1

Meaning and Importance of Training

The value ofcollege education is not the learning of many

facts but the training of the nmind to think.
-Albert Einstein

1.1 Introduction
Now-a-days, working lives of employees are characterized by
rapidly changing skill requirements because of growing
competitiveness, market globalization, and technological
advances in organizations. Knowledge and skills of an
organization's employees have become increasingly important.
Some employees may have previous knowledge and skills while
some are new to the job platform. However, both set of
employees require some kind of training to acquaint themselves
with the job though it is more required for the new ones who have
just entered the job market. Excellent employees are the
requirements of every organization and large organizations enrol
good number of employees every year. Sometimes it is not
possible for an organization to recruit trained employees all the
time. Such organizations require separate training departments to
train employees for undertaking various tasks. Every concern has
to arrange some kind of training to prepare the employees for job
as training plays an imperative role in improving their
performance as well as increasing productivity, and eventualy
putting the organization in the best position to face competition.
Training is one of the essential operative functions of human
resource management. It is a planned and systematic procedure
by which non-managerial personnel acquire technical knowledge
and skills to perform their present job effectively and efficiently.
It is a short-term skill development exercise and planned
procedure meant for personnel either to learn their job
 Training and Development
2
requirements or to overcome paucities in the performance of an
an
ongoing job. It helps in bringing about positive changes in
knowledge, skill, behaviour, attitude, belief and assumption of the
employees towards their present job and organization.
Training tries to overcome gaps between employees and
major contents of their working environnment. It may be in the
form of learning from seniors, receiving satisfaction, cooperation
from peers, and respect and obeying from the subordinates. It
permits employees to actively contribute to providing supportive
suggestions on their behalf and conveying it to the concerned
management for the betterment of the organization. Therefore,
training bridges the differences between job prerequisites and
present job specifications.
A few definitions of training are as under:
Dale S. Beach defined training as "an organized procedure
by which people learn knowledge and skills for a definite
purpose.
Edwin B. Flippo defined training as "the act of increasing
the knovledge and skill of an employee for doing a
particular
job
Gordon defined training as "the activity which is
planned,
systematic and results in enhanced level of skill, knowledge and
competency that are necessary to perform work effectively".

1.2 Training versus Development

Training 1S an important part of human resource
development, which mainly comprises of training, development
and education. Training, development and education serve the
same purpose, 1.e. enhancing employee capability. Training
deals with meeting the
present requirements of an organizati0n,
whereas education and
development deals with future
requirements of an organization.
Traditionally, the term training has been used to designate
the acquisition of
technically-oriented skills by the managerial
cadre. However, some other differences between training and
development are as follows.
 Meaning and Importance of Training
Table 1.1: Differences between Training and Develooment
Training
Training is a job-oriented
process and is professional in
nature.
Training is concerned with
specific job skills and
behaviour.
It emphasises on technical and
mechanical oriented operations. skills and conceptual ideas.
I t is generally for non-
managers.
I t emphas1ses on current Jobs.
It emphasises on short-term
achievements.
It is a one-shot deal.
lt may result in improvement of
a specificjob skill.
| It is the result of organizational
creativity and hence motivation
is extrinsic.
There are two types of training,
i.e. on the job and off-the job.
It is generally compulsory.
Trainees may have no clear
awareness of the relationship
between learning and career
development.
Evaluation is considered to be
essential
Source: Janakiram, B., "Training and Development", Biztantra, New
Delhi, 2007, p. 6.
3
Development
Development is general in
nature and strives to inculcate
initiative, creativity, enterprise,
dedication and loyalty armongst
executives.
Development is concerned with
related enhancement of general
knowledge and understandings
of non-technical organizational
functions.
It emphasises on theoretical
It is for managers and
executives.
lt prepares for future jobs.
It
emphasises on long-term
growth.
It may result in personal growth |
and development.
It may affect personal growth
and development.
In development, motivation in
intrinsic.
No such classification is
possible in development.
It is generally intentior al.
Trainees have experience and
knowledge; a clear, direct
relationship between self-
development and career
Success.
No evaluation is possible.
1.6 Qualities of Training Objectives
1.6.1 Specific: Training objectives relate to a desired state
of affairs in the future, and it is important that this desired state
of affairs can be defined reasonably precisely. So, the first
quality of good objectives is that they should be specific in
describing what has to be done.
1.6.2 Measurable: The value in having a standard is that
an individual, the manager and the organization can see how
well the standard is being achieved by monitoring progress.
So, an objective should be measurable and its achievement
should be reasonably verifiable by a third party. This does not
eliminate the use of some subjective methods of assessment.
1.6.3 Achievable: Another quality of a good objective is
that it should be achievable. Meeting objectives should bring
about a positive benefit in personal development and job
satisfaction, the way jobs are done or in the standards of of
performance achieved.
.1.6.4 Relevant: For an objective to be effective it must
also be relevant to the goals of the team, project,
department
and organization and add value within this context.
1.6.5 Time Bound: Any objective must have a deadline
by
when it is to be achieved. So, an objective must be time bound
Communication is fundamental to the success of objective
settings. There must be a constant review of what is possible,
especialy with conflicting demands on resources and changing
 verview of Training and Development
9

ities, the knowledge, skills, and abilities that

employees necd help them
activi

Cutrent and future job responsibilities in

to
perform
organizations to the greatest cxtent pOSsible.
Teaining focuses on mastering knowledge, skills and behaviours that enable the
ra
lementation of the organizational strategy. This broader perspective is known as High
implementation

Leverage Training 1 raining supports adaptive, productive workplaces that capitalize on

ev

inves.
estments in both technology and workforce skills to boost productivity. Training is
Organization tocused and is a key element of an organization's overall performance
improvement plan.

