TRAINING AND DEVELOPMENT

Introduction
Every organization needs to have well trained and experienced people to perform the activities that have to be done. Training is a process of learning a sequence of programmed behaviour. It is application of knowledge. It gives people an awareness of the rules and procedures to guide their behaviour. It attempts to improve their performance on their current job and prepare them for an intended job. evelopment is a related process. It covers not only those activities which improve job performance! but also which bring about the growth of the personality" help individuals in the progress towards maturity and actualization of their potential capabilities so that they become not only good employees but better men and women. In organizational terms! it is intended to equip person to earn promotions and hold greater responsibility. Training a person for a bigger and higher job is development. #nd this may well include not only imparting specific skills and knowledge but also inculcating certain personality and mental attitudes. #s the jobs become more complex! the importance of employee development also increases. In a rapidly changing society! employee training and development are not only an activity that is desirable but also an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable work force. Training has played a very important role in helping the corporation to reach the commanding heights of performance. job performance Training is the main function of $%. To enhance the &orporation's growth and keep the &orporation ready to anticipate all types of competition and face it too! there is a need that $uman %esource should play more active role for overall progress of the &orporation. #ny training would be considered to be successful only when the knowledge gained by the participants is transferred to the

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The impact of training programme is to mould the employee(s attitude and help them to synergies individual goals with organizational goals. It also helps in reducing dissatisfaction! complaints! absenteeism and labour turnover.

Definition
#ccording to Flippo, Training is the act of increasing knowledge and skills of an employee for doing a particular job) The major outcome of training is learning. # trainee learns new habits! refined skills and useful knowledge during their training programme! which helps them to improve their performance. Training can also be defined as activities designed to change the behaviour. #nother way of defining training would be a planned programme designed to improve performance and bring about measurable changes in knowledge! skills! attitudes and social behaviour of employees. Training imparts the ability to detect and correct error. *urther more it provides skills and abilities that may be called on in the future to satisfy organisation(s human resources needs.

Manage ent de!elop ent

+anagement development is an attempt at improving an individual(s managerial effectiveness through a planned and deliberate process of learning. *or an individual this means a change through a process of planned learning. This should be the common and significant aim of development from the point of view of the trainer and the trainee in an organisational setting. ,#ll development is self development. It must be generated within the main himself. evelopment is highly individual. The development of an individual is due to his day to day experience on a job. $ence! emphasis should be on experiences from day to day work. #ny activity designed to improve the performance of existing managers

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and to provide for a well planned growth of managers to meet future organisational needs is management development. The change in the individual must take place in those crucial areas which can be considered as output variables .nowledge change" #ttitude change /ehaviour change 0erformance change End1operational results 2the last two changes being the result of the first three changes3

Training P"ilo#op"$%
Training constitutes an important component of overall $uman %esource +anagement 2$%+3 strategy. It is a part of the $uman %esource +anagement efforts of the organization that enables the employees of the organization to continuously update their functional knowledge and skills in various disciplines. The employees should be familiar with the latest technological developments! organizational procedures and system as well as various +anagement concepts. #n opportunity should! therefore! be provided by the organization to its employees! particularly in management cadre! to attend the management training courses! who in turns can share their knowledge and experience with the juniors in the organization. 4ne of the basic philosophies of the training programmes is to bring together participants of different disciplines from different regions so that they can exchange their work experience and the problems being encountered! with other participants. #fter employees have been selected for various positions in an organization! training them for specific task to which they have been assigned! assumes great importance. Training is an important activity in an organization.

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Feature# of training
Increase knowledge and skill for doing a job. /ridge the gap between job needs and employee skills. 5ob oriented process! vocational in nature 6hort1term activity designed especially for operatives.

I portance of training
Training is the corner1stone of sound management! for it makes employees more effective and productive. It is actively and intimately connected with all the personnel or managerial activities. It is an integral part of the whole management programme! with all its many activities functionally interrelated. There is an ever present need for training men so that new and changed techniques may be taken advantage of and improvements affected in the old methods! which are woefully inefficient. Training is a practical and vital necessity because! apart from the other advantages! it enables employees to develop and rise within the organization! and increase their ,market value7! earning power and job security. It enables management to resolve sources of friction arising from parochialism! to bring home to the employees the fact that the management is not divisible. It moulds the employees( attitudes and helps them to achieve a better co1operation with the company and a greater loyalty to it. Training! moreover! heightens the morale of the employees! for its helps in reducing dissatisfaction! complaints! grievances and absenteeism! reduces the rate of turnover. *urther! trained employees make a better and economical use of materials and equipment" therefore! wastage and spoilage are lessened! and the need for constant supervision is reduced

