conducted on the job, often by the trainees immediate superior or a nominated peer trainer. Example: Many call centers like The City Bank Limited uses on the job training for the new employees. So that they can learn how the job is done by their superiors. Job instruction training:

It is a procedure developed to train new defense plant workers during World War . This is a proven and systematic way to teach a new task. Job Instruction training Procedure: How to get ready to instruct: a) Have a timetable. --How much skill you expect and when. b) Break down the job. --List the important steps. --pick out the key points. c) Have everything ready. --The right equipment, materials and supplies. d) Have the workplace properly arranged. --As one would expect the worker to maintain it. How to Instruct: Step1. Prepare the worker i) Put the worker at ease ii) Find out what he or she knows
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iii) Arouse interest iv) Place the worker correctly Step2. Present the operation a) Tell b) Show c) Explain d) Demonstrate Step3. Try out performance a) Have the worker perform the operation b) Have the worker explain the key points c) Correct errors d) Reinstruct as needed Step4. Follow-up a) Put the worker on his or her own b) Encourage questioning c) Check frequently d) Taper off assistance

Cross Training:

In this system workers first learn their own jobs and then learn one or more of the other jobs performed by members of their team. This provides more interesting work variety, allows more flexibility in getting work done when team members are absent, and enables workers to better understand the entire work process all of which are beneficial for continuous improvement and quality efforts. The majority of such cross training is accomplished on the job using peer coaching and prepared self-paced learning materials (manuals, audiotapes, self-tests etc)

Communities of practice:

Leading organizations are intentionally facilitating communities of practice, sets of individuals who share information and develop skills and solutions through informal interaction and communication.
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Example: Caterpillars Knowledge Network supports more than 2,300 communities of practice involving employees, dealers and suppliers. One of the communities concentrates on bolted joints and fasteners. Individual with questions related to this topic can post questions and very quickly receive helpful input from other community members.

Advantages of On-the-Job Training: Because the training setting is also the performance setting, the transfer of training to the job is maximized. The cost of a separate training facility and a full time trainer are avoided or reduced. Onthe-job training is often cost-effective for a business because no outside teachers or programs are needed, and the training is typically conducted as part of the actual work shifts. There is no need for the new worker to travel for the training, which could require paying for transportation. No extra equipment is needed either, as the new worker learns by using the tools that he or she will be using for the job. Trainee motivation remains high because it is obvious to trainees that what they are learning is relevant to the job. Trainees generally find on-the-job training more valuable than classroom training. By training in the workplace, a new employee also has the chance to get to know the people and the environment earlier. He or she often gets a chance to interact closely with new co-workers and get practical advice about doing the job. Many times, the person who will be doing the training and evaluation is the new worker's supervisor or manager, so this also establishes job expectations from the very beginning. The feedback during onthe-job training is also immediate, so the new employee may experience faster growth in the job than he would in other types of training situations.

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Disadvantages of On-the-Job Training: On the job training is informal and ad-hoc by its very nature. It is unlikely that one company will have the resources to have a colleague sitting with the trainee for the first three months in a job, and so one will frequently find that the person training him is busy with their own responsibilities and duties. As the colleague is busy so he will be unavailable whenever you need to ask a serious question, and the trainee will be forced to use his own best judgment to solve a problem that has raised. He may or may not make the right decision, but this can be very nerve-wracking for a person still proving themselves in a new working environment. Another problem with on the job training is that it covers procedures and problems as they arise in the normal course of the working week. This does not take proper account of the fact that not all potential procedures and problems will arise in the first few weeks where the trainees are under close supervision and receiving close on the job training support. Some elements of the job may occur only rarely, end of year financial procedures perhaps, or budget application rounds. Suddenly asking for help with an unfamiliar task is a humiliating prospect for an employee who has been with a company for 11 months but who received inadequate on the job training. Finally, structured induction training teaches a new employee the accepted procedures for best practice of the company. On the job training will more normally take in the shortcuts and lazy habits that everyone tends to fall into during their working lives. A new employee potentially has years to learn all the bad habits and shortcuts themselves, without them being enshrined in the course of their training! Like when one learned to drive, they need to learn the correct and proper way of doing the job, so that they can break all the rules with greater confidence later on, in the workplace equivalent of crossing their hands on the steering wheel.