Aim of Training
The main aim of training is to help the organization achieve its objectives by adding
value to its key assets- the human resources. Training means investing in human resources

toenable them to perform better and to empower them to make the best use of their
natural abilities. Training and development can be initiated for a variety of reasons for an
employee or group of employees. The main aims of training are:
1. To improve performance on the job for enhanced contribution to organizational
goals and objectives.
2. To benchmark" the status of improvement with regard to a performance
improvement effort.

3. To facilitate overall professional development of employees for increased job

satisfaction and productivity.
employee be eligible for a
4. To assist organizations in succession planning to help an

planned change in role in the organization.

5. To "pilot", or test, the operation of a new performance management system.
6. To develop organization specific skills
and competencies, which is otherwise scarcely
or not at all available in the human resource market.

Types/Contents of Training
needs of the
as well as general, depending
on

1a1ning may be organization specific

c o m m o n training
and the employees. However, followings are some
OTganization, job
programmes:
1. Communications Training
and
languages
brings a wide variety communications
workforce
of
ncreasing diversity of today's effective
initiation of communications training for
s.This requires
In the organization.
10
Training & Development

2. Computer Skills Training

Computer skills are becoming a necessity for conducting administrative, shopfloor and
office tasks. Theretore, computer training helps employees and organizations to take

advantage of computer technology.

3. Customer Service Training

Increased competition in today's global marketplace makes it critical that employees

understand and meet the needs of customers.

4. Diversity Training

Diversity training usually includes explanation about how people have different
perspectives and views, and includes techniques to value diversity. This is most relevant
work for multi national corporations and their
tor expatriate employees/managers who
families.

5. Ethics Training
social responsibility. Also,
Today's society has increasing expectations about corporate
morals to the workplace.
today's diverse workforce brings a wide variety of values and
Ethics training helps managers and employees to adhere to the ethical norms of the
Ethical' business is 'good' business.
organization and helps improve corporate image.
6. Human Relations Training
The increased stresses of today's workplace can include misunderstandings and contlict
Training can facilitate people to get along well in the workplace.

7. Quality Training
Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc., require
basic training about quality concepts, guidelines and standards for quality, etc. quality 1s

the hallmark of doing business successfully.

8. Safety Training
Safe working is necessary to prevent accident - unplanned and unintended loss of men,

money and morale. Safety training is critical where working with heavy equipment,
O

hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice
for avoiding assaults, etc.
Overview of Training and Development 11

9 Sexual Harassment Prevention Training

Given increasing number of women joining the workforce, it is important to conduct
sexual harassment prevention training.
Such training usually includes careful description
of the organization's policies and certified standing orders about sexual harassment,
especially about what are inappropriate behaviours.
Consultants for Training and Development
with different organizations
Training and Development Consultants specializes in working
within divisions of large
seeking to improve their effectiveness. This includes work
and employees
corporations. Consultants are experienced in helping executives; managers
and develop organizational structures, strategies and systenms to improve their business
and individual performance.

Training consultants have specific expertise in improving and alignirng organizations' human
resource systems. Human resource systems, when effectively aligned with the organization's
objectives and mission, create sustainable competitive advantage.
20
Training &Development

also leverage advantage from international network off independent

indas
Training consultants
ansultants who are well experienced in all phases ot training and development an
can
share valuable experiences of organizations on training and development across the
ss the globe.
They also provide contemporary developments and newer 1deas in different skills
and
subjects.
Training consultants can provide his expertise on payment of fees on various training
and
development programmes such as change management, culture change, management and
executive development, reward systems and strategies, organizational structure
organizational strategy, team development and process consultation.

Consultants for training and development renders consulting at four levels as discussed
below:

1. Personal Level

Development at this level includes better understanding of employee's self and his role
in the organization. It creates an understanding of how personal behavioural tendencies
impact employee's approaches to problem solving, interpersonal relationships with others
and, in fact, view of life in general.
Consultant's work at the personal level is designed to develop individuals in the
organization in alignment with its objectives and mission. Skill development at the personal
level includes training in such areas as time management, personality development, and
business writing and presentation skills.

2. Interpersonal Level

The way individual employees in an organization relate another and to customers

to one
to
can create sustainable competitive advantage. Consultant can help the organization
create that advantage by developing systems of communication, negotiation agreements,
situations.
confict management, giving and receiving feedback, and handling emotional
business
These systems of interpersonal behaviours and skills help create lasting
and team tnc
relationships with customers and save time and stress by giving individuals
ability to address tough internal issues effectively.