Need for &a#ic purpo#e# of training

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The need for the training of employees would be clear from the observations made by the authorities '( To Increase 0roductivity- ,Instruction can help employees increase their level of performance on their present assignment. Increased human performance often directly leads to increased operational productivity and increased company profit.7 #gain! , increased performance and productivity! because of training! are most evident on the part of new employees who are not yet fully aware of the most efficient and effective ways of performing the jobs.7

)( To Improve 8uality- ,/etter informed workers are less likely to make operational mistakes. 8uality increase may be in relationship to a company product or service! or in reference to the intangible organisational employment atmosphere.7 *( To $elp a &ompany *ulfill its *uture 0ersonnel 9eeds- ,4rganisations that have a good internal education programme will have to make less drastic manpower changes and adjustments in the event of sudden personnel alterations. :hen the need arises! organisational vacancies can more easily be staffed from internal sources if a company initiates and maintain an adequate instructional programme for both its non1supervisory and managerial employees.7 +( To Improve 4rganisational &limate- #n endless chain of positive reactions results from a well planned training programme. 0roduction and product quality may improve" financial incentives may then be increased! internal promotions become stressed! less supervisory pressure ensure and base pay rate increase result. Increased morale may be due to many factors! but one of the most important of these is the current state of an organisation(s educational endeavour.7 ,( To Improve $ealth and 6afety- ,0roper training can help prevent industrial accidents. # safer work environment leads to more stable mental attitudes on the part of employees. +anagerial mental state would also improve if

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supervisors know that they can better themselves through company1designed development programmes.7 -( 4bsolescence 0revention- ,Training and development programmes foster the initiative and creativity of employees and help to prevent manpower obsolescence! which may be due to age! temperament or motivation! or the inability of a person to adapt himself to technological changes.( .( 0ersonal ;rowth- ,Employees on a personal basis gain individually from their exposure to educational experiences.7 #gain! ,+anagement development programmes seem to give participants a wider awareness! an enlarged skill! and enlightened altruistic philosophy! and make enhanced personal growth possible.

Need for training

a3 #n increased use of technology in production" b3 <abour turnover arising from normal separations due to death or physical incapacity! for accidents! disease! superannuation! voluntary retirement! promotion within the organization and change of occupation or job. c3 9eed for additional hands to cope with an increased production of goods and services" d3 Employment of inexperienced! new or badli labour requires detailed instruction for an effective performance of a job. e3 9eed for reducing grievances and minimizing accident rates. f3 9eed for maintaining the validity of an organization as a whole and raising the morale of its employees. &ollectively! these purposes directly relate to and compromise the ultimate purpose of organisational training programmes to enhance overall organisational effectiveness.

OBJECTIVES
=. To get an insight into what training and development is.

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>. To acknowledge the importance of Training and evelopment programmes in organizations. ?. To evaluate the importance of various types of Training and development programmes. @. To ascertain the levels to which the Training and can help in organizations. A. To ascertain how crucial role Training and evelopment programmes. $elp in grooming the overall personality of employees of organizations. Training has always played an important and integral part in furthering many kinds of human learning and development. $owever! the fact that training can make an important! if not crucial! contribution to organizational effectiveness is only now being recognized fully. &ompanies! organizations and government are beginning to appreciate the value of adequate! consistent and long term investment in this function. Training and evelopment programmes help remove performance deficiencies in evelopment programme

employees. This is particularly true when B The deficiency is caused by a lack of ability rather than a lack of motivation to perform. The individual2s3 involved have the aptitude and motivation needed to learn to do the job better. 6upervisors and peers are supportive of the desired behaviours.

There is greater stability! flexibility and capacity for growth in an organization. Training contributes to employee stability in two ways. Employees become efficient after undergoing training. Efficient employees contribute to the growth of the organization. ;rowth renders stability to the workforce. *urther! trained employees tend to stay with the organization. They seldom leave the company. Training makes the employee versatile in operations. #ll rounder can be transferred to any job. *lexibility is therefore ensured. ;rowth indicates prosperity! which is reflected in increased profits from year to year. #ccidents! scrap and damage to machinery and

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equipment can be avoided or minimized through training. complaints can be reduced if employees are trained well.

