SUBJECT CODE: HRMIR 101 HUMANRESOURCES MANAGEMENT AND INDUSTRIAL

RELATIONS
(PART A: HUMANRESOURCES MANAGEMENT - 50 MARKS)
EXECUTIVE LEVEL- I

Mohammad Ruhan Miah MBA, ACS

(Lec# 04)
HUMANRESOURCES MANAGEMENT

Training and Development

TRAINING
A : Definition
Training is a learning experience. It seeks a relatively permanently change in an
individual that will improve his or her ability to perform on the job. Training involves the
changing of skills, knowledge, attitude or social behavior. It may mean changing what
employees know, how they work, their attitudes towards their work. or their interactions
with their co-workers or their supervisor.
Training should provide the Trainee with a given model to follow, specific goals to
achieve, an opportunity to perfect the skill, feedback on how well the Trainee is
progressing the acquired skills to the job. These guide the Human Resource Manager in
designing, implementing and operating any Employee Training.
B : Primary objectives of Training
Training normally concentrates on improvement of either operative skills (the basic skills
related to the successful completion of task), interpersonal skills (how to relate
satisfactorily to others), decision making skills (how to arrive at the most satisfactory
course of action), or a combination of these. More specificaly, the primary objectives of
training are :
(i) to impart to new entrants the knowledge and skill they need for an intelligent
performance of their tasks.
(ii) to assist employees to perform their tasks more efficiently.
(iii) to lower the turnover and absenteeism and increasing the job satisfaction
since the training can improve the employees self esteem.
(iv) to bridge the gap between existing performance and potential performance.
(v) to lower the cost of wastes and equipment maintenance.
(vi) to improve the quality of output.
C : Importance of Training
Training will be judged by its contribution to performance where performance is a
function of skill, ability, motivation and the opportunities to perform. Managers must
compare the value received from the increase in performance that can be attributed to

training with the cost incurred in that training. Training invites the following
achievements :
- Reduction in learning time.
- Reduction in supervision and operational problems.
- Better performance of employees and boosting employee morale.
-

Fulfill manpower needs of the Organization.

Beneficial to employees.

D : Ingredients of a Good Training Program

- Maximize the similarity between the Training Situation and the Job Situation.
- Provide as much experience as possible with the task being taught.
- Provide for a variety of examples when teaching concepts or skills.
- Label or identify important features of a task.
- Make sure that the trained behaviors and ideas are rewarded in the job situation.
-

Design the Training content so that the trainees can see its applicability.

E. Essential components of Training Sequence:

a.
b.
c.
d.

Identification and analysis of Training Needs

Definition of Training Objectives
Preparation of Training plans
Measurement and Feedback of results.

IDENTIFYING AND ANALYSIS OF TRAINING NEEDS

All training must be directed towards the satisfaction of defined needs: for the Company
as a whole, for specific functions or groups of employees, or for individuals. Purpose of
Training can be defined if training needs of the organization, groups and individuals
within it have been identified and analyzed. The need analysis is based on aim, area and
methods.
(i) Aims : Analysis of training needs aims to define the gap between what is happening
and what should happen. This is what has to be filled by training. The Gap may consist of
the difference between:
*
*
*

how the Organization or a function within this is performing and how it

should perform;
what people know and can do and what they should know and do;
what people actually do and what they should do.

(ii) Areas : Training needs should be analyzed

- For the Company as a whole-Corporate Needs.
- For Departments, Functions or Occupations within the Company- Group Needs:
-

