Chapter

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Chapter 907
Training and Development

1. Introduction

We are living in a global village. Globalization creates opportunities and threats as well. In
order to face the challenges of globalization, local companies must be competitive.
Productivity improvement is the only way addressing the challenges of globalization.
Productivity depends on knowledge and its proper application. Organizations need to invest
more on their people to make them knowledgeable and competent. There is an old saying
that knowledge is power. Knowledge is becoming a primary source of competitive
advantage. The competitive advantage of a firm depends on the knowledge and skills
possessed by the employees (Drucker, 1991). We are living in a knowledge- based society.
The modern economy is knowledge driven. The 21st Century workplace is a fast-paced
environment with new techniques, knowledge, and opportunities appearing and
disappearing at the speed of the internet. It is critical to keep employees updated and up-to-
speed on the latest developments in the field, and the only way to do that is by providing
training.

Every organization needs well-trained people to perform the activities that have to be done.
If current or potential job occupants can meet this requirement, training is not important. At
the time of recruitment employees possess a certain amount of knowledge and skill. As time
passes their knowledge becomes obsolete unless it is updated by proper training. Sometimes
employees become under qualified due to changing technology or the development of new
methods. When this is the case, it is necessary to raise the skill levels and increase the
versatility and adaptability of an employee. As jobs become more complex, the importance
of employee training has increased. Competent employees do not remain competent
forever. Skills deteriorate and can become obsolete. Skilled and knowledgeable people are
always short in supply. This is why; organizations spend billions of dollars each year on
formal training. Thus, employee education and training are becoming an optimal answer to
complex business challenges, and the management of human resource is taking a central
role in modern management. Intensified competition, technological change and the search
for improved productivity are motivating management to enhance expenditures for training.

2. Concept of Training

Training is one of the important functions of any HR department. It is a continuous process.

Training is the action of learning by which people acquire a given skill to do a job properly.
Training is teaching, or developing in oneself or others, any skills and knowledge that relate
to specific useful competencies. It is an organized activity aimed at imparting information
or instruction to improve employee's performance or to help him or her attain a required
level of knowledge or skill.

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Training is the process of providing required skills to the employee for doing the job
effectively, skillfully and qualitatively. Training of employees is not continuous, but it is
periodical and given in specified time. Generally, training is given by an expert or
professional in the related field or job.

Training is a process, by which the aptitudes, skills and abilities of employees perform
specific jobs are increasing (Jucious, 1998). Training has been defined by different scholars
of management. Some important definitions of training are listed below”

In the words of Dale S. Beach, "Training is the organized procedure by which people learn
knowledge and improve skill for a definite purpose."

According to Edwin B. Flippo, "Training is the act of increasing the knowledge and skill of
an employee for doing a particular job."

Employee training is increasingly required to assist the work- force in using modern tools,
techniques and materials in their jobs. The art, knowledge and skill to accomplish a specific
job in a specific way are called training. At all levels of organization training and
development programs are needed in order to make a qualitative improvement in the work
of the employees.
3. Distinction between Training and Development
Training is a systematic program to increase the knowledge, skills, abilities and aptitudes of
employees to perform specific jobs. Training is concerned with increasing the knowledge
and understanding of the total environment. Development is concerned with the growth of
an employee in all respects. Development program seek to develop skills and competence
for future jobs while training programs are directed toward maintaining and improving job
performance. Thus training is a process by which the aptitudes, on the one hand skills,
abilities of employees to perform 85 specific jobs are increased. On the other hand,
education is the process of increasing the general knowledge and understanding of
employees.
Training Development
Training means learning skills and Development means the growth of an
knowledge for doing a particular job. It employee in all respects. It shapes attitudes.
increases job skills.
The term ‘training’ is generally used to The term ‘development’ is associated with
denote imparting specific skills among the overall growth of the executives.
operative workers and employees.
Training is concerned with maintaining and Executive development seeks to develop
improving current job performance. Thus, it competence and skills for future
has a short-term perspective. performance. Thus, it has a long-term
perspective.
Training is job-centered in nature. Development is career-centered in nature.
The role of trainer or supervisor is very All development is ‘self development’. The
important in training. executive has to be internally motivated for
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self-development
4. Objectives of training
The importance of employee training - both new and experienced -- cannot be
overemphasized. Effective training of new employees results in employees who know what
they're doing. It saves time and employees have a good feeling about the company. Training
produces many benefits both for the organization and individual employee. The main
objectives of an effective training program are as follows:
• To help employee acquire basic skills to do his job properly.
• To increase job satisfaction and moral among the employees.
• To increase employee motivation,
• To modify employee attitude and behavior.
• To increase efficiency in processes, resulting in financial gains,
• To increase capacity to adopt new technologies and methods.
• To help an organization to develop good successors.
• To enhance company image.
• To impart to new entrant basic knowledge and skills.
• To assist the employees to function more effectively in their present position by
exposing them to the latest concepts, information and techniques and developing in
them the skills required in their fields,
• To build up a second line of competent officers and prepare them as a part of their
career progression to occupy more responsible positions.
• To broaden the minds of the senior managers by providing them opportunities for
interchange of experiences within and outside with a view to correcting the narrow
outlook that may arise from over specialization.
• Training creates a pool of trained and capable personnel from which replacements can
be drawn to fill up the loss of key personnel due to retirement, etc.
• It creates a feeling of confidence among the employees.
• It provides the opportunity for quick promotion and self-development to employees;
• It improves employee's chances of promotions and obtaining higher positions in the
organization.