Even dissatisfaction!

Training is an investment in human resource with a promise of better returns in futures. # company(s training and development pays dividends to the employee and the organization. Though no single training programme yields all the benefits! the organization! which devotes itself to training and development! enhances its human resource capabilities and strengthens its competitive edge. #t the same time! the employee(s personal and career goals are furthered! generally adding to his abilities and value to the employer.

Role and /cope of Training

Training has been performing a very important role in helping the &orporation to reach the commanding heights of performance over the years. The vitality of an organization depends upon its capacity to adapt itself to change. #nd the current changing environment calls for this the most. Training plays a vital role in this regard. The primary role of training is to assist the employees in their pursuit of knowledge and self1actualization! expounding the belief that there are no limits to human potential and growth and such potential should get transformed into reality. #ny training would be considered successful only when the knowledge gained by the participants of various programmes is transferred to their job performance. #ll formal training activities conducted by the Training &entres at $ead 4ffice and at %egional 4ffices are in line with the organizational needs. *ormal training efforts of the Training &entres are directed towards supplementing the primary training process which takes place on1the1job.

Training Met"od#0 Tec"ni1ue#

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The forms and types of employee training methods are inter1related. It is difficult! if not impossible! to say which of the method or combination of methods is more useful than the other. Infact! methods are multifaceted in scope and dimension! and each is suitable for a particular situation. The best technique for one situation may not be best for different groups or tasks. &are must be used in adapting the techniqueC method to the learner and the job. #n effective training technique generally fulfills this objective" 0rovide motivation to the trainee to improve job performance! evelop a willingness to change! provide further trainee(s active participation in the learning process. 0rovide a knowledge of results about attempts to improve 2i.e. feedback3! and permit practice where appropriate. The various training techniques are as follows-

ON2T3E45O64 TRAININGDirtually every employee! from the clerk to the president! get ,4n1The15ob Training7! when he joins a firm. It is primarily concerned with developing in an employee(s skills and habits consistent with the existing practices of an organization! and orienting him with his immediate problems. It is mostly given for unskilled and semi1 skilled jobs1 clerical and sales jobs. Employees are coached and instructed by skilled co1workers! by supervisors! by the special training instructors. They learn the job by personal observation and practice as well as occasionally handling it. $e is learning by doing! and it is most useful for jobs that are either difficult to stimulate or can be learned quickly by watching and doing it. The main advantage of on1the1job training is that the trainee learns on the actual equipment in use and in the true environment of his job. $e! therefore! gets a feel of the actual production conditions and requirements. In this way! a transfer from a training centre or school to the actual production conditions following the training

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period is allowed. 6econdly! it is highly economical since no additional personnel or facilities are required for training. Thirdly! the trainee learns the rules! regulations procedures by observing their day to day applications. $e can! therefore be easily sized up by the management.

VE/TI67LE TRAINING
This method attempts to duplicate on1the1job situations in a company classroom. Its is a class room training which is often imparted with the help of the equipment and machines which are identical with those in use in the place of work. This technique enables the trainee to concentrate on learning the new skills rather than on performing on the actual job. In other words! it is geared to job duties. Theoretical training is given in the class room! while the practical work in conducted on the production line. It is a very efficient method of training semi1skilled personnel! particularly when many employees have to be trained for the same kind of work at the same time. It is often used to train clerks! bank tellers! inspectors! machine operators! testers! typists! etc. It is most useful when philosophic concepts! attitudes! theories and problem solving abilities have to be learned. Training is generally given in the form of lectures! conferences! case studies! role playing and discussion. The various advantages of vestibule training are #s training is given in a separate room! distractions are minimized. # trained instructor! who knows how to teach! can be more effectively utilized. The correct method can be taught without interrupting production. It permits the trainee to practice without the fear of the supervisorsC co1 workers observation and their possible ridicule.