For individual employees-Individual Needs

These three areas are inter-connected. The analysis of corporate needs will lead to
identify the training needs of different departments or occupations, while these in turn
will indicate the training needs of different departments or occupations, while these in
turn will indicate the training requirement of individual employees.
Corporate needs can be determined by analyzing company strength and weaknesses- a
procedure that should normally be the part of Corporate Planning Process. These should
be examined in each of the main activity areas: for example, development, production,
marketing, finance, personnel and management services. The aim should be to used
identify those problems that can be attributed to weaknesses or gaps in knowledge. skill
and capitalies of managerial, technical, clerical and production staff.
Group needs are identified by analyzing functional or departmental manpower plans or
by conducting special surveys using questionnaires and interviews. Job Analysis can be
used to determine the knowledge and skills required in specific jobs.
Individual needs can be assessed by the use of job analysis and by analyzing the
information obtained from performance reviews.
(iii) Methods: The simplest method of conducting training surveys is to go round asking
managers and supervisors what they think about the training priorities in their
departments. The results obtained may be subjective but, as long as the surveys are
comprehensive and the answers are analyzed carefully, they provide a useful starting
point for more detailed analysis, They will also ensure that Management and Supervision
feel involved from the beginning they are more likely to help with job analysis and t
support the Training Program if they have been consulted about their requirements.
TRAINING OBJECTIVES

Once the training needs have been assessed, the next

important step is the selection of trainees and establishment
of training goal. Training must aim to achieve measurable
goals expressed in terms of improvements in corporate,
functional, departmental or individual performance. Trainees
should be selected with care ensuring that benefits from
their inclusion in the program accrues to the Trainees as well
as the Organization. It is very important that these goals
should be fully integrated with the organization's human
resource training needs. The entire training program will be
designed to accomplish these goals.
Training program objectives can be defined as 'criterion behavior', i.e. changes of
behavior on the job to be achieved if training is to be regarded as successful. This should
have a definition of what the Trainee will be able to do when he goes back to work on
completion, in other words, Terminal Behavior. Training objectives are best expressed as
follows.
On completing the Training the Trainee will be able to (read a Balance Sheet,
program a Computer, operate a Word Processor, work to a high degree of accuracy)

PREPARATION OF TRAINING PLANS

These must describe the overall scheme of training and its costs and benefits. The overall
scheme should further provide for the development of training programs and facilities,
the selection and use of appropriate training methods and training of trainers. The steps
required for preparing Training Plans be as follow:
1. Summarize Training Needs
2. Formulate Training Policies
3. Decide where Training should take place
4. Decide on the Training Techniques to be used
5. Evaluate the Training
1. Summarizing Training Needs
The Summary of Training needs should establish the main area and priorities for
Training. It shows the numbers to be trained and expected output of the training schemes.
The Summary may list individual requirements for training of the present team on a
departmental or functional basis. The overall summary should set out for each category of
employees:

employed at present

Number of those requiring training

Number of new entrants expected

Training required (cross referenced to detailed training specifications);
Broad indication of priorities

2. Formulate Training Guidelines

Training policies provide guidelines on detailed planning of training by defining scope
and aims of the training schemes, basis of training plans, procedure for developing formal
training schemes, and methods of evaluating and controlling training.
3. Training Place

There are three places where training can take place; in

Company, On the Job, Off the Job, and External. Each has its
uses, its advantages and disadvantages.
4. Training Techniques
There are many training techniques, and the choice of technique will depend on the
training situation in which it is to be deployed. some of the training techniques are
lectures, Video and Cassettes, Case Studies, Rote Playing. On the job Training,
Simulation etc.

5. Evaluation of Training
It is at the planning stage that the basis upon which each category of training is to be
evaluated should be determined. It is necessary to consider how the information required
to evaluate courses should be obtained and analyzed.
Evaluation leads to control, which means deciding whether or not the training was
worthwhile (preferably in cost/benefit terms) and what improvements are required to
make it even more cost effective.
FEED BACK
Feedback requires the validation of the achievements of each training program its
objectives and the evaluation of the effect to the whole training scheme on company or
departmental performance;
Evaluation is an integral feature of Training. It is the comparison of objective (criterion
behavior) to answer the question of how far training has achieved its purpose.
There are five levels at which evaluation can take place:
1. Reactions: The reactions of trainees to the training experience itself. How useful or
even how enjoyable they feel the training is, what they think of individual sessions
and speakers, what they would like put in or taken out, and so on.
2. Learning: This is the terminal behavior that occurs immediately after the training has
finished. Evaluation in the learning level requires the measurement of what trainees
have learned as a result of their training the new knowledge and skills they have
acquired or the changes in attune that have taken place.
3. Job Behavior: Evaluation attempts to measure the extent to which trainees have
applied their learning on the job. This constitutes an assessment of the amount of
transfer of learning that has taken place from an off the job Training Course to the
job. If training is carried out on the job there should be little difference between
learning and job behavior.
4. Organization: Evaluation attempts to measure changes in the job behavior of trainees
on the functioning of their Organization. The measurement might be productivity.
improvements in output, quality, contribution or sales turnover. The question
answered by this type of evaluation is not simply what behavioral changes have taken
place, but what good have those changes been for the Department in which the
employee works.
5. Ultimate Value: This is a measure of how the Organization as a whole has benefited
from the training in terms of greater profitability, survival or growth. But it might also
be defined in terms of the trainee's personal goals rather than those of the
Organization. This could be a legitimate Company Goal for training if if is believed
that what is good for the individual is good for the Organization, or if the Company
feel that it has a Social Duty to educate and train its employees to their maximum
capacity.

