Training is a hallmark of good management having a high potential employee does not guarantee their success on the job. Instead, they must know what is required out of them and how to do it. If they do not know it, the organization has to improvise their skills or they will not be productive at all.

A successful training programme presumes that sufficient care has been taken to discover areas in which it is needed most and to create the necessary environment for its conduct.

Training needs are to be specifically known before start of training. An individual’s capability need to be judged. Training to be imparted not only for performing the present job but also to acquire extra skill needed for managing higher jobs. The main purpose of training is to inculcate a desired change in the individual.

Learn about:- 1. Meaning of Employee Training Programme 2. Factors 3. Principles 4. Types 5. Steps in Employee Training Programme  6. Requirements 7. Ways 8. Implementation

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9. Designing 10. Considerations 11. Effectiveness 12. Evaluation 13. Role Specific and Competency Based Training 14. Failures.


Employee Training Programmes: Meaning, Considerations, Steps, Factors, Principles, Types, Effectiveness, Requirements, Evaluation and Failures

Employee Training Programme – Meaning

A successful training programme presumes that sufficient care has been taken to discover areas in which it is needed most and to create the necessary environment for its conduct. The selected trainer should be one who clearly understands his job and has professional expertise, has an aptitude and ability for teaching, possesses a pleasing personality and a capacity for leadership, is well-versed in the principles and methods of training, and is able to appreciate the value of training in relation to an enterprise.

Training is necessary for new emp­loyees as well as existing employees. It improves their work performance. Train­ing helps new employees to get acqu­ainted with the method of operation and skill requirement of the job. For existing employees, training at regular intervals helps in learning better ways of doing the work.

Training makes a very important contribution to the development of the human resources of an organisation and ultimately helps to achieve its goals and objectives. Hence, training needs are to be effectively identified and effectively managed so that the right type of training can be given to the right people at the right time and in the right manner and form.

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Training needs are to be specifically known before start of training. An individual’s capability need to be judged. Training to be imparted not only for performing the present job but also to acquire extra skill needed for managing higher jobs. The main purpose of training is to inculcate a desired change in the individual.


Employee Training Programme – 4 Important Factors which Influence Training Programmes

Some of the important factors which influence training programmes are:

Factor # 1. Age:

All men have a similar capacity to grow in age but not with age. Those who adjust themselves to the changes taking place in their environment, equip themselves with the latest knowledge and techniques, and apply their minds for improving their efficiency, rise in life. Not all employees take the initiative to learn continuously and advance. People in the older age group, therefore, need training as much as those in the younger age group. It is necessary to wipe out orthodox practices, procedures and methods in an organisation and introduce new scientific ones.

Training young minds is easy as they have no inhibitions. Old employees do not forget past habits so easily. The training techniques for the two age groups should thus be different.

Factor # 2. Academic Qualifications:

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Men who have acquired knowledge through university and college education cannot be bracketed with those who have not. It is not only a question of faith in the degrees and diplomas of our universities but also a fact that experience is a substitute for academic qualifications only in a limited sense. Trainees are, therefore, to be grouped according to their academic achievements.

Sometimes, even among the trainees who hold the same degree, a distinction may be made on the basis of their levels of achievement. A trainee, with a brilliant academic record may be more receptive and may take less time in grooming than one with poor academic records or one who is an easy-going person. In making such distinctions, however, the basic aptitudes and interests of the trainees have to be kept in view.

Factor # 3. Aptitude and Interest:

Employees differ in their basic interests. Some are very intelligent but not hardworking, while others may be hardworking but lacking in intelligence. It is the job of the trainer to make people feel interested in their work and to improve their knowledge. The likes and dislikes of the trainees for particular jobs, responsibilities etc., cannot be ignored.

Some employees like table work, while others may have more interest in liaison, coordination and field work. Moreover, training can remove certain misgivings or orthodox beliefs regarding the nature of a particular job and thus create an interest in the employee. Lack of interest is often due to lack of information.