OFF4T3E45O6 MET3OD/%
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,4ff1the1job training7 simply means that training is not a part of everyday job activity. The actual location may be in the company classroom or in the places which are owned by the company! or in universities or in associations which have no connection with the company. This method consists of=. <ectures >. &onferences ?. ;roup iscussions @. &ase 6tudies A. 0rogrammed Instructions

'( Lecture#%
<ectures are regarded as one of the simplest ways of imparting knowledge to the trainees! esp. when facts! concepts! or principles! attitudes! theories and problems1 solving abilities are to be taught. <ectures are formal organized talks by the training specialists! the formal superior or other individual specific topics. The lecture methods can be used for very large groups which are to be trained within a short time! thus reducing the cost per training. It can be organized rigorously so that ideas and principles relate properly. <ectures are essential when it is a question of imparting technical or special information of a complex nature. They are usually enlivened with discussions! film shows! case studies! role1 playing and demonstrations. In training! the most important uses of lectures include %educing anxiety about upcoming training programmes or organisational changes by explaining their purposes. Introducing a subject and presenting an overview of its scope. 0resenting basic material that will provide a common background for subsequent activities.

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Illustrating the application of rules! principles" reviewing! clarifying and summarizing. The main advantage of lecture system is that it is simple and efficient and though it is more materialistic it can be presented within a given time.

)( 8onference

et"od%

In this method! the participating individuals Econfer( to discuss point of common interest to each other. # conference is basic to most participative group1centered methods of development. It is a formal meeting! conducted in accordance with an organized plan! in which the leader seeks to develop knowledge and understanding by obtaining an considerable amount of oral participation of the trainees. It lays emphasis on small group discussions! on organized subject matter! and on the active participation of the members involved. <earning is facilitated by building up on the ideas contributed by the conferees. The conference is ideally suited for the purpose of analyzing problems and issues and examining them from different view points. It is an excellent method for development of conceptual knowledge and for reducing dogmatism and modifying attitudes because the participants develops solutions and reach conclusions! which they often willingly accept.

*( Group di#cu##ion#%
This is an established method for training. # group discussion is conducted in many ways It may be based on a paper prepared by one or more trainees on a subject selected in consultation with the person incharge of the group discussion. It may be a part of a study or related to theoretical studies or practical problems. The trainees read their papers! and this is followed by critical discussion.

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It may be based on the statement made by the person incharge of the group discussion or on a document prepared by an expert! who is invited to participate in the discussion.

The person incharge of the group discussion distributes in advance the material to be analysed in the form of required readings. The group discussion compares the reaction of trainees! encourages discussion! defines the general trends and guides the participant to certain conclusions.

+( 8a#e #tudie#%
,The case study is based on the belief that the managerial competence can best be attained through study! contemplation and discussion of concrete cases.7 The Ecase( is the set of data! written or oral miniature! description and summary of such data that present issues and problem calling for solutions or action on the part of trainee. :hen the trainees are given cases to analyse! they are asked to identify the problem and recommend tentative solution for it. This method offers to the trainees matter for reflection and brings home to them a sense of complexity of life as oppose to theoretical simplifications of! and practices in the decision1making process. The case study is primarily useful as a training technique for supervisors and is specially valuable as the technique of developing decision1making skills and for broadening the perspective of the training.

,( Progra

ed in#truction%

0rogrammed instruction involves a sequence of steps which are often set up through the central panel of an electric computer as guides in the performance of a desired operation or series of operations. It incorporates a pre1arranged! proposed! or desired course of proceedings pertaining to the learning or acquisitions of some specific skills or general knowledge. # programmed instruction involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning programme or package.

Training MI//ION %
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= >

To facilitate the process of integration of personal ambitions and aspirations of employees with the corporate objectives through training interventions. To continuously scan the environment! review training programmes and design need1based inputs to ensure achievement of high level of excellence in customer satisfaction. Equip work1force with skills to make a global player.

#ssist C guide the employees in their pursuit of knowledge and self1 actualization! expounding the belief that there are no limits to human potential and growth.

@ A

*acilitate the induction of new employees into through suitable orientation programmes. Enable through training! efence 6ervices to efficiently handle storage! distribution and consumption of petroleum products! which shall also play a vital role in building customer relations over a long term.

TRAINING PRO8E//
TRAINING 8OMMITTEE/ ROLE OF TRAINING 8OMMITTEE/% The main role of the Training &ommittees is to oversee the training functions and the training needs of the organization keeping in view the environmental changes. /ased on the need identified! training programmes focused towards specific area of interest are approved by the committee for implementation. The training committee also reviews the training activities on a half1yearly basis.

In 8o pan$% Training epartment has a training calendar! which is sent to all the

departments. /asically two types of training programmes are conducted by the training department a. b. *unctional 0rogramme evelopmental 0rogramme
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Training department makes use of in1house personnel for functional programmes and employs people from outside for development programmes

The current system provides consultation with concerned officers by his superior to ascertain the training needs. 6imilarly! the superior in consultation with the Fnit level co1 coordinators identifies training needs of the workmen and %egional Training $eads and new need based programmes are mounted.