TRAINING METHODS FOR EMPLOYEES

Methods of training have its unique place in an overall training program for employees in
an Organization, It is rather difficult if not impossible to say which of the methods is
more useful. In fact, methods are multifaceted in scope and dimension and each is
suitable for useful. in fact, methods are multifaceted in scope and dimension and each is
suitable for useful. In fact, methods are multifaceted in scope and dimension and each is
suitable for particular situations. An effective training technique generally meets the
following objectives:
- Provides motivation to the Trainee
- Develops willingness to change
- Provides for the trainees active participation in the learning process
Broadly there are 4 recognized training methods for employees: (1) On the job (2) Off the
job (3) apprenticeship and (4) Vestibule, Much employee Training is On the job in nature
and much of it includes human relations. Most training methods also cut across the four
categories of objectives when appropriately modified.
1. On the job Training
It includes all attempts to train personnel in the work environment. It places the employee
in an actual work situation and makes them appear to be immediate productive. For jobs
that are either difficult to simulate or can be learned quickly by watching and doing on
the job training makes serve. On the job Training include formal and informal training
method. Five types of programs suing this concept are (1) Orientation (2) Apprentice
Training (3) job Rotation (4) Vestibule schools and (5) internships.
Importance of On the Job Training
Operational effectiveness and efficiency: Through good communication and teamwork skills, employees
are better able to work across job functions, to apply information, and to think critically and act logically.
Trained employees are better able to adapt to changea must in todays economy.
Increased job satisfaction: A recent Walker Information study of employee loyalty found that two areas
that drive loyalty are the businesses focus on employees, and training and development opportunities.
Engaged, motivated employees are more likely stay in their jobs, and reduction in employee turnover
boosts the bottom line.
More attractive workplace: The national unemployment rate at the end of March 2007 was a low 4.4
percent, making recruiting qualified talent a challenge. Employees want a place to work where they can
hone their skills and better their lives, and the best employees are more attracted to organizations that offer
such programs.
Transfer of organizational knowledge: By 2015, nearly 20 percent of the nations workers will be 55
years old or older, up from 13 percent now. Businesses must utilize job audits and other collection methods
to document the tacit knowledge of employees who have been with the organization for years, and they
must train those longtime employees to share their knowledge with others.
Better managers: A 2006 Hudson survey found that while 92 percent of managers consider themselves to
be an excellent or good boss, only 67 percent of employees rate their managers favorably. Good employees
are usually promoted because they show an aptitude for management, but they must be trained on effective
coaching, discipline, and performance-management skills.
Reduced compliance risk: Government regulators across the country are mandating compliance training
on sexual harassment, Sarbanes-Oxley, and corporate ethics. By implementing training on these issues, as

well as on diversity and workplace conduct, employers can reduce their risk of complaints, and, equally
important, create a positive work environment.

2. Off the job training

It relates to training that is not a part of the job activity. This type of training is generally
theoretical in nature and is imparted in classroom type or atmosphere. It is more
associated with knowledge than with skill. This type of training is more suitable when a
large number of persons have to be trained by specialist instructors at the same time for
same king of job. Training may be organized using different techniques such as
instructions, classrooms. films. demonstrations and other simulation exercises and
programmed instructions.
3. Apprenticeship training
Internships provide practical realistic experience under supervision for professional or
semi professional employees or others who can benefit by a period or supervised practice.
Many trade schools and institutes have cooperative work study programs in which
students work for moderate pay, but the supervise or agrees to provide on the job
guidance and instruction.
4. Vestibule Training
Vestibule training are performed in the company schools that training facilities away from
the work place. They are useful where large numbers are trained for jobs that did not lend
themselves to on the job training. They provide the Company a broader range of tools an
equipment and to use better trained. full time instructors than is possible in on the job
instruction.