5. Importance of Employee Training

It is widely believed that training is not a cost, but an investment. There is a famous
conversation which highlights the importance of investing in employee training, which goes
something like this: Person A asks “What if we spend money on training our employees and
they leave?” Person B replies “What if we don’t and they stay?!”
This section highlights few important reasons why employee training is a vital part of a
successful business.
a. Safety first. The right training can ensure that employees are using equipment
correctly and observing correct health and safety practices in the workplace.
b. The right training gives employees the necessary skills and knowledge to carry out
their work to the best of their ability, increasing productivity and quality of work.

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c. Things are continuously changing in the work place. Regular training means the
business and its employees don’t get left behind and they stay working at their best,
both today and in the future.
d. A driving factor behind employee engagement is training and development: improving
the performance of the staff, increasing staff retention and helping an organization to
keep hold of its ‘star players’.
e. Training and development can give your employees an increased and more diverse
skills set, meaning they can take on additional responsibilities while supporting their
own career progression.

f. Highly skilled employees can help your organization deliver higher levels of customer
satisfaction – boosting your reputation in the marketplace and helping to secure
greater customer retention.
g. In addition to external training, internal training is a pivotal way to share best practice
within an organization, develop common working procedures and strengthen internal
relationships.
h. Training helps to retain the best employees. By being an employer that demonstrates a
commitment to staff development makes your organization more attractive when it
comes to recruiting top talent
i. Training provides employees a genuine competitive advantage over the competitors.
The only way you can be better than your competitors is by your employees being
better than the rest and training is a direct route to achieving this.

6. Identifying the Training Needs

Training needs analysis seeks to answer the questions, who, if any, needs training? And
what training do they need? The questions may be very simple ones, but getting good
answers to these questions constitute one of the most difficult steps in the total training
process. A training need exists when an individual lacks the knowledge or skills required
for the execution of an assigned task satisfactorily. The purpose of a training needs
identification exercise, therefore, is to identify the gap between required and the actual
competencies so as to determine the kinds of training that would help bridge the gap
(Asare-Bediako, 2002).
It is important to assess whether there is a need for training. Two elements need
consideration in carrying out a training needs analysis- the job requirements and the person
requirements (Beardwell and Holden, 2010). At the same time, Robbins and Decenzo
(2010) suggest that management can determine the training needs of an employee by
answering four questions:

a) What are the organization’s goals?

b) What tasks must be completed to achieve these goals?
c) What behaviors are necessary for each job incumbent to complete his assigned tasks?

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d) What deficiencies, if any, do incumbents have the skills, knowledge or attitudes
needed to perform the necessary behaviors?

These questions demonstrate the close link between human resources planning and
determination of training needs. Based on the determination of the organization’s needs, the
type of work that is to be done, and the type of skills and knowledge necessary to complete
the work, the training program should be followed naturally.