Each employee(s training needs are identified through system of #nnual 0erformance #ppraisal 2#0#3. 9omination for %egional course is as per the eligibility criterion laid down for each programme. 4nce the nominations are identified and course announcement made! withdrawal of nomination is normally not permitted. 0articipants at the end of each programme do the overall course evaluation and the courses are modified depending upon the feedback received.

0articipants attending external training are required to make a formal presentation regarding the training received along with action plan for implementation. performance. This ensures transfer of knowledge for on job

Role of training %
= > Training has been performing a very important role in helping the &orporation to reach the commanding heights of performance over the years. Training has played a pivotal role in helping the organization adapt itself to change! which is the most important thing called for in the current changing environment. ? To assist the employees in their pursuit of knowledge and self1actualization.

Training Lin9age to 8orporate 0 Di!i#ional O&:ecti!e#

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The training policies have been developed for @ main reasons = > To define the relationship between the organization objectives and its commitment to the training function. To provide operational guidelines for management! for example to state management(s responsibilities for planning and implementing training and in particular to ensure that training resources are allocated to priority and statutory requirements. ? To provide information for employees. *or example! to stress the performance standards expected" to indicate the organisation(s commitment to training and development and to inform employees of the opportunities of training development 2including willingness to grant time off! andCor payment of fees for External courses3. @ To enhance public relations for example! to help recruit high caliber recruits" to reassure clients and public at large about the quality of products or services or to project an image as a caring and progressive employer by taking part in government sponsored ,6ocial7 training programmes.

Need for Training %

$ere! training becomes a core function for the following reasons = > ? @ A G H I J Training is necessary for new employees to get an idea about the job and to do it effectively. 5unior employees need training before they take the position of their seniors. It is necessary for the company to fulfill its future personnel needs and to train the employee in the company culture pattern. It is necessary for old employees to enable them to keep abreast of changing methods! techniques and technology. It is needed to improve the quality and quantity of output by an employee and raising their morale. Training is required to revise the specialized skills learnt in the past. 5ob %otation practice demands training. It reduces wastage and accidents. *or self B development.

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Training proce## of 8o pan$ in!ol!e# #e!eral #tep# %

=. efining organizational objectives and strategies

>. #ssessment of the training needs ?. Establishing training goals @. evising the training programme A. Implementation of the programme G. Evaluation of the results

Training procedure in 8o pan$

=. Identification of training needs. >. Training 9ominations ?. Training *acilities @. Training Techniques A. Training *aculty G. 0reparation of the Trainee H. Evaluation Effectiveness of training I. *ollow B up.

'; Identification of training need#%

Identification of training needs is the stepping1stone in the appropriate management training system on which the entire edifice of training programme is built. <ike the prevalent management development and training programmes! appropriate management training system does not take a generalized view of training needs. It attempts to take a specialized individualized view of training needs of different categories of managers performing more or less similar job in similar organizations. Fnder this system! assessing training needs is treated as an important and crucial training function before designing and conducting a programme. #n organization normally employs sufficient number of managerial and non1 managerial personnel with required competence to perform given jobs leading to the accomplishment of organizational objectives. Effective performance of a job requires

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a standard of competence in the job holder consisting of vital areas such as job related knowledge! skill and attitude. /ut due to one or other reasons the existing competence of the jobholder may fall short of the standard competence required in the job. The processing of assessing and finding the gap between the standard competence required in a job and the existing competences in turns of vital knowledge and skill and attitude in the job holder may be called as the identification of the areas of deficiencies and the resultant inventory of gaps in the job holder in terms of knowledge and skill and attitude may be said as his training needs. This logic highlights two processes =. >. Identification and definition of standards of knowledge! skill and attitude #ssessing existing level of knowledge! skill! attitude of the job holder.

required in a job. These two processes are of critical importance and should be carried out as accurately as possible because the outcome of the comparison between the two provides the information from which an appropriate training programme is developed. # training programme should be established only when it is felt that it would assist in the solution of specified operational problems. The most important step in the first place is to make a thorough analysis of the entire organization! its operations and manpower resources available in order to find out the Etrouble spots( where training may be needed. Training needs are identified by the Training committees at $4C%egional level keeping in view the changing environment and the objectives and the mission of the organization. /ased on this new training also gets identified year after year. Traditional programmes are redesigned so as to be effective utilized. Each officers training are identified in the ,Training needs Exercise7 which is covered every two years. 0rior to identifying needs of each officer! their current system provides consultation with concerned officers by his superior to ascertain the training needs.