3. Managerial Level
In addition to personal and interpersonal skills, managers often need help in clany
ers

and communicating team missions, goals and structures. Consultants provide mata involvement,

with ployee
expertise in the areas of team development, delegation and
employee empowernient, managing performance, coaching and counseling, u
ing

and negotiating inter-group agreements.

Overviewof Training and Development 21

4. Organizational Level
and mission and aligning its
Clarifying and communicating organizational objectives
Consultants'
structures and systems with them is critical to organizational success.
and management
expertise in such areas as performance management, compensation,
and development systems helps the organization target its efforts and create competitive
advantage.
Components of Training
The components of training are depicted below:

Opportunity to learn
Insight Motivation

Opportunity to
Follow up practice in real world

Fig. 1.5 Components of Training

are:
Required components of successful training programmes

1. Insight
the extent to which trainers and trainees
The success of training programme depends on
what
understand the goal of openly share feedback. Employees must know
training and
and skills they need. This
needs to be developed and how to acquire the knowledge
their developmental needs keeping in view
requires employees to understand and analyze
vision.
organizational needs and
career

2. Motivation
be willing to invest time and energy to develop themselves. Unless
Employees must

employees are self-motivated to make conscious etfort to develop their skills and
competencies, training and development programmes will yield little result. Motivated
employees actively pursue learning to improve their skills and competencies for improving
overall performance. They will invest more time, energy and effort in training and
development programmes it they know that the competencies they will acquire and transfer

will be appropriately rewarded.

to workplace

3. Opportunity to learn

The necessary conditions for systematic development of employees must be provided by

24 Training&Development
the much-needed Skilis to improve iob relas
the organizations. Learning provides
tor enhanced contrihutin
competencies and employees would acquire competencies n to
for learning, employee's skille
the bottom line of the organization. Without opportunity
and competencies will become obsolete.

4. Opportunity to practice in real world

their new skills at work. Often training
Employees must have opportunities for trying out
and development programmes are rendered ineffective due to lack of opportunity to
practice the new skills and competencies acquired by employees in the training and
allows employees to
development programmes. A conducive environment at workplace
and skills and further develop and refine them.
apply new knowledge
5. Follow up

Employees must internalize their new capabilities to actually improve performance and
results. Trainers must conduct follow up studies to examine the degree of transter o
training skills to job. They should guide employees wherever the employee has difticultry
in application of new knowledge and skills being acquired through training a
development programmes. Also, employees needs to be given positive feedback on progc
and improvement made in job related skills and competencies periodically atter rainin
tne
to reinforce continual application of learning and motivating them to sharpen
further.
1.12 Limitations ofTraining
Training is a basic requirement for enhancing the skills and
knowledge of employees in systematic
a and objective manner.
Though training helps an organization in numerous ways, it has
few limitations due to the defects in the planning and execution
 Training and Development
14
and relevanceof
that undermines the importance
stage oftraining are as follows
The limitations of training
a training programme.
Process: Traning is a time consumino
1. Time Consuming
in the absence of a planned, formal
activity, especially
programme with a set
of systematic procedure to
training
meet needs for specific skills set.
2. High Employee Turnover Rate: Sometimes employees
after getting training feel dissatisfied in their job and try to
switch to another organization. In this case, the organization
bears the loss of investment done in a employee during the
training programme. In this sense, training is beneficial for
the employees as after getting more skills they start to search
for new opportunities in new organizations.
3. Natural Capability Remains Unexplored: Training is
given for a particular purpose due to which the natural skills
of an employee remain unexplored. Hence, they may not be
given a chance to share their natural skills and capability
which may prove productive to an organization.
4. Lack of Objectivity: Only those organizations which believe
in strict observance of objectivity in knowledge and skills can
succeed in a training programme. In contrast, favouritism and
nepotism in knowledge and skills often make a training
programme an unsuccessful exercise.
5. Increase Competition: Training also develops a feeling of
competition and jealousy among organizations. For example,
organizations may feel it obligatory to provide training to
their employees by
observing a training programme of a
competitor organization although it may be required or not.
6. Lack of Knowledge and
Awareness: Training programme
by an employee is essentially a
self-management process.
requires an employee to be aware of basics
the training requirements ofo
programme. However, employees at the
levels of an low
organizational
the training programme. hierarchy may not be familiar wu
7. Lack of
Flexibility: Many organizations treat
programme as a ritualistic and trainU
rigid exercise. They often la"
 rv1ean ing and Importance of Training 15

to consider the uncertainties caused by a training programme.