7. Methods for Determining Training Needs

HRM experts (Dessler, 1999; Mathis and Jackson, 2006; Werther and Davis, 1998) have
identified the different methods for identification of training needs. These methods are
listed below:

a) Observation and analysis of job performance;

b) Management recommendations;
c) Staff conferences and recommendations;
d) Analysis of job requirements;
e) Consideration of current and projected changes;
f) Surveys, reports and inventories;
g) Interviews.

Once it has been determined that training is necessary, training goals must be established.
Management should state what changes or results are sought for each employee. These
goals should be tangible, measurable and verifiable. Goals should be clear to both,
management and employee. Both should know what is expected from the training effort.

8. Training Methods

A careful use of training methods can be a very cost-effective investment in the sense of
using the appropriate method for the needs of a person or group (Beardwell and Holden,
2010).Training methods fall into broadly two categories:

❑ On-the –job training or internal training

❑ Off-the-job training or external training

On-the-job training (OJT) means having a person learn a job by actually doing it.OJT uses
more experienced and skilled employees, whether coworkers or supervisors, to train less
skilled and inexperienced employees. OJT is characterized by the following:

- It has not been carefully thought or prepared;

- It is done on an ad hoc basis with no predetermined content or process;
- Trainers are chosen on the basis of technical expertise, not training ability;
- Trainers have no formal training in how to train.

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On-the-job training

Following methods are included -

A. Apprenticeship programs.
People seeking to enter the skilled trades to become, for example, plumbers, electricians,
ironworkers are often required to undergo apprenticeship training before they are accepted
to journeyman status. Typically this apprenticeship period is from two to five years. During
this period, the trainee is paid less than a qualified worker. These programs put the trainee
under the guidance of a master worker.

B. Job instruction training (JIT)

JIT consists of four basic steps: a) preparing the trainees by telling them about the job and
overcoming their uncertainties; b) presenting the instruction, giving essential information in
a clear manner; c) having the trainees try out the job to demonstrate their understanding;
and d) placing the workers into the job, on their own, with a designated resource person to
call upon should they need assistance.

C. Planned progression
It is a technique that gives employees a clear idea of their path of development. They know
where they stand and where they are going. They must know the requirements for
advancement and the means of achieving it.

D. Job rotation
It involves periodically moving people from one job to another. The purpose of job rotation
is to broaden the knowledge of managers or potential managers. It also increases their
experiences. Trainees learn about the different enterprise functions by rotating into different
positions. They may rotate through (1) non-supervisory work, (2) observation assignments,
(3) various managerial training positions, and (4) middle level assistant positions. Such
movement prevents stagnation. Other reasons for rotating people include compensating for
a labor shortage, safety and preventing fatigue.

E. Creation of assistant – to positions

Assistant-to positions are frequently created to broaden the viewpoints of trainees by
allowing them to work closely with experienced managers who can give special attention to
the development needs of trainees. Managers can give selected assignments to test the
judgment of trainees. This approach can be very effective when superiors are also qualified
trainers who can guide and develop trainees until they are ready to assume full
responsibilities as managers.

F. Temporary promotions

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Individuals are frequently appointed as acting managers when, for example, the permanent
manager is on vacation, is ill or is making an extended business trip or even when a position
is vacant. When the acting manager makes decisions and assumes full responsibility, the
experience can be valuable. In this way, managerial people can be trained up well.

G. Committees and junior boards

These give trainees the opportunities to interact with experienced managers. The trainees
become acquainted with a variety of issues that concern the whole organization. They learn
about the relationships among different departments and the problems created by the
interaction of these organizational units. Trainees may be given the opportunity to submit
reports and proposals to the committee or the board and to demonstrate their analytical and
conceptual abilities.

H. Coaching
On-the-job training is a never-ending process. A good example of on the job training is
athletic coaching. To be effective, which is the responsibility of every line manager, must
be done in a climate of confidence and trust between the superior and the trainees. Patience
and wisdom are required of superiors who must be able to delegate authority and give
recognition and praise for jobs well done. Effective coaching will develop the strengths and
potentials of subordinates and help them overcome their weakness. Coaching requires time,
but if done well, it will save time and money and will prevent costly mistakes by
subordinates; thus, in the long run, it will benefit all -superior, the subordinates, and the
enterprise.