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 Without a structured lesson guide, OJT trainers often forget to cover important information. What is learned is likely to be based on what happened that day rather than on what a new employee needs to know to be safe and productive.

2. Apprenticeship Training:

It is a combination of on and off-the-job training. The Department of Labor regulates apprenticeship programs and management and unions often jointly sponsor apprenticeship training. Apprenticeship programs require a minimum of 144 hours of classroom instructions each year, together with on-the-job experience working with a skilled worker. These programs can last from two to five years, depending on the complexity of the skill being taught. Skilled trades usually learned through apprenticeship training include bricklaying, sheet metal, and carpentry, plumbing and electrical.

Advantages of Apprenticeship Training:

It combines theory and practice. Trainee acquires skills valuable in job market. Apprenticeship program provides skilled workforce to industry

Disadvantages of Apprenticeship Training:

It is time consuming and expensive. Many persons leave training program midway as training period ranges from one year to five years.

Low starting wage

3. Off-the-Job Training: It is conducted in a location specifically designated for training. It may be near the workplace or away from work at a special training centre, resort or laboratory. Action planning, behavior-modeling training etc are some Off-the-Job Training methods.
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Advantages of Off-the-Job Training: Conducting the training away from the workplace minimizes distractions and allows trainees to devote their full attention to the material being taught.

Disadvantages of Off-the-Job Training: It may not provide as much transfer of training to the actual job as do on-the-job programs.

Selecting a Training Method: Blended learning: The mixture of E-learning and live instructions are called blended learning. Advantages of Blended learning: Organizations can save money on trainers and training days Organization can offer and encourage much more accessible ways of learning.

Disadvantages of Blended learning: Organization must ensure that they are using the right people to design and deliver blended learning programs. Learners may still need the face to face contact to understand better.

E-learning:

E-learning method includes training delivered by CD-ROM, intranet or Internet etc.

E-learning refers to using electronic applications and processes to learn. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. E-learning applications and processes include web-based learning, computer-based learning, virtual classrooms and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape,
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satellite TV, and CD-ROM. Information provided may vary from a single needed fact or produce, to a module on a narrow topic, to a broader training course, to a full university degree. Most firms using e-learning to a significant extent have invested in a learning management system. These systems provide a single log-on point for all learning opportunities offered through the company, as well as functioning as a human resource development information system. In the latter capacity, they manage course registration and scheduling, generate repots of training activities and track employee completions of both e-learning and traditional training activities throughout the organization.

Many e-learning resources are entirely self-paced, allowing employees to initiate and pursue training when they need it and when they have time. However, some e-learning courses have set start and end dates and interactivity with an instructor and sometimes classmates. In synchronous e-learning programs, all participants must log on to discussion groups or attend broadcasts in a virtual classmate at the same time. In asynchronous e-learning programs, students work in their own time but may interact with the instructor or other students by e-mail, discussion groups, or blackboard programs throughout the duration of the course. There are many advantages to e-learning in terms of logistics, cost and efficiency of learning. It has been suggested that e-learning is ideal for work forces with high university in age learning spend and skill which could cause difficulty in a traditional classroom. There is some evidence that training time is reduced with e-learning, as more knowledgeable trainees can skip sections they know and progress more quickly than they could in a classroom. E-learning allows many employees to be trained in a short period of time, and learning management systems can easily track whether required training has been completed. KPMG has gone from 90 percent classroom to 70 percent electronic training in the past few years. The company says that classroom training is too expensive and too slow to keep their people worldwide up to date on the latest things they need to know. The Internal Revenue and the Department of Defenses Acquisitions, Technology and logistics group are also making serious investments in e-learning. See the Partnerships for strategic Success box for another example of the benefits of a correctly targeted and implemented e-learning approach.