In fact, a dynamic training programme may limit the
applicability of the training in uncertain and changin2:
situations. --
The dynamic environment in vvhich organizations operate
today causes multi-faceted problems that make the task of the
management risky and uncertain. The systematic deYelopment of
managerial talent is one of the primary· tasks of an:· organization
and its survival in a dynamic environment. Consequently: human
resource training and development is not only an actiYity that is
desirable. But also an effort that an organization must commit
resources to, if it is to 1naintain a viable and kno\\·ledgeable
workforce.
Training and development of human resources usually helps
organizations in increased productivity, heightened morale:
reduced costs and greater organizational stability and flexibility to
adapt to changing environment. Training and deYelopment efforts
also help in achieving high standards of quality, building up
satisfactory organizational structure, reducing employee
dissatisfaction, eliminating needs for constant supervision, and
cordial and healthy employment relations through better handling
of complaints and grievances.
In the end, it can be concluded that the training of human
resources of an organization has assumed a significant role for
upgrading and updating the skills of the people and enhancing
their competencies into consistently performing assets of
excellence.
Definitions:
1. "Lear ning is the proce ss by which a perso n const ructs knowledge, skills and
capabilities".
(Marryn Sloman: 2004)

2. "Lear ning is a relatively enduring change in the potential to engage in a particular

behav iour resulting from experience with environmental events specifically related
to that behaviour".
(M. Dom.Jan: 2000)

3. "Lear ning is the process by which skills, knowledge and attitudes are acquired and
translated into habitual forms of behaviour and performance, wheth er by design or
G.1rough the natural passage of time".
(Harrison: 1993)

From analytical study of the above definitions, we may conclude that:

1 . Learn ing is process to bring about enduring change in behaviour of employees.

2. Learn ing involves internalisation of knowledge, skills and behaviours by learners.
3. Learn ing is influenced by experience of learners and environmental factors.
Role of Managers in Employee Learning
~Ianagers play a t'ivotal role in fostering learning in employees for improving individual
and organizational effectiveness. Managers can facilitate employees in learning endeavour
b y:

1. Including learners in Training and Development Planning

The learner will get the most out of the plan when he feels strong ownership in the plan.
Ownership comes from taking part in developing the plan. Also, professional development
rarely includes only gaining knowledge and skills about a job role. Professional development
often includes self-development, as well, e.g., admitting one's limits and capabilities.
Learners are often the best experts at realizing their own needs for self-development.
Therefore, learners should be involved in as much as possible in developing the training
and development plans.

2. Allowing Training Executive to play major role

A training executive can be a major benefit in employee's training and development. He
usually has a good understanding of the dynamics of training and development and has
strong working knowledge of the relevant policies and procedures related to training and
development. In addition, the training executive can be an impartial confidant for the
learner.

3. Providing ongoing feedback and support

Even if things seem to be going fine, managers must ensure to visit the learner on a
regular basis. Some learners may not feel comfortable asking for help. Managers should
provide any feedback, that is, timely and useful information for the learner. Providing
ongoing affirmation and support is crucial for effective organizacional learning and
development.

Scheduling meetings beforehand makes it much more likely that regular, ongoing feedback
will occur between the managerr and learner.

4. Proving constructive performance feedback

Managers should get feedback from the learner's peers and subordinates about the learner's
 == == =~1~21
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_·_·;;;;;
f!~ ~~an=d_Tr._runm
l
pro gre ss to me et tho se nee ds. A 360 -degree performance reYie\\. is a powerfu
needs and be
discretion. \\'b en first carried out, it may
practice when carried out with clarity and
ional/ consul tam .
wise to get the help of an outside pro fess

ources
5. Budgeting nec ess ary funds for res
self-study
cos t of infr astr ucture and mat erials,
Learning will nee d fun ds suc h as for
attend cou rses, etc.
materials, videos, training fees, labour to

Approaches to Le arn ing

clas sified as:
Approaches to learning can be broadly
• Inf orm al/F orm al Learning
g
• Self-directed/ Oth er-d irec ted Learnin
h as
to training depend s on several factors suc
The decision abo ut wh at app roa ch to take kno wledge
ning, specificity and com plexity of the
the amount of funding available for trai of the
g needed, and cap acity and mo tiva tion
and skills needed, timeliness of trainin
learner.
the mo st
al trai nin g is typi cally mo re exp ens ive than oth er approaches, but is ofte n
Form tim ely
to use for the lear ner to ach ieve the desired knowledge and skills in a
relia ble uld
Self -dir ecte d, info rma l lear nin g can be ver y low-co st, however the lear ner sho
fashion.
abil ity and mo tiva tion to pur sue thei r own training. Training may take longer
have the cap
than other-directed forms.
roache s.
n be trained without complete, formal app
Highly specific and routine tasks can ofte plete and
changing roles often require mo re com
On the oth er hand, highly complex and
be very expensive as a result.
formal means of development, which can
e.g., to
ing is nee ded righ t awa y, the n oth er-directed training is ofte n ver y use ful,
If train ning
for a trai nin g cou rse at a loca l univ ersity, college or training center. O r, trai
sign up re
can be bro ugh t in. Aga in, oth er-d irected training is usually fas ter and mo
consultants
reliable, but mo re expensive.
able to
that the learner be highly mo tiva ted and
Self-directed forms of training require
, particularly in formal training.
conceptualize their app roa ch to training

1. Informal and Formal Learning

ent:
(a) Informal Tra inin g and Developm
· · and develop ment is rath er cas ual and inciden tal. Typically, there are no
Informal trairung
 specified training goals as such, nor are their ways to evaluate if the training actuall
accomplished these goals or not. This type of training and development occurs so natura/
that many employees probably aren't aware that they're in a training experience at ai
Probably the most prominent form of informal training is learning from experience on the
job. Examples are informal discussions among employees about a certain topic, book
discussion groups, and reading newspaper and journal articles about a topic. A more
recent approach is sending employees to hear prominent speakers, sometimes called "the
parade of stars".