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The training need for officers are identified in the ,Training need7 form that constitutes the basis on which the nominations are accepted by the training centers for the various in1house training progrmmes. The nominations to external training programmes are encouraged only for such progrmmes where in1house training programmes are not available! and there is a selfCorganizational need. The training needs of workmen in employees category are identified by the superiors in consultation with the unit level coordinators and the %egional Training $eads and new based in1house programmes are mounted. Employees do write in their #nnual 0erformance #ppraisal 2#0#3 forms about the training they would like to undergo.

); Training No ination#
#s far as possible opportunity is given to the officers to attend $4 training programmes of their choice once every two years. 9ominations for regional courses are as per the eligibility criteria laid down for each programme. The main thrust of training activities at regional level is improving functional competency. The nominations for workmen category are finalized at the regional training centers keeping in view the specific needs of each employee segment. :ithdrawal of nomination B once the nominations are identified by the training department and course announcement is made! withdrawal of nomination is normally not permitted. $owever! in extreme unavoidable circumstances! this is permitted subject to prior approval of the competent authority.

*; Training Facilitie#
The non residential training programmes are conducted in the training halls located in the $4C%egional head quarters. The training halls have been carefully designed keeping acoustic requirement in view. The training halls are equipped with the latest and most sophisticated audio1visual equipments to ensure training effectiveness.
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+anagement training courses C supervisory development courses are conducted in some of the reputed nominated hotels. They have also acquired latest electronic gadget like liquid &rystal isplay! Dideorama! Electronic /oard 20anaboard3! direct projector! for improving training efficiency. The training center at $4 has well equipped reference library. It has an excellent collection of books and & s on various aspects of +anagement! Information Technology! 0etroleum Industry and Energy +anagement besides general disciplines.

+; Training Tec"ni1ue#
epending on the course objectives! training methodology mix is carefully designed. In the training courses the management provides ample opportunity to the employees to take active part in the learning process. In the management training courses emphasis is placed on the use of state1of1the art training technologies like simulation exercises! computer aided +anagement ;ames! live video recording! structured experiential instruments! case study method etc. 6yndicate project studies are also given in most of the courses to study the live organizational problems and give recommendations! which are then duly considered by the management for implementation. The participants of various training programmes are also required to prepare reports and make formal presentations. This aids in the process of learning for workmen training. #dequate emphasis is given to hands1on1training.

,; Training Facult$
The trainer has to be prepared for the job for he is the key figure in the entire programme. The strength of the Training lies in the faculty being generated from within. In1house faculty imparts a lot of credibility to the training efforts. The training faculty members are selected on the basis of their positive attitude towards training assignment and their ability to communicate effectively with others. Each faculty member is required to have thorough knowledge of his subject. The training faculty is responsible for ensuring that the formal training activities are in line with the organisational requirements.
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The functional managers from various departments are invited as part1time faculty members to share their knowledge pertaining to their disciplines. It also helps the functional managers to remain up1to1date in their specialized functions. 4n a very selective basis! they invite guest speakers in the training programmes in such areas where they do not have sufficient expertise within the organization. The training center is also well equipped with professionally qualified trainer who are competent to conduct the management development programmes! both at $4C%egional level.

-; Preparation of t"e Trainee <participant#;%

This step consists of = 0utting the learner2trainee3 at ease. > 6tating the importance and the ingredients of the work flow. ? Explaining why he is being taught. @ &reating interest and encouraging questions! finding out what the learner already knows about his job. A Explaining ,why7 of the whole job and relating it to some other job the worker already knows. G 0lacing the learner as close to his normal working position as possible. H *amiliarizing him with equipment! materials! tools and trade terms. job and its relationship to

.; E!aluation Effecti!ene## of training(

ifferent approaches could be adopted to evaluate the effects! impact and effectiveness of training. The methods may vary from an evaluation of the perceptions on training of the trainees! supervisors! subordinates and trainers to studying the entire training function itself. The study could encompass the cost benefit analysis of the training or the impact it has had on productivity and efficiency of the organization.