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However, there are disadvantages to e-learning. The start-up costs for equipment can be high. Standards are evolving, but it is still common to experience compatibility problems between learning management systems, off-the-shelf courses from various vendors, and programs on individual users computers. Custom-designed courses are expensive and time consuming to develop. Some commercially available e-learning programs are very good, but others are little more than text on a screen. When employees are more offered the opportunity to take commercial or university-based courses online, there are also problems with quality of instruction, choosing among the many programs on their own time, without the compensation that may be legally due to them.

Will e-learning eventually replace classroom training? The demise of the traditional training room has been predicted (wrongly) since the first primitive teaching machine was developed half a century ago. However, it finally seems likely that a significant share of routine training will come to be delivered electronically, and face to face training will be used more selectively as the situation warrants. As mentioned previously, e-learning is often used as a complement to face to face training rather than as a complete replacement for it. For instance, cardiopulmonary resuscitation might best be thought in an e-learning theory session concluding with a test on the content, followed by classroom practice on resuscitation dummies. Such blended learning experiences can be very effective when both knowledge and skill need to be learned.

Advantages of E-learning: Training can be conducted at remote or international sites Training is available on demand, when needed or when the work schedule permits Costs for trainers and travel are very limited.

Disadvantages of E-learning: The start-up cost for equipment can be high. Not all E-learning programs are good.

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Management Development:

Most management development does not involve outside classes. Management development is the overall concept that describes the many ways that organizations help employees develop their personal and organizational skills, either as managers in a management job or with an eventual management job in mind. Building the skills of managers through management development options is critical to the effective functioning of your organization. This is because of the power of a manager to impact the organization through his or her oversight of the work of other employees. In fact, the managers in your workplace are the single most important factor in employee engagement, employee motivation, and building a productive workplace. Managers are the key to employee retention and the main reason employees leave their current employer. So, the need for management development is significant and can provide a significant payback. Managerial work is important, complex and challenging. Many organizations provide regular management training. Training for executives, managers and supervisors accounts for the lions share of training dollars spent, despite the fact that there are many more no managerial employees than managers. The results of all this training, however, are not always clear because management development programs are seldom evaluated rigorously. A comprehensive review of the evaluations that have been done concluded that many types of management development programs do have a beneficial impact on job behavior. Among these programs, those that provide carefully designed training linked through a needs assessment should be more effective than faddish programs purchased from vendors of canned, one-size-fits- all management development packages. As a middle manager in higher education, you face a distinctive set of leadership challenges. You are responsible for leading your administrative units, crafting strategy, motivating staff and allocating financial resources, but are also expected to enact the vision of senior leadership and mobilize support for broader institutional goals. To be successful, you must be able to effectively manage both up and down the organizational hierarchy.

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Through real-world case studies, small group discussions and interactive presentations, MDP teaches you to think beyond your own discipline and lead in ways that support larger institutional objectives. You will gain a deeper understanding of how different units function and will be able to incorporate broader strategic considerations into your management decisions. MDP provides the tools and insight to think more strategically, balance the competing demands of colleagues and spend more time providing forward-thinking leadership. Managers learn their craft in a number of ways. Most say that they have learned the greatest amount not through studying for university degrees or from company sponsored management training, but from actually doing the job and interacting with others in the work environment. Managers say that the most intense learning occurs from job assignments that are very difficult and challenging, such as building a new start-up operation or turning around a failing operation; from assignments that represent a major change or increase in responsibility; such as moving from a staff to a line position, moving to a different functional area, or moving to a job with greatly increased responsibilities for people, dollars, or units; and from hardships, such as a personal or business failure or dealing with very difficult individuals. Thus a complete program of management development should include a job assignment and succession system that continuously presents new challenges. Figure: How managers learn