Factor # 4. Job Requirements:

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An office is primarily a means to attain the objectives of business. It is the nerve centre of modern organisations. There has been a tremendous increase in the volume of office work in recent years because of governmental regulations and publicity work.

The kind of work done in all offices is basically the same, i.e., processing the information for efficient coordination of production, distribution and financing of merchandise or services. This processing of information involves four steps: communication – written and oral; summarising operating results; record keeping, systematising; and cost reduction. The scope of training curriculum is determined, to a certain extent, by job requirements.

For better communication, proficiency in a language is a must. Proficiency may be attained through regular courses, guided readings, film shows, writing contests, etc. The organisation may have to build a library of its own. For improving record keeping, training in modern methods of accounting and costing is essential. The efficiency of an employee can also be improved by training him in the modern methods of office communication, set-up and administration. General awareness of the economic and social environments, governmental regulations and technological changes should also be included in the training curriculum for all types of staff.


Employee Training Programme – Top 10 Principles to be Considered while Organising a Training Programme

Certain general principles need be considered while organising a training programme.

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1. Trainees in work organisations tend to be most responsive to training programmes when they feel the need to learn, i.e., the trainee will be more eager to learn training if training promises answers to problems or needs he his an employee. The individual who perceives training as the solution to problems will be more willing to enter into a training programme than will the individual who is satisfied with his present performance abilities.

2. The larger the reward for good performance following the implementation of learned behaviour, the greater will be the reinforcement of the new behaviour.

3. Rewards for the application of learned behaviour are most useful when they quickly follow the desired performance.

4. Learning is more effective where there is reinforcement in the form of rewards and punishments, i.e., individual do things that give pleasure and avoid things that give pain. In other words, after an action, if satisfied is received, the action will be repeated. If no satisfaction is received, the action will not be repeated.

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5. Negative reinforcement, through application of penalties and heavy criticism following inadequate performance, may have a disruptive effect upon the learning experience of the trainee than positive reinforcement.

6. In the long run, awards tend to be more effective for changing behaviour and increasing one’s learning than punishments.

7. The training material should be made as meaningful as possible, because if the trainee understands the general principles underlying what is being taught, he will probably understand it better than if he were just asked to memorize a series of isolated steps.

8. The development of new behaviour norms and skills is facilitated through practice and repetition. Skills that are practiced often are better learned and less easily forgotten.

9. Training that requests the trainee to make changes in his values, attitudes, and social beliefs, usually achieves better results if the trainee is encouraged to participate, discuss and discover new, desirable behaviour norms.

10. The trainee should be provided with ‘feedback’ on the progress he is making in utilising the training he has received. As Miller has stated, “If a person with the required abilities is to improve his performance, he must- (i) know what aspect of his performance is not upto par; (ii) know precisely what corrective actions he must take to improve his performance.” The feedback should be fast and frequent, especially for the lower level jobs which are often routine and quickly completed.

The National Industries Conference Board, U.S.A., states some other principles like the following:

(i) The purpose of the training is to help meet company objectives by providing opportunities for employees at all organisational levels to acquire the requisite knowledge, skills and attitudes;

(ii) The first step in training is to determine needs and objectives;

(iii) The techniques and processes of a training programme should be related directly to the needs and objectives of an organisation;

(iv) Training is properly the responsibility of anyone in the management who wants to attain a particular objective;

(v) The objectives and scope of a training plan should be defined before its development is begun in order to provide a basis for common agreement and co-operative action;

(vi) Training should be conducted in the actual job environment to the maximum possible extent;

(vii) To be effective, training must use the tested principles of learning;

(viii) The purpose behind the training of personnel is to assist line management in the determination of training needs and in the development, administration, conduct and follow-up of training plans.


Employee Training Programme – Types

Type # 1. Induction or Orientation Training:

Induction or orientation is concerned with the problem of orienting a new employee to the organisation and its procedures, rules and regulations. When a newly appointed employee reports for work, he must he helped to get acquainted with the work environment and the fellow employees.