Informal training is less effective than formal training if one should intentionally be learning
a specific area of knowledge or skill in a timely fashion. Hardly any thought is put into
what learning is to occur and whether that learning occurred or not. However, this form
of training often provides the deepest and richest learning because this form is what
occurs naturally in life.

(b) Formal Training and Development:

Formal training is based on some standard "form". Formal training might include:

(a) Declaring certain learning objectives or an extent of knowledge, skills or abilities

that will be reached by learners at the end of the training,
(b) Using a variety of learning methods to reach the objectives.
(c) Applying some kind(s) of evaluation activities at the end of the training.
The methods and means of evaluation might closely associate with the learning objectives,
or might not. For example, courses, seminars and workshops often have a form - but it's
arguable whether or not their training methods and evaluation methods actually assess
whether the objectives have been met or not.

Formal training involves carefully proceeding through the following phases:

(a) Assessing what knowledge, skills and / or abilities learners need;

(b) Designing the training, including identifying learning goals and associated objectives,
training methods to reach the objectives, and means to carefully evaluate whetber
the objectives have been reached or not;
(c) Developing the training methods and materials;
(d) Implementing the training; and
(e) Evaluating whether objectives have been reached or not, in addition to the quality
of the training methods and materials themselves.
· cioO
A systematic approach is goal-oriented in order to produce results for the organ1za
rP~aiflg;;an_d__
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123

d/ or learners, with the results of each h b .

~11 .d . P ase eing used by the next phase. Typically,
eac11
phase provi es ongoing evaluatio n t db k
, ee ac to other phases in order to improve the
orerall systems process.

It ma)' be noted
. .
that not
.
all formal metho d
s are systematic • . Some courses, workshop
s,
and other. trairung sessions have goals , m etho d s an d eva1uat1on,
· ·
but they are not aligned,
or even mtegrated . The m~thods, in total, do not guide the learner toward achieving the
cr~g goal. The evaluatio ns are too often of how a learner feels about the learning
experience, rather than of how well the learning experience achieved the goal of the
training.

2. Self-Directed and Other-di rected Learning

(a) Self-Dire cted Training :

Self-directed training includes the learner making the decisions about what training and
development experienc es will occur and how. Self-directed training seems to be more
popular of late. One can pursue a self-directed approach to informal or formal training.
For example, self-direc ted, informal training might include examples of informal training
listed above (book discussio n groups, etc.), as long as the learner chose the activities and
topics themselves, either for professio nal or personal reasons. Self-directed, formal training
includes the learner's selecting and carrying out their own learning goals, objective s,
methods and means to verify that the goals were met.

(b) Other-D irected Learnin g:

Here someone other than the learner drives what training activities will occur. Other-
directed, informal training includes, e.g., superviso rs sending employees to training about
diversity, policies, and sexual harassme nt in the workplace.
Other-directed, formal training includes where someone other than the learner specifies
the training goals that will be met in training, how those goals will be met and how evaluatio n
will occur to verify that the goals were met. This form of learning is probably the most
rec:ognized because it includes the approach to learning as used in universities, colleges
and training centers. This form of learning typically grants diplomas and certificates. This
form of training is usually somewha t "generic" , that is, the program me is geared to
accommodate the needs of the most learners and not be customiz ed to any one learner.
1'herefore, a learner may pay training charges to learn knowledg e and skills that h e may
not really need.
Another form of "other-di rected', formal training is employee developm ent plans. T h e

L
Barriers to Learning
E n1ployees have many responsibilities that they must balance against the demands of
learning. Because of these responsibilities, employees have barriers against participating
in learning. Some of these barriers include lack of time, money, confidence, or interest,
lack o f information about opportunities to learn, scheduling problems, red tape, and
problems \vith childcare and transportation.

~fotiYation factors can also be a barrier. Typical motivations for learning includes a
requirement for competence, an expected (or realized) promotion, job enrichment, a need
to maintain old skills or learn new ones, a need to adapt to job changes, or the need to
learn in order to comply with organizational directives.
The best v.-ay to motivate employees for learning is simply to enhance their reasons for
continuous learning and decrease the barriers. Trainers must learn that motivates employees
to learn and discover what is keeping them from learning. Then the trainers must plan
their mo tivating strategies. A successful strategy includes showing employees the
rtla-ionsru p between training and an expected career development (e.g. promotion).
 Train ing & Development

pb.ns identifr perfo rman ce goals how the o-oals will be reach ed,
. ' b
by when and who will
,-erit\- their accomplishm ent.