Off-the-job training
Off-the- job training is sometimes necessary to get people away from the work environment
to a place where the frustrations and buzz of work are eliminated. Training is generally
given in the form of lectures, discussions, case studies and demonstrations. This enables the
trainee to study theoretical information or be exposed to new and innovative ideas.

Advantages of Off-the-Job Training

Off-the -job training has the following advantages:

- It does not disrupt the normal operation.

- Trainers are usually experienced enough to train,
- It is systematically organized,
- Efficiently created programs may add a lot of value.

Disadvantages of Off-the-Job Training

It is claimed that off-the –job training faces following limitations:

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- It is not directly in the context of the job,

- It is often formal,
- It may not be based on experience,
- It is expensive,
- Trainees may not be much motivated,
- It is artificial in nature.

However, there are also many off-the-job techniques for training and developing employees
and managers such as:

A. Lectures
The lecture is one of the oldest forms of training, second to demonstrate. In the early days,
knowledge was transferred through demonstrations. The lecture may be printed or oral. It is
best used to create an understanding of a topic or to influence attitudes through education or
training about a topic. The lecture is merely telling someone about something. There are
variations of the lecture format.

B. Straight lecture
It is an extensive presentation of information, which the trainee attempts to absorb. The
lecture is typically thought of in terms of a person (trainer) speaking to a group about a
topic.It is a short version of a lecture. It has the same features as the lecture, but usually
lasts less than twenty minutes if done orally. During a straight lecture, the trainee does little
except listen, observe and perhaps take notes. It is useful when a large number of people
must be given a specified set of information. The oral lecture should not contain too many
learning points unless the printed text accompanies the lecture. Trainees will forget
information provided orally. Short lectures are usually better. Longer lectures can be
effective if the length is due to examples and clarifying explanations. A major concern
about the straight lecture method is the inability to identify and correct misunderstandings.

C. Discussion method
The discussion method uses a lectured to provide trainees with information that is
supported, reinforced and expanded on through interactions both among the trainees and
between the trainer and trainees. It provides a two way flow of communication. Knowledge
is communicated from trainer to the trainees. Quick feedback is ensured. Better
understanding is possible. Questioning can be done by both the trainer and the trainees.

D. Demonstrations
A demonstration is a visual display of how to do something or how something works. To be
effective, a demonstration should, at a minimum, be accompanied by a lecture and
preferably by a discussion. Demonstrations:

- Break the tasks to be performed into smaller and easily learned parts;

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- Sequentially organize the parts of the tasks;
- Complete each of the following steps for each part of the task;
- Tells the trainees what trainer will be doing so they understand what he will be
showing them;
- It serves to focus trainee's attention on the critical aspects of the task;
- Demonstrates the task, describes what trainees are doing while trainer is doing it;
- After demonstrating each part of the task, explains why it should be performed in that
way.

Following steps will increase the value of demonstration:

• Ask the trainee to talk through the task before actually doing it;
• Give the trainee opportunity to do the task and describe what he or she is doing;
• Provide feedback, both positive and negative;
• Let the learner practice.

Lectures, Discussions, and Demonstrations: An Analysis

Lectures, discussions, and demonstrations provide a high degree of trainer control over the
training process and content. However, as the training becomes more interactive, control
shifts more to the trainees. Trainee questions or answers to questions shape the content of
what is covered. The group dynamics help to shape the process used by the trainer in
presenting the information. As the objectives for knowledge acquisition increases, the
amount of two- way interaction required for learning must also increase. A disadvantage is
that it decreases trainer control over what is learned and increases the time required for
learning. The lecture is most useful when trainees lack declarative knowledge or show
attitudes that conflict with the training objectives. The printed or video lecture is more
effective because they can be studied in more depth and retained to refresh learning over
time. The discussion method is more effective than the straight lecture for learning higher-
order knowledge, such as concepts and principles and for attitude changes. If the training
objective is skill improvement, the demonstration may be appropriate.

However, training objectives often include both knowledge and skill development; that is,
the knowledge is a prerequisite for the skill. The demonstration is also effective for
complex tasks. The discussion method is more effective than the straight lecture at
producing attitude changes. Because attitudes consist of a person’s belief and feelings about
an object or event, they can be modified by new learning. The discussion can change
employee attitudes by providing new insights, facts, and understanding. Lectures,
discussions and demonstrations are good at capturing trainee's attention, at least in the short
run. They show some strength in the area of retention, especially discussion and
demonstrations.