It is better to give him a friendly welcome when he joins the organisation, get him introduced to the organisation and help him to get a general idea about the rules and regulations, working conditions, etc. of the organisation.

An induction or introduction program tends to achieve the following objectives:

(a) To build up the new employee’s confidence in the organisation and in himself so that he may become an efficient employee.

(b) To give the new entrant the information that he needs such as locations of locker rooms, cafeteria and other facilities, time to break off, leave rules, etc.

(c) To promote a feeling of belongingness and loyalty to the organisation among new-comers.

(d) To ensure that new employees do not form false impression regarding the new place of work because first impression is the lasting impression.

The induction program is generally informal in case of small firms. It may be formal of the duration of two to four weeks in case of big organisations. Orientation training course should not be too lengthy. It need not necessarily be given on the day when the new employee joins.

But if a formal course is to be attended after two or three weeks on the job, the initial introduction and the immediately needed information may be given by the supervisor to the new employee.

Type # 2. Apprenticeship or Craft Training:

Training for craftsmanship involves preparation, not for a single job but for the many types of related jobs which can be assigned to a competent craftsman. The extent and intensity of training vary from craft to craft. Apprenticeship training is the major method adopted for this type of, training.

The governments of various countries have passed laws which make it obligatory on certain categories of employers to provide apprenticeship training to the young people. The usual apprenticeship programs combine on-the-job training and class-room instructions in particular subjects.

Apprenticeship training is desirable in industries which require a constant flow of new employees expected to become all round craftsmen. It is very much prevalent in printing trade, building and construction, and crafts like machinists, electricians, welders, etc.

Under apprenticeship training, the trainee is placed under the supervision of an experienced person who teaches him the necessary skills and observes his performance. The advantages of apprenticeship training to the trainees are that they receive stipend while learning and acquire a valuable skill which commands a goods wage in the labour market.

In India there are so many earn while you learn schemes both in the private as well as public sector undertakings. This is also advantageous to the employers. Some employers also look upon apprentices as a source of cheap labour.

Type # 3. Internship Training:

Internship training has become quite popular these days because of cooperation between employers and vocational and professional institutions. Under this method, a vocational or professional institute enters into arrangement with a big enterprise for imparting training and practical knowledge to its students through actual work experience.

Internship training is usually meant for such vocations where advance theoretical knowledge is to be backed up by practical experience on the job.

For instance, engineering students are sent to big industrial enterprises for gaining practical work experience and medical students are sent to big hospitals to get practical knowledge. The period of such training varies from six months to two years. It is quite usual that enterprises giving them training absorb them later on by offering suitable jobs.

Type # 4. Training for Promotion:

The existing talented employees may be given adequate training to make them eligible for promotion to higher jobs in the organisation. Promotion of an employee needs a significant change in his responsibilities and duties.

Therefore, it is essential that he is provided sufficient training to learn new skills to perform his new duties efficiently. The purpose of training for promotion is to develop the existing employees to make them fit for undertaking higher job responsibilities. This serves as a motivating force to the employees.

Type # 5. Refresher Training or Retraining:

Refresher training is meant for the old employees of the enterprises. The basic purpose of refresher training is to acquaint the existing workforce with the latest methods of performing their jobs and improve their efficiency further.

In the words of Dale Yoder, ‘Retraining programs are designed to avoid personnel obsolescence.’ The skills with the existing employees become obsolete because of technological changes and because of the tendency of human beings to forget.

In case of rank-and-file workers, the need of retraining or refresher training is more pressing due to the following reasons:

(a) They are in large number; (b) technological changes make immediate impact on their work; (c) they are much less favourably placed to foresee their personal needs for adjustments with technological changes and the opportunities for suitable retraining; (d) they need more assistance (than supervisors, technical and professional workers or managers) for attending refresher courses.

Refresher training is essential because of the following factors:

(a) Rapid technological changes make even the most qualified workers obsolete in course of time because new technology is associated with new work methods and job requirements. Existing workers need to learn new work methods to use new techniques in doing their jobs.