·'O ther- direc ted·, fo rmal traini ng can be highly effec tive for helpi
ng learn ers gain desired
.irc:is or- know ledge and skills in a timely fashion. A majo r draw
back is that learners can
b eco me so me,,-hat p assiYe, coun ting on the " exper t" to show
them what they should be
doing and ·w h en.
 rr (1 i&fl I n ~\
1 Tra i 11 i 11g and
Development
[) CV () I() ' ) 1l l (
Conce pts & / ,np t1~~1,on s

Pva!lll jut Kaur

Ta p om o y Oe t;
1.1 0 Fu nct ion s of Tr ain ing .
Tra ini ng per for ms the fol low ing functio ns 1n an
org ani zat ion :
yee who
1. lmipr ove d Em plo yee Per for ma nce : An em plo
ter in
rec eiv es the nec ess ary tra ini ng is abl e to per for m bet
ater
his /he r job . Tra ini ng will give em plo yee s a gre
 1v 1vu1111 •::, - · • -· ·· · 1

. t 11 dino of their responsibi lities within their role,

d
une1sa o . . • fid
and in turn helps in confidence butldmg. Th is_ con _I ence
,viii enhance their overal l performance and this wil l on ly
benefit the con1pany.
'J Improved Employee Satisfaction and . Morale:
- · Investrnent in training that a co1npany makes 1s a gest~re
that e1nployees are valued. Training creates a ~upportive
workplace. E1nployees 1nay gain access to tram1ng they
would not have otherwise known about or sought out
the1nselves. Employees who feel appreciated and
challenged through training opportunities 1nay feel n1ore
satisfactory towards their _iobs.
3. Addressing Weaknesses: Most employees \\'ill have some
weaknesses in their workplace skills. A training program
allows them to strengthen those skills to further i1nprove.
A development prograin brings all etnployees to a higher
level so they all have sitnilar skills and knowledge. This
helps reduce any weak links within the company who rely
heavily on others to complete basic work tasks. Providing
necessary training creates an overall knowledgeable staff
with employees who can replace each other when needed.
4. Consistency: A robust training and develop1nent program
ensures that employees have a consistent experience and
background knowledge. Consistency is particularly
relevant for a company's basic policies and procedures.
All employees need to be aware of the expectations and
procedures within the co1npany. Increased efficiencies in
processes results in financial gains for the co1npany.
S. Increased Productivity and Adherence to Quality
~tandards: Productivity usually increases when a coinpany
implements . training co~rses. Increased efficiency in
~rocesses will ensure proJect success which in turn will
6 improve a company's
turnover and potential n1arket share
· ~~~eased In~~vation in New Strate11:ies and Produ~ts:
g~u'.g train ing of the workforce ca n encouraoe
creat1v1ty Ne ·ct c: o
. w • eas can en1erge as a direct result of
 Meaning and Importance of Training 9

understanding of their responsibilities within their role,

and in turn helps in confidence building. This confidence
will enhance their overall performance and this will only
benefit the company.
2. Improved Employee Satisfaction and Morale:
Investment in training that a company makes is a gesture
that employees are valued. Training creates a supportive
workplace. Employees may gain access to training they
would not have otherwise known about or sought out
themselves. Employees who feel appreciated and
challenged through training opportunities may feel more
satisfactory towards their _jobs.
3. Addressing Weaknesses: Most employees will have some
weaknesses in their workplace skills. A training program
allows them to strengthen those skills to further improve.
A development program brings all employees to a higher
level so they all have similar skills and knowledge. This
helps reduce any weak links within the company who rely
heavily on others to complete basic work tasks. Providing
necessary training creates an overall knowledgeable staff
with employees who can replace each other when needed.
4. Consistency: A robust training and development program
ensures that employees have a consistent experience and
background knowledge. Consistency is particularly
relevant for a company's basic policies and procedures.
All employees need to be aware of the expectations and
procedures within the company. Increased efficiencies in
processes results in financial gains for the company.
5. Increased Productivity and Adherence to Quality
Standards: Productivity usually increases when a company
implements training courses. Increased efficiency in
processes will ensure project success which in turn will
improve a company's turnover and potential market share.
6. Increased Innovation in New Strategies and Products:
Ongoing training of the workforce can encourage
creativity. New ideas can emerge as a direct resu lt of
 I I UII Ill•:; ; - ··
10

training and deve]o p1n ent.

is more likely to
7. Reduced Employee Tu rn over: St aff
, Jess likely
fee ] val ued if the y are inv est ed in an d the ref ore
nt is seen as
to cha nge e1nployers. Tr ain ing an d de ve lop me
sts therefore
an additional co1npany benefit. Re cru itm en t co
go down due to sta ff retention.
8. Enhances Co mp an y Re pu tat ion an d
Pr ofile: Ha vin g a
in developing
strong and successful tra ini ng str ate gy he lps
y a prime
an e1np1oyer brand an d ma ke s co mp an
er changers.
consideration for gra du ate s an d mi d-c are
ini ng als o ma kes a co mp an y mo re att rac tiv e to
Tra
ir skills and
potential ne w recruits wh o see k to im pro ve the
lls .
the opportunities ass oc iat ed wi th tho se ne w ski
For d e rails, please refe r su hseque nt / relevan t c hapters.