E. Seminars and Conferences

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Conference programs may be used in internal or external training. During conference

programs, managers or potential managers are exposed to the ideas of speakers who are
experts in their fields. A careful selection of topics and speakers will increase the
effectiveness of this training device. Conferences can be made more successful by including
discussions. Two-way communications allow participants to ask for clarification of specific
topics that are particularly relevant to them.

F. Reading, Television and Video instructions

Another approach to training and development is planned reading of relevant and current
management literature. This is essentially self-development. A manager may be aided by
the training department, which offers a reading list of valuable books. This learning
experience can be enhanced through discussion of articles and books with other managers
and the superior. Management and other topics are featured in television programs.
Moreover, videotapes on a variety of subjects are available for use in the university or
company classrooms.
F. Business Simulation
Any training activity that explicitly places the trainee in an artificial environment that
closely mirrors actual working conditions can be considered a simulation. Training games
and simulations are designed to reproduce or simulate processes, events and circumstances
that occur in the trainee’s job. Trainees can experience these events in a controlled setting
where they can develop their skills or discover concepts that will improve their
performance. Simulation activities include case exercises, equipment simulators,
experiential exercises, complex computer modeling, role play and vestibule training.

G. Cases presentation
Case studies attempt to simulate decision-making situations that trainees might find on the
job. The trainee is usually presented with a written history, key elements and the problem of
a real or imaginary organization or subunit. A series of questions usually appears at the end
of the case. Typically, trainees are given time to digest the information individually. If time
permits, they are also allowed to collect additional relevant information and integrate it into
their solutions. Once individuals arrive at their solutions, they may meet in small groups to
discuss the different diagnoses, alternatives, and solutions generated. Then the trainees meet
with the trainer, who facilitates and directs further discussions. The trainer should convey
that no single solution is right or wrong, but many solutions are possible. The learning
objective is to get trainees to apply known concepts, principles and discover new ones.
H. Equipment simulators
Equipment simulators are mechanical devices that require the trainee to use the same
procedures, movements, or decision process, they would use with equipment back on the
job. Simulators train airline pilots, air traffic controllers, taxi drivers, etc.

I. Business Games
Business Games are simulations that attempt to represent the way an industry, company and
subunit of a company function. They are based on a set of relationships, rules, and

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principles derived from theory or research. However, they can also reflect the actual
operations of a given department in a specific company. Trainees are provided with
information describing a situation and are asked to make decisions about what to do. The
system then provides feedback about the impact of their decisions and they are asked to
make other decisions. This process continues until some predetermined set of the
organization exists or a specified number of trials are completed. For example, if the focus
is on the financial state of a company, the game might end when the company reached a
specified profitability level or when the company must declare bankruptcy.

Business games involve an element of competition, either against other players or against
the game itself. Some of the purposes for which businesses games have been developed and
used are listed below:

• Strengthen executive and upper management skills,

• Improve decision making skills at all levels,
• Demonstrate principles and concepts,
• Integrate separate components of training into an integrated whole,
• Develop leadership skills,
• Explore and solve complex problems in a safe, simulated setting.
• Improve application of total quality principles and develop skill in using quality tools.

J. Experimental Exercise
Experimental exercises are usually short, structured learning experiences where individuals
learn by doing. For example, an experimental exercise could be used to create a conflict
situation where employees have to experience a conflict personally and work out its
resolution. After completing the exercise, the trainer typically discusses what happened and
introduces the theoretical concepts to help explain the members’ behavior during the
exercise.
K. Role playing
Role playing is a training technique in which trainees act out roles or parts in a realistic
management situation. The aim is to develop trainees’ skills in areas like leadership and
delegating. It is an enactment or simulation of a scenario in which each participant is given.

L. Behavior modeling
Behavior modeling uses the tendency for people to observe others to learn how to do
something new. The modeled behavior is typically videotaped and then watched by the
trainees. The behavior modeling process can be summarized as follows:

• Define the key skill deficiencies;

• Provide a brief overview of relevant theories;
• Specify key learning points or critical behaviors to watch for;
• Use an expert to model the appropriate behaviors;
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• Encourage trainees to practice the appropriate behaviors in a structured role play;

• Provide opportunities for the trainer and other trainees to give reinforcement of
appropriate imitation of the model’s behavior;
• Ensure the trainee’s supervisor reinforces appropriate demonstration of behavior on
the job.