(b) Workers require training to bring them up-to-date with the knowledge and skills, and to relearn what they have forgotten.

(c) Many new jobs which are created due to changes in the demand for goods and services are to be manned by the existing employees.


Employee Training Programme – 8 Main Steps for Organising Training Programmes

In order to make any training programme effective, it is very essential to understand fully the nature, needs and relevance of different jobs in the context of overall activities of an organisation. If the training is need-based, it can generate sufficient interest among the trainee-employees. As training programmes are a costly affair and a time consuming process, they are required to be drafted neatly and very carefully.

Generally, while organising training programmes, the following steps are considered necessary:

(a) To set overall training objectives by identifying the training needs.

(b) Selection of trainees and trainers.

(c) To decide training methods, relevant training material etc.

(d) To decide the level of training to be given.

(e) To assess training timings and construction of time table in respect of the training programme.

(f) To decide the place for training to be given. To communicate the schedule to Trainees’ well in advance to ensure attendance.

(g) To brief the trainers about the presentation of operations and knowledge and the trainees, the objectives, methods of training etc.

(h) To monitor, follow-up and evaluate the training programme.


Employee Training Programme – Requirements of a Successful Training Programme

The following points are to be considered for making training programme more effective:

1. Need based training – Training needs are to be determined by going through job description, performance appraisal forms, potential appraisal forms, discussions with employees and senior managers.

2. Objective of training – Every training programme should have well-defined and specific objectives, so that we can evaluate the programmes.

3. Selection of trainees – Those who need training most must be considered on priority basis and seniority need not be the criteria.

4. Selection of trainers – Qualified and experienced persons must be selected as trainers. They should possess strong expression and communication skills.

5. Training methods – Selection of training methods will depend upon objectives of training and level of the people in the organisation to whom training is imparted.

6. Evaluation – Training involves time, efforts and money. The outcome of the programme has to be properly evaluated. Adequate follow-up by concerned manager and HR manger is required for success of training programmes.

7. While management takes initiative in conducting the training programme, the responsibility for development lies with the individual, his abilities and efforts.

8. The senior managers and HR should discuss and debate the following before finalising training programmes-

a. Do we have clear-cut realistic training goals?

b. Is training the solution to the problem?

c. Is training a good investment?

d. Will the training develop the knowledge, skills and abilities of the trainee? Transfer occurs when the trainee practices what he has learnt during the training programme. Of course the trainee should receive support from his supervisor to use the new skills in day to day working. Further he should have opportunities to use the news skills in the job.


Employee Training Programme – 4 Ways for Organising a Training Programme in Large Business Houses

It is not possible to recommend a training programme that would be equally good for each and every organisation. There are so many considerations which need attention before organising a training programme and the suitability of any programme depends on such considerations. In small organisations, having less than 200 employees, generally on-the-job training method is adopted and it is imparted by the line supervisor or personnel department exists in such organisations.

But large organisations generally afford to establish a separate training section and a school to provide training to its people. It is the sole responsibility of the organisation in the area of programme formulation to advise, serve and control in regard to training activities.

The training programme may be organised in large business houses in the following ways:

1. Determining Training Needs:

Training programme should be set up only after having decided the clear-cut objectives in mind, otherwise it will be sheer wastage of money in organising the training programme. Training is usually needed where there are special problems interfering with production such as excessive turnover among new employees, high rate of absenteeism, high rate of accidents, spoilage of work etc., and management feels that such problems would be solved if proper training programme is organised.

In order to assess the training needs, following steps may be taken:

(i) Jobs and the worth of the men should be anlaysed through job analysis and performance appraisal techniques and if there is an imbalance between the man and the job it should be corrected through organising training programs.

(ii) Production problems like low productivity, poor quality, high cast, high rate of absenteeism and labour turnover, indiscipline etc., should be identified to indicate the need for training.

(iii) Opinions may be obtained from the management and the workers through interviews or through questionnaire regarding necessary and desirable training programme.