TRAINING METHODS FOR EXECUTIVES

A. On-the-job Development
Formal training programs for Executive Development include a large variety of program
types and instructional methods and philosophies. The development of a Manager's
abilities can take place on the job. Following tour techniques are popular among them:
1. Coaching: When a Manager takes an active role in guiding another Manager, we refer
to this activity as coaching. The technique of managers coaching other managers has
the interaction and rapid feedback on performance. It has two disadvantages; (i) it
tendencies to perpetuate the current managerial styles and practices in the
Organization and (ii) its heavy reliance on the coach's ability to be a good Teacher.
2. Understudy Assignments: In this method potential Managers are given the
opportunity to relieve and experienced Manager to his job and act as his substitute
during the period. This label also describes permanent assistant to positions as well as
temporary opportunities to assist Managers in completing their jobs.
3. Job Rotation: Job Rotation can be either horizontal or vertical. Vertical rotation is
nothing more that promoting a worker into a new position. The horizontal rotation is
also known as lateral transfer. Job rotation represents an excellent method for
broadening the Manager or potential Manager and for turning specialists into
generalists. In addition to increasing the Manager's experience and allowing him to
absorb new information, it can reduce boredom and stimulate the development of new
ideas. It also provides opportunities for a more comprehensive evaluation of the
Manager by his supervisors.
4. Committee Assignments: Assignments to a Committee can provide an opportunity
for the Employee to share in managerial decision making, to learn by watching
others, and to increases the employee's exposure to other Members of the
Organization, broadens his understanding and provides an opportunity to grow and
make recommendations under the scrutiny of other members.

B. Off-the-job Development
1. Sensitivity Training: It has common objectives of providing participants the
opportunity to learn Interpersonal and Group Skills, such as leadership and
Communication by actual Laboratory settings of two to three weeks duration are set
up to provide these learning experiences. Laboratory Training involves the use of TGroups where ten to fifteen peoples are put into a face-to-face situation. This Group
has not history, nor externally imposed tasks or objectives. Its agenda is open; to be
determined by the group itself. The essence of this method in as involvement of
persons in a group-learning situation in which, with the help of a trained leader,
participants learn to understand their own behavior and thus to understand others
better.
2. Lecture Courses: Formal lecture courses offer an opportunity for Managers to
acquire knowledge and develop their conceptual and analytical abilities. In large
organizations, these lecture courses may be offered 'in-house' by the organization
itself and supported by outside college course work. Small organizations take the
courses offered in development programs at universities and colleges and through
consulting organizations.

3. Simulation Exercises: The more widely used simulation exercises include Case
Study. Decision Game and Role-Play. The Case Study approach was popularized at
the Harvard School of Business. Taken from actual experiences of organizations,
these cases represent attempts to describe, with possible accuracy, real problems that
Managers have faced. Trainees study the cases to determine problems, analyze
causes, develop alternative solutions, select what they believe to be the best solution,
and implement it. Simulated Decision Games put individuals in the role of acting out
managerial problems. Games, which are frequently played on an Electronic Computer
that has been programmed for the particular game, provide opportunities for
individuals to make decisions and to consider the implications of decision on other
segments of the organization, with no adverse effect should the decision be a poor
one. Role-Playing allows the participants to act out problems and to deal with real
people. Participants are assigned roles and are asked to react to one other as they
would have to do in their managerial jobs. Role playing, when combined with
modeling as presented in social-learning theory, has become increasingly popular as a
development technique.
MANAGEMENT DEVELOPMENT PROGRAM
Management Development is more future oriented and more concerned with education,
than is Employee Training, or assisting a person to become a better performer. Such
development focuses more on the employee's personal growth. Successful Managers have
analytical, human, conceptual and specialized skills. They are able to think and
understand. It is therefore suggested that management development be predominantly an
Education Process rather than a Training Process.
Management Development is a systematic process to ensure that the Organization has the
effective managers for meeting its present/future needs. It aims at improving performance
of the existing managers, giving them opportunities for growth and development, and
ensuring that Management Succession within the Organization is provided for.
Objectives of a typical Management Development Program are to improve the financial
performance and long term growth of the Company by:
Improving the performance of Managers by seeing that they are clearly informed
of their responsibilities and by agreeing with them specific key objectives against
which their performance will be regularly assessed.
Identifying Managers with further potential and ensuring that they receive the
required development, training and experience to equip them for more senior
posts within their own locations and divisions within the company.
Assisting Chief Executive and Managers of the Company to provide adequate
succession and to create a system whereby this is kept under regular review.
Management Development Activities
1. Organization Review
Management development is closely related to Organization Development, which focuses
attention on people and the social system in which they work-individuals, working
groups and relationships between them. The MDP uses various educational activities that
may aim primarily to develop teamwork but also provide training for the individuals.
Management Development appears to focus more on individuals than on groups and