N. Computer modeling

Complex computer modeling simulates the work environment by programming a computer

to imitate some of the realities of the job. It is widely used by airlines in the training of
pilots. The computer simulates the number of critical job dimensions and allows learning to
take place without the risk or high costs that would be incurred if a mistake were made in a
real life-flying situation. An error during a simulation offers an opportunity to learn from
one’s mistakes. A similar error under real-life conditions might cost a number of lives and
the loss of a multimillion-dollar aircraft.

O. Vestibule training

In vestibule training, employees learn their jobs with the requirement they will be using but
the training is conducted away from the actual workplace. While expensive, vestibule
training allows employees to get a full feel for doing tasks without real-world pressures. It
minimized the problem of transferring learning to the job, since vestibule training uses the
same equipment the trainee will use on the job.

P. Sensitivity Training (T-groups)

Sensitivity training, also called T-group, is basically a technique for management

development. It is concerned with the real problems existing within the group itself. In this
program, an attempt is made to change the attitude and behavior of people in the group. It
is used in building team efforts. This is done by introspection, self-criticism, and open
arguments and through free and frank discussion so that one comes to know how others feel
about him and his behavior. It is a means of providing a mirror in which one can see his
mental makeup, attitude and behavior towards others. This will provide the best method of
motivation for self-development. The objective of this training includes:
❑ Better insight into one’s own behavior and the way one appears to others;
❑ Better understanding of group processes;
❑ Members learn more about themselves, especially their weaknesses and emotional
stability;
❑ Development of skills in diagnosing and intervening group processes;
❑ Find better method and means of behavior for effective interpersonal relationships
without the aid of power over others.

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T-group is a small discussion group without any leader. Trainer raises a question and
encourages open discussion, which is unstructured. The focus is about feeling and mutual
respect. Here group members interact and then receive feedback on their behaviors from the
trainer and the group members, who express their opinions freely and openly. The feedback
may be positive and negative. An example may make it clear. “Mr. Rahim, I do not get a
good feeling when you approach the topic the way you just did. Could we talk about it”?
Rahim may accept this comment and resolve to change his behavior. But he may also feel
hurt and withdraw from the group.

The T-group process may lead to personal anxieties and frustrations and mental breakdown.
It may make managers’ hypersensitive, which make them unable to take hard decision for
fear of hurting another. But if properly managed, it can result in a collaborative and
supportive behavior. The following guidelines can help reduce potential harm and increase
effectiveness:

❑ Participants in T-group should be voluntary;

❑ They should be screened and those who could be harmful should be expelled from this
experience;
❑ Trainers should be carefully evaluated and their competence clearly established;
❑ Potential participants should be informed about the goals and the process before they
commit themselves to sensitivity training.

T. Computer-based training:

Many companies are implementing computer-based training as an alternative to classroom

training to accomplish the goal. Some of the reasons for this shift are demonstrated in the
following beliefs, many companies hold about CBT:

▪ Reduces trainee learning time

▪ Reduces the cost of training
▪ Provides instructional consistency
▪ Affords privacy of learning
▪ Allows the trainee to master learning
▪ In a safe method for learning hazardous tasks
▪ Increases access to training

8. Training Process

Training is the systematic development of the attitude, knowledge, skill pattern required by
a person to perform a given task or job adequately and development is ‘the growth of the
individual in terms of ability, understanding and awareness’. Training is a process involving
few basic steps. These steps are essential to creating an effective training program. These
are discussed below:

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1) Assess Training Needs: First of all, training needs must be analyzed. The first step in
developing a training program is to identify and assess needs. Employee training needs
may already be established in the organization’s strategic, human resources or
individual development plans.
2) Set Organizational Training Objectives: The training needs assessments
(organizational, task & individual) will identify any gaps in your current training
initiatives and employee skill sets. These gaps should be analyzed and prioritized and
turned into the organization’s training objectives. The ultimate goal is to bridge the gap
between current and desired performance through the development of a training
program.
3) Create Training Action Plan: The next step is to create a comprehensive action plan
that includes learning theories, instructional design, content, materials and any other
training elements. Resources and training delivery methods should also be detailed.
While developing the program, the level of training and participants’ learning styles
need to also be considered.
4) Implement Training Initiatives: The implementation phase is where the training
program comes to life. Organizations need to decide whether training will be delivered
in-house or externally coordinated. Program implementation includes the scheduling of
training activities and organization of any related resources (facilities, equipment, etc.).
The training program is then officially launched, promoted and conducted. During
training, participant progress should be monitored to ensure that the program is
effective.
5) Evaluate & Revise Training: The training program should be continually monitored.
At the end, the entire program should be evaluated to determine if it was successful and
met training objectives. Feedback should be obtained from all stakeholders to determine
program and instructor effectiveness and also knowledge or skill acquisition. At this
point, the training program or action plan can be revised if objectives or expectations
are not being met.

10. Evaluation of Training Program

Training program evaluation is a continual and systematic process of assessing the value or
potential value of a training program. Results of the evaluation are used to guide decision-
making around various components of the training and its
overall continuation, modification, or elimination. We can use the evaluation process to
determine how effective our training efforts have been. Unless we periodically take

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measures to evaluate what we are doing, we will not be able to know how well we are
achieving our objectives. There are three types of criteria for evaluating training: internal,
external, and participant’s reaction.

Most experts argue that it is more effective to use multiple criteria to evaluate training. One
view of a multiple-evaluation system was developed by Kirpatrick (1998). Training
programs can be evaluated by asking following questions.

i. Has change occurred after training?

ii. Is the change due to training?
iii. Is the change positive or negative?
iv. Will the change continue with every training program?

A training program should give following resulting changes:

a. Reaction
Reaction refers to the attitude of an employee about the training, whether the employee
considers training to be positive or negative one. If the reaction is positive, then people have
accepted the program and changes will be possible.

b. Learning
Another method of judging effectiveness is to identify levels of learning, i.e. how much the
people have learnt during the training. This can be found out by trainers mark sheet, the
report submitted by the employee, and actual performance. What knowledge and abilities
did participants learn at the training?

c. Behavior
How have participants applied the skills they learned? The HR department needs to
understand the behavior of the employees, and the effectiveness of training. It measures the
degree to which participants’ behaviors change as a result of the training – basically
whether the knowledge and skills from the training are then applied on the job.

d. Result
This process may include several methods to assess the outcomes and effect of training
programs over time. What was the effect on the agency or organization? Is employee
performing better than earlier? This stage seeks to determine the tangible results of the
training such as: reduced cost, improved quality and efficiency, increased productivity,
employee retention, increased sales and higher morale.

11. Reasons for the failure of training

Through literature survey many researchers have identified some reasons for the failure of
training programs, which are listed below:
❑ Inaccurate analysis of training needs.

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❑ Learning objectives and outcomes of training are not identified and specified clearly.
❑ No on-the-job rewards for behaviors learned in training,
❑ Training employees cost time, money, and materials. Often, third parties are needed to
conduct job training.
❑ Team or trainees not actively involved in the development of the learning program.
❑ Insufficient time to execute training programs,
❑ Work environment does not support new behaviors learned in training,
❑ Lack of motivation among employees,
❑ Insufficient training needs analysis,
❑ Lack of qualified trainers,
❑ Looking at training as a cost, not investment.
❑ Management does not support training programs,
❑ Training needs to be changed after programs have been implemented,
❑ Insufficient funding of training programs.
❑ Viewing training as an event, not a process. One of the primary reasons training fails
is that it is often viewed as a one-time event rather than a process.
❑ Lack of follow-up or reinforcement of training.

12. How to make an effective training program

Developing an effective employee training program is vital to the long-term success of any
business. Training programs provide multiple benefits for employees and the company, but
only if they are carefully planned and properly implemented. A clear understanding of
policies, job functions, goals and company philosophy lead to increased motivation, morale
and productivity for employees, and higher profits for your business. Training is a means to
a specific end, so keeping goals in mind during the development and implementation stages
of your training program will assist in creating a clearly defined and effective program.