(iv) Line managers may forecast the manpower require­ment in the future on the basis of long-term plans regarding business expansions, new plants, new designs and new developed technology. Training may be given to existing employees to enable them to meet the future requirements.

2. Selection of the Training Method:

After having decided the training needs, it is advisable to lay down the objectives of training on the basis of needs and the circumstances of the case in consultation with the line managers. It should also be decided which method is to be adapted for the training on the basis of the needs and the objectives of the training programme. The programme should be chalked out with the aim to contribute towards the organisation objectives. Different methods of training may be recommended for the different levels of personnel.

Unskilled workers may be trained on-the-job. On-the-job and apprenticeship training may be awarded to skilled and semiskilled workers. For supervisory and executive personnel on the job and off the job methods such as role-playing, lectures and seminars etc., may be recommended. Thus a decision regarding the method of imparting training should be taken cautiously bearing the objectives of training in mind.

3. Make-up of Training Programme:

Once training needs and objectives have been determined, the personnel manager or training director should consider the following points in consultation with the line officials—(i) Who is to be trained, (ii) Who is to train, (iii) Contents of the training programme, and (iv) When, for how long and where it should be done.

Now we shall discuss these areas:

(a) Preparation of Trainee:

Proper selection of trainees is of great importance to obtain permanent and gainful results. A trainee should be trained for the job he likes the most. Thus selection of candidates for training should be made only after careful screening of the prospective employees for the effectiveness of the programme.

Trainee should be given proper background information before he starts learning new job skills and knowledge. Trainer should explain the trainee the importance of the job, its relationship with the work-flow and the importance of learning. Trainer should not forget the newness of the trainee to the training programme.

(b) Preparation of Trainer or Instructor:

The success of the training programme much depends upon the instructor. Instructor must be well-qualified and may be obtained from within the organisation or may be arranged from outside if the person concerned is a master of the subject and is a good instructor. It should be able to divide the job into logical parts so that he may teach one part at a time without losing his perspective of the whole.

As because training must be based upon the needs of the organisation therefore, the trainer must have a clear-cut picture of the objectives of training in mind. It should not be in a vacuum. Trainer needs professional expertise in order to fulfil his responsibility. If he is ill-informed about the training process or knows little about possible connection between training and management, he deserves the casual treatment. The trainer should explain, and where necessary demonstrate the operations step by step and should allow the trainees to repeat these operations. He should also encourage the questions from the trainees.

(c) Training Material:

There should always be the training material with the instructor. Training materials may include some texts or written materials as a basis for instruction, review and references. This may be prepared in the training section with the help of supervisors. The written materials should be distributed among the trainers so that they may come prepared in the lecture class and may be able to understand the operation quickly and remove their doubts, if any.

(d) Training Period:

The length of training period depends upon the skill of the trainees, purpose of the training, trainees’ learning capacity and the training media used. Generally no single session should last longer than two hours. The time of training whether before or after or during working hours should be decided beforehand taking in view the loss of production and benefits to be achieved by training.

4. Follow-up:

On the completion of the training programme, trainees should be placed to the job. The supervisor should have constant vigil on the person and his performance. If he is still facing any difficulty on the job, he must be given full guidance by the immediate supervisor and should be initiated to ask questions to remove the doubts.

The above procedure for training should be followed by the organisation in order to develop its work-force. Necessary adjustments may be made, wherever necessary, in the above procedure.


Employee Training Programme – Implementation of Training Programme

Once a particular training programme has been designed, the H R manager or Training manager is responsible for its implementation. The sufficient case should be taken in the process of nomination of trainees. The nomination should be need based. This stage requires the active and whole hearted participation of trainees.

The degrees to which this participation will be given depends on such factors as whether:

1. The trainee recognizes the need for training.

2. The trainee is sufficiently motivated to want, to learn and to willingly participate in learning events.

3. During implementation this motivation is maintained or increased.

4. The design of learning events is realistic within the context of the organisation.

5. Clearly defined objectives are used to direct learning activities.

6. The trainers possess sufficient technical and direct trainer skills to enable them to copy with the trainees learning needs.