University learning

Work Role

Managerial Learning

Formal Training and Development

Work Relationship
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Higher level managers and executives usually have basic managerial skills already and need a qualitatively different type of development. MBA or similar programs that focus on teaching functional skills such as accounting and marketing have been on the decline for the fast fifteen years. In their place are customized in house programs that are closely tied to important business needs, including managing change and strategic leadership. Many of the largest and most successful organizations have what amounts to their own university, such as BRACs highly regarded BRAC University in Dhaka. Formal training of supervisors and junior managers is often done by in-house trainers or by training consultants. These employees may need basic skills in planning, leading, organizing and controlling. Methods such as lectures, behavior modeling training, case studies, behavioral simulations, experimental exercises, and role plays are commonly used. Mentoring is also important to new managers. Some mentorship relations develop informally; other companies assign more senior managers to coach one or more junior managers on their job performance and advise them on career plans.

A relationship with a colleague, boss or employee to have a good working relationship if people have a good working relationship, they are on good terms, and can work effectively together If you have a good working relationship, speak to him directly to have a good working relationship with somebody if you have a good working relationship with somebody, you are on good terms with them and can work effectively with them I have a good working relationship with my boss.

We have observed seven interdependent characteristics of work relationships in successful practices. This are Trust: This is the foundation for any successful collaboration. People in trusting relationships seek input from one another (and actually use it), and they allow one another to do their jobs without unnecessary oversight. Examples of trust include physicians allowing staff to use standing orders for services such as flu shots and practice

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managers making decisions based on input from staff. Individuals who trust one another can also openly discuss successes and failures to learn from them.

Diversity: Diversity can be defined as differences in the way people view the world. Whether it stems from differences in age, race, gender, education or experience, some diversity of thought will occur in any work setting. Successful practices do not merely tolerate diversity of opinions but encourage it. Diversity broadens the number of potential solutions and enables people in the practice to learn from one another.

Mindfulness: In Mindful relationships, people are open to new ideas. A Mindful practice avoids operating on autopilot, encourages everyone to express their ideas without fear of ridicule, criticism or punishment, and looks for ways to continually learn and improve.

Interrelatedness: This occurs when people are sensitive to the task at hand and understand how their work affects one another. In addition, they are continually aware of how each person contributes to the goals of the practice and the larger community. Practices that demonstrate this characteristic are better able to deal with unexpected events.

Respect: Respectful interactions are considerate, honest and tactful. People who respect one another value each others opinions and willingly change their minds in response to what others say. Respect is especially important in challenging situations, as it can help individuals focus on problem solving.

Varied interaction: Relationships in practices can be described as social or task related. Social relationships are personal and often based on activities that exist outside of work; task-related relationships are focused on professional issues. Practices should not view social and task-related relationships as mutually exclusive. In successful practices, a mixture of social and task-related relationships is required, and practices should encourage both.

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Effective communication: Communication between individuals can be described as rich or lean. Rich channels, such as face-to-face interaction or telephone conversations, are preferred for messages with potentially unclear meanings or emotional content. Lean channels, such as e-mails or memos, are preferred for more routine messages. In successful practices, individuals understand that both rich and lean communication channels are necessary, and they know when to use each strategy.

Development through job experiences- that is learning, growing and understanding personal change as a result of the roles, responsibilities and tasks they encounter in their jobs- has emerged as an important field of inquiry with a developed body of literature. Although on the job experiences have always been a powerful source of learning for managers. Some special projects also help the managers to learn many things. They involve in different activities in different locations with different colleagues on different concepts. All these things help a manager to develop his/her skills and knowledge. Job rotation is another important way for the managers to learn new things and develop themselves.

Learning is very important for the managers of all levels of any organization. Because it will help a manager to take proper decision on time and ensure the success of the organization. Managerial learning can be through four processes and these are university learning, formal training and development, work relationships and work roles. So managerial learning is the overall concept that describes the many ways that organizations help managers to develop their personal and organizational skills, either as managers in a management job or with an eventual management job in mind.

New Employee Orientation:

One of the common types of training is new employee orientation. All employees whether managerial or non managerial should be provide with a systematic orientation when they first join an organization.