relationships, but it must do this within the context of the needs of the organization as a
whole.
2. Manpower Review
This manpower planning aspect of Management Development analyzes the present
resources and future requirements in terms of numbers, types and knowledge and skills.
Individual and management succession needs are analyzed separately. Performance
reviews provide information on strengths and weaknesses that affect the overall plan.
3. Performance Review
Performance Review system are used to identify development needs by highlighting
strengths and weaknesses and, so far as this is possible, potential for promotion. They are
also a basis for the counseling and coaching activities, which should form the most
important part of an individual's development within a company.
4. Management by Objectives
John Humble has defined the Management by objectives as 'A Dynamic system which
seeks to integrate the company's need to clarify and achieve its profit and growth goals
with the manager's need to contribute and develop himself. It is a demanding and
rewarding style of managing a business'
Management by objective is essentially a method of managing organizations and people
and of improving the performance of managers. The basic processes are as follow:
Subordinates agree with their managers the objectives of their job expressed as
targets or standards of performance for each key result area. The individual
objectives are in line with unit and organizational objectives, and are defined in a
way, which emphasizes the contribution they make to achieve departmental and
corporate plans.
Performance is reviewed jointly by the manager and the subordinate to compare
results with the defined objectives and standards.
The Manager and Subordinates agree where improvements are required and how
better results can be achieved.
5. Management Training
Management Development is sometimes seen as primarily a matter of providing series of
appropriate courses in a Manager's career. The best definition of training is the
'Modification Behavior through experience', which means that managers will develop
best if they receive their training in the real situation or in the normal course of their work
through coaching. Projects and guided self-analysis.
6. Management Succession Planning
The aim of Management Succession Planning is to ensure that as much as possible
suitable managers are available to fill vacancies created by Promotion, Retirement,
Death, Leaving or Transfer. It also aims to ensure that a cadre of Managers is available to
fill the new appointments that may be established in the future.
7. Career Planning
Career Planning has two aims:
to ensure that men and women of promise are given a sequence of experience that
will equip them for whatever level of responsibility they have the ability to reach.

To provide individuals with potential with the guidance and encouragement they
may need if they are to fulfill their potential and remain with the organization.

Difference between Training & Development ?

Training
1. Training is very specific, formal, time bound, well designed, planned, activity for
a clear goal.
2. Its focus is bringing change in the participant's attitude, skills and knowledge so
that in future he gets better or desired results.
3. Training involves investment in terms of cost and man-hour (time).
4. Training leads to development.
5. Training is part of development process.
6. Training methods are limited, if compared to development tools.
Development
1. Development is a never ending process.
2. Development happens in both formal and informal way.
3. It can be voluntary or involuntary as every experience we undergo in life teaches
us lessons whether we like it or not/ want it or no.
4. All learning is development.
5. It happens every where and every time 6. Training is one of the tools of
development.
6. Development can be slow, unless we get focused and specific.
7. Development need not be costly.
8. Development is general and holistic concept.
9. Sources of development are too many to be counted. e.g. reading new papers,
listening to parents, watching programmes on TV etc.