• Define the needs of a company by identifying weak areas where training would
prove beneficial.
• Define short- and long-term goals of the company, and identify possible training to
meet those goals.
• Develop individual training modules based on your defined needs and goals.
• Use a professional trainer or experienced employee whenever possible. The trainer's
interaction with the audience and presentation of the material is a major factor in
training effectiveness.
• Manager development plans must be integrated with the aims of the organization.
• Teachers -trainers will be more effective if they interview trainees before the program
begins.
• Identify training needs correctly. Needs related to the operation and job itself can be
identified from job descriptions and performance standards. Data about individual
training need scan be gathered from performance appraisal, interviews with the job
holders, tests and surveys and career plans for individuals.
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• Training and development needs must determine training methods.

• Create an employee feedback form to rate the training and collect comments and
opinions as to the training session's perceived effectiveness.
• Make training a part of every new employee's orientation going forward.

Training and development must be evaluated on the basis of pre-selected and verifiable
objectives. The training programs can be evaluated through post-tests, surveys and
interviews of trainees by managers.

13. Training Practices in Bangladesh

Most of the employers in Bangladesh want to hire trained personnel and very few are
interested in developing people through investing in them. Education over – emphasizes the
humanities and concentrates less on the type of training, which develops skills for industrial
development. Here are some common problems associated with training at the macro level
in Bangladesh:
 Training expenditure has a low priority in company budgets.
 Aggregate expenditures by business on training are inadequate.
 Training needs are not properly identified.
 Management training in our country has not accepted as a top management activity.
 Corporate commitment to training is lacking. Most companies spend nothing at all on
training.
 Training is not viewed as an investment; rather it is treated as an expense.
 Businesses complain that universities award degree, but they are no guarantee that
graduates have been mastered skills. As a result, business must spend large amounts of
money to retrain workers in basic skills.
 The employer and universities must develop closer ties. Educational institutions must
learn the needs of business. In order to make business course more meaningful,
universities can invite guest speakers to share their experiences. This creates close ties
between university and enterprises. Executives become aware of the quality of each
university’s curriculum and students may find it advantageous to know about the
companies when they are looking for jobs.

Conclusion
Human resources represent intellectual capital, which is the new source of organizational
resources. Organization could increase them only through training, development and
motivation of employees. The prosperity of organizations becomes explicitly dependent on
the intellectual capacity of their employees and their ability to change and adjust to the
dynamic business environment.

Questions
a. What do you mean by training? State the principles of training.
b. Briefly discuss the various methods of training.
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c. Why training is important?

d. How the effectiveness of a training program is be evaluated?
e. Distinguish between training and development.
f. What are the objectives of training?
g. What is the relationship of training and development with other functions of HRM?
h. “Systematic analysis of training needs is a prerequisite to designing and conducting
training program”- Discuss.
i. What is training need analysis? Explain its significance and steps involved in training
need analysis.
j. Discuss various methods of training and their relative merits and demerits.
Case Study
Niloy works in the IT department of a large consumer product company. He has a
computer science bachelor’s degree and has been working as a Java programmer for the last
two years after he graduated from college. He wonders what’s next for him. Should he
continue to perfect his programming prowess or consider making a change? He has decided
to develop additional expertise in cyber security since he enjoys that work and wishes to
develop his technical prowess further. He decides that since he does not have a Master’s
degree, an additional credential would prove beneficial. But should he do some short-term
training in cyber security and be certified or undertake a long educational process and enroll
in a Master’s degree? The answer is probably a balance of both. Studying for a Master’s
degree part-time while working full time is very popular and profitable. Using company
educational benefits to pay for tuition is an excellent way to leverage his employment. He
decides to enroll in a top ranked Master’s program in computer science degree with a cyber
security concentration. He knows that thereby he will acquire the mindset of a cyber
security expert, as well as have the recognized professional credential that will last him
throughout is lifetime. At the same time he decides to take advantage of training
opportunities through his company to attend several week long training seminars with a
well-known and reputable training company in cyber security subjects. There he picks up
valuable skills in setting up firewalls and programming security features into applications.
His aspiration is to study and take the CISSP certification exam and be CISSP certified.

Together with the Master’s degree, the CISSP certification would place him in a very
competitive position for employment in the information assurance industry.

Questions

a. How would you evaluate the perception of Liloy?

b. Could training be alternative to academic degree? Defend your view.

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