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A new employee orientation program is designed to help familiarize new hires with the way the company operates and the people they will be working with. During the new employee orientation, the company human resources department has several important tasks it is trying to complete with new employees. New comers would be able to learn about Their Supervisors and co-workers Demand of their job. Company rules and procedures. Organizations culture and assumptions

New employee orientation is not a one-day process; it can take from 30 days to 6 months or more, if done properly. A successful orientation program accelerates learning and decreases employee turnover, while increasing employee satisfaction and performance. Good orientation program helps to Introduce employee to the work environment Gain feeling of belonging Create a positive impression Prevent uncomfortable feelings of isolation and frustration Make new employees feel part of the company and the team Build Loyalty Get up to speed quickly Reduce early turnover Convey the exact image of the organization to the clients.

Formal orientation training can also be given for better orientation.

Results of Positive, Effective Orientation Excited employee, who quickly becomes well adjusted to the organizational culture. Employee who understands the University goals and how he/she fits into them.
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More productive employee. Employees have positive impression.

Steps of employee orientation:

Cover the basics

Ensure employee settlement

New Employee orientation

Cover job specific details

Cover the Basics: Provide the employee with necessary information regarding housekeeping matters, but do not overwhelm or bore the employee with mundane presentations and/or videos. Present the vital information in an organized and succinct format, and ensure the employee has adequate time to review necessary forms and policies. Most of this information can be provided by the human resources office, and ideally through automated software. The following are examples of some items that will need to be addressed: Important policies and general procedures. Information about normal work hours, compensation and benefits. Completion of required benefits and payroll documentation. Location of required employment posters. Safety and accident prevention. Building access issues. Parking arrangements. Employee Referral Program (ERP) information.

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 Cover Job-Specific Details: Provide the new employee with job-specific information such as: Function and mission statement of the organization, and how the employee fits in. The vision, values and goals of the organization. Job responsibilities, expectations and duties detailed in a Standard Operations Procedures (SOP) Guide. Job-specific policies, procedures, rules and regulations. Career development opportunities, such as available professional organization membership, training, tuition reimbursement, and career progression. Ensure employee settlement: after an employee is settled then: Set up a schedule of follow-up meetings with the employee to discuss his or her progress and to request feedback regarding issues such as: o His or her impression of the organization. o Value and evaluation of the orientation process. o Work rules and policies. o Equipment and/or supplies the employee may need. Assure the employee that his or her supervisor is always available should questions or concerns arise, and that his or her questions and concerns will be addressed. Assign the employee a mentor who is motivated in fulfilling the mission of the organization and who will create a positive environment and foster an optimistic attitude. Assign meaningful work to the employee.

Content of a two phase New Employee Orientation System: The two phases of the new employee orientation program is called because firstly it is administrated by Supervisor, then it is administrated by Trainer with Guest Appearances by company leaders.

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Administrated by the Supervisor: Supervisors should be trained to orient new employees and should use checklist to be sure that they cover all important points. Supervisors should train employees on the points below:

About the department

Relationship with other department. Mission and goals. Procedures. Workflow. Facilities. Schedule. Introduction with co workers.

About the job

Workstation. Duties. Goals and standerds. Tools and equipment. on the job training.

Human resourse Issue

Performance appraisal process. Promotion criteria. Salary increase schedule. Training plans.

Administrated by Trainers with Guest Appearances by company leaders:

About the organization

History Products Goals Organizational Structure Culture and ethical principal

Rules and Procedures

Employee handbook Workhours Vacation and leave Provision of Pay and benefits Discipline system complaint and suggestion system

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New employee orientation program can also be conducted through Live presentations Web based training One on one sessions with the manager

The managers or trainer should remember that every employee is different from one another. They should train them in a customized way considering every employee as a separate individual. Although core materials are relevant to all employees, one size fits for all approach to new employee orientation is probably not appropriate.

2.4.1.3: Deliver Training:

It is the second last step of the instructional systems design model. In this step planning goes for the execution. Here the execution relates with the training delivery. Planned training and orientation programs are delivered for the betterment of the employees as well as of the firms.