MANAGEMENT DEVELOPMENT
Conce pt
ual's
The management develo pment proces s is flexible and contin uous, linking an inclivid
pment
deYelo pment to the goals of the job and the organi zation . Manag ement develo
can be
provides the opport unity to develo p a broad base of skills and compe tencie s that
al skills:
applied to many jobs in the organi zation . Manag erial skills broadl y covers technic
and
are concer ned with knowl edge and profici ency emplo yed in metho ds, proced ures
g
proces ses, Huma n Skills: are concer ned with human relatio ns skills, effecti ve workin
ement
and collab orative skills and Conce ptual Skills: are concer ned with genera l manag
develop
skills such as vision ing, model ing, formu lating strateg ic plans, etc. The goal is to
leaders.
the necess ary core compe tencie s of manag ers in order to becom e excelle nt
the
Expan ding manag ement core compe tencie s will enable manag ers to keep pace with
deman ds .of a changi ng organi zation and its enviro nment .
toward s
Devel opme nt is a system atic and planne d effort, which is, orient ed more
because
broade ning an individ ual's skills for the future respon sibiliti es. This is necess ary
nel.
the succes s and growt h of an organi zation depen ds mainly on the manag erial person
fully
System atic and contin uous efforts are necess ary to prepar e manag ers who can success
meet the challen ges of presen t and the future.
There are six core skills requir ed by today's Manag ers:
1 . Globa l perspe ctive.
2. Leade rship.
3. Learni ng and learnin g transfe r.
4. Flexib ility.
5. Strateg ic Planni ng.
6. Team building.

Defini tions:
jobs".
1. "Deve lopme nt is ongoin g educat ion to impro ve skills for presen t and future
(Robert N. Lussier: 2002)
broad
2 . "Mana gemen t Devel opmen t teachi ng manag ers and profes sional emplo yees
skrns needed for their presen t and future jobs".
(Bateman and S nell.- 2002)
 99
Management Development Progra mm e

5.2 Characteristics of Ma nag em ent De vel opm ent

are as
The characteristics of 1nanage1nent dev elo p1nent
follow: ces s of
1. Executive dev elo pm ent is a pla nne d and org anized pro
learning.
ect of
2. Executive dev elo pm ent hel ps und ers tan d cau se and eff
ua lize s
relationship, syn the size s fro m exp erie nce, vis
relationships or thinks logically.
wh ich
3. Executive dev elo pm ent inc lud es the pro ces s by
ls and
managers and exe cut ive s acq uir e not onl y ski]
es for
competency in the ir pre sen t job s but als o cap abi liti
pe.
future managerial task s of inc rea sin g diff icu lty and sco
ces s.
4. Executive dev elo pm ent is a con tinu ous and life -lo ng pro
an on-
It is not like trai nin g as a one -sh ot pro gra mm e but
of an
going con tinu ous pro gra mm e thr oug hou t the car eer
executive or a manager.
cat ion al
5. Executive dev elo pm ent is pre dom ina ntly an edu
process rath er tha n a trai nin g process.
in j ob
6. Executive dev elo pm ent me ans not onl y imp rov em ent
ality,
performance, but also enh anc em ent in p<!rson
.
knowledge, attitude, and beh avi our ism of an execut1ve
t the re
7. Executive dev elo pm ent is bas ed on the ass um ptio n tha
ms and
always exists a gap bet we en wh at an exe cut ive per for
this
what he/ she can. Exe cut ive dev elo pm ent har nes ses
untapped potential.
5.4 Importance of Management Development
Management development activities help in the growth an?
improvement of employees. Organizations should nurture their
employees to make them feel motivated and develop a sense of
loyalty .and attachment towards the organization. E1nployees who
give their heart and soul to the organization also expect something
in return. Economic benefits could be one motivating factor but
nothing like it if an organization prepares its e1np loyees not only
for his/her current job but also for the future assigrunents as well.
We kno,v technology becomes obsolete with time. An individual
needs to keep himselflherself abreast with the latest developments
to survive in this fierce competition.
l . Shoiiage of Trained Managers: There is a shortage of
trained managers and it is very complicated to recruit and
select qualified managerial personnel. Therefore, it becornes
· · to develop talented and able
necessary for an organization
 mme
Management Development Progra 101