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To understand the knowledge gained from the training and thereafter! the transferability of this learning on the job situation and its effect on rise or fall of productivity necessitates the availability of certain information. It is essential to understand the level of knowledge of participants before the initiation of training process to calculate the possible gains from training. 4n the other hand! a study which comes in after the event of training is necessarily constrained to study the perceptions of the trainees! trainers and the organization with regard to effectiveness of the training effort. The perception study is principally an after the event evaluation. The approach here is to elicit the perception of participants after attending training programmes! on various aspects of the programme! the learning heCshe has derived from the programme and any change in attitude! knowledge or skill level and its transferability to on1the1job situation. subordinates and peers. *or management training courses! session1wise evaluation is done for each session. The overall course evaluation is done by the participants at the end of each programme and the courses are modified depending upon the feedback received. #t periodic intervals! evaluation of training effectiveness is conducted by reputed outside professional agencies like Tata +anagement Training &entre! #dministrative staff college of India etc. The participants attending the external training and are required to make a formal presentation regarding the training received along with an action plan for implementation. This ensures transfer of knowledge for on1the1job performance. Training function also enjoys adequate support from top management to monitor various programmes and upgrade the same from time to time. The post course evaluation and monitoring of functional courses is done with the support of the respective functional groups. # high degree of innovation in training efforts is ensured due to the above interventions. The perceptions expressed by the participants are further checked out with their superiors!

=; Follo>4up

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This step is undertaken with a view to trusting the effectiveness of training efforts. This consist of1 0utting trainee Eon his own(. &hecking frequently to be sure that heCshe has followed instructions. Tapering off extra supervision and close follow1up until he is qualified to work with normal supervision. /asically two types of training programmes are conducted by the training department a. *unctional 0rogramme b. evelopmental 0rogramme

Nature 0 Met"od# of TRAINING %

#fter the employee has been recruited! selected and inducted he must next be developed to better job and the organization. 9o one is perfect fit at the time of hiring and some training and education is essential. 9o organization has a choice of whether to develop employees or not! the only choice it has is that of method of development. If no organized programmes exist then development will largely be self1development! while learning on the job. evelopment would include both training to increase skill in performing a specific job and education to increase general knowledge and understanding of the total environment. 0lanned development programmes will return values to the organization in terms of increased productivity! heightened morale! reduced costs and greater organizational stability and flexibility to adapt to changing external requirements. 6uch programmes will also help meet the needs of individuals in their search for work assignments that can add up to life1long careers. There are mainly two reasons for functioning training=. Training programmes for non managers to develop skills to perform a job. >. Training and educational programmes designed to develop organizational units as entities.

8la##ification of training

et"od# %
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'( ON4T3E45O6 TRAINING %

Dirtually! every employee! from the assistant to company(s chairman gets some on1 the1job training when he joins a firm. 6ince most jobs in an industry can be learnt is a relatively shorter period of time this method is widely used. It has the advantage of strongly motivating the trainee to learn since it is not located in the artificial situation of a class room. The fact that the success of the system depends almost entirely upon the immediate supervisor! the trainer! means that the personnel unit has a major responsibility for making a good effective teacher out of every supervisor. There are a variety of on the job methods such as coaching or under study" job rotation and special assignment under coaching or under study method 2which is also known as internship and apprenticeship method3! the employee is trained on the job by his immediate supervisor. Internship is usually applied to managerial personnel and provide a wide variety of job experience. #pprenticeship is generally used to impart skills requiring long periods of practice as found in trade! crafts and other technical fields. In job rotation a management trainee is made to move from job at certain intervals. The jobs vary in content. 6pecial assignments or committees are other methods used to provide lower level executives with first hand experience in working on actual problems.

2. OFF4T3E45O6 MET3OD/ OR 8LA// ROOM %

4ff1the1job training simply means that training is not a part of every day activity. The actual location may be in the company class rooms or in places which are owned by the company or in universities or associations which have no connection with the company. These methods consist of i. ii. iii. iv. v. vi. <ectures &onferences ;roup iscussions &ase studies %ole playing 0rogrammed instructions

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T1group training

3. VE/TI67LE TRAINING %
This method attempts to duplicate on the job situations in a company class room. It is a class room training which is often imparted with the help of the equipment and machines which are identical with those in use in the work place. This techniques enables the trainee to concentrate on learning the new skill rather than on performing an actual job. same time. It is a very essential method of training semi1skilled personnel! particularly when many employees have to be trained for the same kind of work at the

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