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2.4.1.4: The Evaluation Phase:

The last step in the instructional systems design model is to evaluate the delivered training that has been designed in the second step to meet the needs identified in the first step. Evaluation is the determination of the extent to which the training activities have met their goals. The basic approach to evaluation should be to determine the extent to which the training program has met the objectives identifies prior to the training. Planning for the evaluation should start at the same time that planning for the training program begins. If the goals of the programs are clearly stated as specific objectives, the appropriate evaluation method can be implemented at the same time as the program.

Evaluation Levels and purposes: Donald Kirkpatrick has developed the best known and widely used framework for the evaluation and training programs. Kirkpatricks four levels of evaluation are shown below:

Reaction

Results

Kirkpatrick's four levels of evaluation

Learning

Behavior

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Kirkpatricks four levels of evaluation are described as follows: Reaction: The very first level involves reaction measures or the participants feelings about the program. Reactions generally gathered by questionnaire during or right after the program. Most of the time the two aspects are assessed. They are: Whether the employees have enjoyed the training program or not. Whether they think the program will be useful to them or not.

Learning: The second level of evaluation has to do with learning. It measures the degree to which trainees were been tried to imparted the mastery in Concepts Information Skills For the measurement about the learning, administrator can take Written tests Performance tests Graded simulations Computerized tests. Measurement of learning is a must when the training is intended at certifying individual employees as proficient in a particular skill.

Behavior: on the job behavior is the third level of evaluation. The behavior measures asks Whether employees are doing things in differently on the job after training. Whether they are visibly using what they have been taught. The performance data can be collected from Superior Peer Client Subordinates.

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Results: the last step of evaluation involves the result measurement. At this level the impact of the training program on the work group or organization as a whole is assessed objectively. The appropriate objective measures to use depend on the content and objectives of the training. Measures of the results can be done through measuring Accidents Quality Productivity Turnover Morale Costs Profits Turnover Customer complaints Employee attitudes.

A thorough evaluation would comprise all four of these levels. However, for an inexpensive program offered only once to a small group of employees, a simple reaction questionnaire may provide all the evaluation needed.

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3.0: Conclusion:
For human resource development, it is needed to follow proper ways to convert the employees in an asset for every firm. HRD is broader than human resource management; it consists of several sub-systems such as training and development, employee appraisal, counseling, rewards and welfare, quality of work life, etc. are the areas within its scope. Development is concerned with encouraging employees to identify ways in which they want to improve their careers and other aspects of their working lives. Identifying training objectives have significant role on the organizational success. Because training directly affects the managers performance. If the managers of an organization are very skilled and experienced, they will be more effective in decision making. Management development is very important for the managers of an

organization. Management development program helps the managers to develop their personal and organizational skills, either as managers in a management job or with an eventual management job in mind that ensure the success of the organization.

______________________________________________________________________________

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Reference: Book: Human Resource Management by Cynthia D. Fisher, Lyle F. Schoenfeldt, James B. Shaw Website: http://books.google.com.bd/books?hl=en&lr=&id=l9UENMrMl2oC&oi=fnd&pg=PA83&dq =strategy+and+human+resource+development&ots=hdGVMLqyI5&sig=URmrWZ6UDIYF7x7dvWH5xs2Ucw&redir_esc=y#v=onepage&q=strategy%20and%20h uman%20resource%20development&f=false http://www.businessperform.com/workplace-training/addie_model.html http://www.omtexclasses.com/2011/08/scope-of-human-resource-development.html http://www.ssmrae.com/admin/images/da2fb6f1dc0eb6fbb9e887eb6613760b.pdf http://apps.who.int/medicinedocs/en/d/Js2283e/5.8.2.html http://alison.com/courses/Instructional-Systems-Design http://www.businessperform.com/workplace-training/addie_model.html http://www.au.af.mil/au/awc/awcgate/doe/isd/paper.htm http://humanresources.about.com/od/glossaryh/f/hr_development.htm

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