employe.es .throu gh a systemac: tic ce 1 ve 1opment programm

.
d ma mt am an mv en tor y of ex t·ive s1<1.11 s to meet th ee
an . d . ecu
ds of the org arn za tio n.
fotm e eman
Jobs: There is noticeable shift
2. ~omplexity of Management .
fi om ow ne r ma na ge d to professional Iy managed enterpn ses
. .
. It has been established tha;
even m fam1I~ owned business
ge me nt ts a _c om ple x job , calling for certain skills,
mana
can only be learnt through
knowled?e an d attitudes which
de ve lop me nt pro grammes. Due to that
a science and recognized as ~
syste ma tic
management is no w treated as
tin ct br an ch of kn ow led ge . Management development
dis
loped by various universities
programmes have been deve
lle ge an d ins titu tes wh ere science as an art of managin~
co
people is taught.
pl oy ee M oti va tio n: Em plo yee development programmes
3. Em
morale and to motivate the
are essential to improve
Employees like to learn new
employees to perform well.
an d me et ch all en ge s an d the y are more motivat,~d when
skills
tial for personal gro\\1h. When
they feel there is great poten
an y sh ow s int ere st in em ployee developrr.\ent: the
the co mp
ater interest in the company's
employee naturally has a gre
development too.
Changes: The rapid rate of
4. Technological and Social
gic al an d so cia l ch an ge s in society has made it
technolo
ve talent to cope with these
imperative to develop executi
s have been brought about by
developments. These change t
rio us fac tor s lik e au tom ati on, computers, intense marke
va
ntrols, awakening of labour,
competition, government co . ..
r etc. .
change in th e concept of labou
agement: _Social respons 1~1hty
5. Social Responsibility of Man
ge me nt ha s be en wi de ly rec ogmzed by the busmess
of mana
de rs be ca us e of the ch an gin g social philosophy. Increased
lea
tas k an d lea de rsh ip res po ns ibilities arising ?ut
management
cia l an d tec hn olo gic al ch anges has made ex ecu tive
of so
ssa ry. . , . u
deve lopm en t ab so lut e ne ce 11
ve de ve lop me nt 1s an une cimb
Unendin g Process: Ex ec uti
6.
102 Training and Development

process. It is not a 'one-shot' affair. It must contin ue

throughout the management career, otherwise an acceptable
1nanagement of yesterday will not be acceptable today and an
executive of today will not be good enough for future . In
order to be dynamic and to meet future challenges, a mana ger
should continually educate himself.
It may be concluded that management development
prograrmne is absolutely necessary for the success of an:
organization. No organization can be successful in the long-run
without a planned approach to develop its managerial personnel.
It is a continuous process to develop the skills of a person and
main tain the desired managerial manpower to meet nc\\
challengcs.
 5.16 Steps in Management Development Programme
Etnp loyee develop1nent is an ongoing process which helps
einp loyees to enhance their skills and knowledge to contribute
1nore effectively towards an organization. It is essential for
ernp loyees to upgrade their knowledge with time to survive
changing enviromnent and fierce competition at the work place.
En1ployee develop1nent process begins from day one when an
individual joins an organization. One does not have to wait for
annual appraisals to implement an employee development plan.
Induction and orienting new employees are also effective ways of
employee development.
1. Looking at Organizational Objectives: Before deciding to
launch a management development programme, it is very
important to identify the organizational objectives. The
) obje~tives tell "where we are going" and accordingly develop
a framework from which executive needs can be determined.
2. Ascertaining Development Needs: Next step is ascertaining
development needs which requires forecast of needs for
present and future growth. This is based upon a
comprehensive job analysis with particular reference to the
kind of management work performed, the kind of executives
needed and the kind of education, experience, development,
special knowledge, skills, personal traits, etc., required for
such work. It should be clear as to how many and what type
 Management Development Programme
115

of managers are required to meet th

requirements. A co1nparison of the ex. ~. pres~nt and future
-~f
requ ired to 111eet the projected nee~s mg e;t with th
those
management to determine the needwis ofelpexect e top
1t ·
develop111ent. ive
3. Appraisal of Present Manage1nent Talents: Appra1s · a1 of
with a view ·
present. .manageme . nt. talent is made to
11tat1vely the type of person nel a ·1 bl
. h. mmg qua .
determ
mance
va1a e
of
wit m an organization itself. The perfor
management individual is compared with the standar~
expected of him. His personal traits are also analyzed so that
a value judginent may be made of his potential for
improvement. This information helps in disclosing the
strength, weaknesses and deficiencies of executives in certain
functions relating to the future needs of an organization.
4. Management Power Inventory: Management power
inventory is prepared for the purpose of getting complete
information about each management individual's bio-data
and educational qualifications, the results of tests and
performance appraisal. From these, it can be known that
several capable executives are available for develnoment for
higher positions. An analysis of the information will bring to
the attention of the management the potential obsolescence of
some of the present executives, the inexperience ~r ,r,hort~ge
of managers in certain functions and skill deficiencies relativ e
to the future needs of the organization.
S. Individual Development Programme: The planning of
individual development programmes in undert~ken _to meet th
the needs of different individuals, keeping mnd v~ew h ·e
differences in the attitudes and behaviour, a m t e~
physical intellectual and emotional qualities. The wea~ an .
' . . I l wn from I11s/he1
strong points of an individua are (no . f this
th ~d and
performanc e appraisal reports. One cane bbas~~ e itan 1
. .c
Iniormation, development programm '
launched. . After
6· Establishment of Development Progranunes.
116 Training and Develop ment

studying all the above said points, the personnel department

can establish a development programme for the employees. A
comprehensive and well-conceived programme is prepared;
containing concentrated brief courses in different fields, viz.
human relations, decision-making, leadership etc.
7. Evaluating Development Programmes: Evaluation of
develop1nent is generally done to obtain information or
feedback on the effects of a development programme and
assess the value of development. The most important means
of evaluating development programmes include observation,
ratings, trainee surveys, and trainee interview sets. It is very
important to evaluate a development programme a~ an
· t1on
organ1za · spends lots of resources and money on 1t· A
systematic evaluation of an executive programme will revea~
th e relevance of the develop1nent progra
mme and change~
that should be made in order to mak
e evaluation more
effective.