The success of the implementation stage relies on these and many other factors. It is often fragile process by which learning is organised and the means by which performance problems are resolved. The credibility of training specialists may come only after a string of successful programme.


Employee Training Programme – Steps towards Designing a Training Program

Training is a hallmark of good management having a high potential employee does not guarantee their success on the job. Instead, they must know what is required out of them and how to do it. If they do not know it, the organization has to improvise their skills or they will not be productive at all.

Training programs are an integral part of human resource manage­ment. Training programs are designed to enhance the performance of new recruits as well as existing employees.

Some steps towards designing training programs:

(a) Identification of Training Needs:

Every organization first needs to identify its specific needs and the needs of the individuals who will be working with them. Training programs can be made only when the gap between the need of organization and capabilities of its human resource are specifically and clearly assessed. Once the existing gap between required levels of skills and knowledge and aptitudes is identified, the areas of training can be focused.

Organizational analysis, Task analysis and Performance analysis are the main ways to identify training needs.

(i) Organizational Analysis:

This analysis involves the study of all inputs of the organization in terms of resources, environment, targets and growth potential. The long as well as short term objectives of the organization should be first analyzed. These objectives should be continuously reviewed and revised in the light of global environmental changes.

To examine the utilization of existing resources of the organization efficiency indices may be made. These indices will help to determine the adequacy of specific work flows as well as contribution of human resource.

Prevailing climate of organization reflects the member’s values, beliefs, perception and attitudes towards organization and its developmental programs. This analysis will give the human resource department an insight into whether their training and development programs will run successfully or not.

It is necessary to identify the economic, technological and socio-technical changes which have affected the organization. It has to be exa­mined whether the organization can control some of these constraints without any adjustments. It also must examine if it can influence some of these environmental factors amicably. Based on this, the organiza­tion can device training programs for their workforce.

(ii) Task of Role Analysis:

Task or role analysis is used to determine the training needs of employ­ees who are new to their job. Particularly with lower level workers, it is common to hire inexperienced personnel and train them. The aim is to develop skills and knowledge required for effective performance, so the training is based on detailed task analysis. It is a detailed study of job which determines the specific skills required for each job.

Task analy­sis tries to obtain the following information:

(1) Task list – the job’s main task and sub tasks

(2) How often performed – once a day or 4 times a day

(3) Quantity and quality standards – Products in measurable terms and tolerance level for quality.

(4) Performance conditions – the conditions within the workshop e.g., noisy, destructive, where jobs and sub jobs to be performed.

(5) Skills required – specify exactly the knowledge and skills required and so you must teach these to trainee.

(6) Where best learned – This will indicate whether the skill can be best learned on the job or off the job.

Based on the above detailed job analysis, training programs are struc­tured.

(iii) Performance Analysis:

Performance analysis means verifying that there is a significant per­formance deficiency and determining whether that deficiency should be rectified through training or through some other means (by trans­ferring the employee).

The first step is to appraise employee’s present performance with what it should have been. Second step is to identify causes which did not let him perform up to the standards. The obstacles in the systems have to be identified. Third step is to see if they could do the job if they wanted to but did not do it. If so, perhaps the reward system might be changed. Once the need analysis is complete, objectives can be set for the train­ing program. The program should specify what the trainee should be able to accomplish upon completing the training program.

(b) Setting up Training Goals:

The overall purpose of any training program is increased organization effectiveness. But each training program must have specific objectives such as increased productivity, improved quality, better human resource planning, enhanced personal growth, better health and safety etc. These objectives will contribute to organizational effectiveness.

(c) Organizing Training Program:

Organizing a training program is the prerogative of the top manage­ment of any organization. Unless the top management makes or ap­proves the training policy of the company, the human resource depart­ment cannot start with any work.

The top management will approve the programs and allocate the budget for it. HR department will then plan and execute the training program with the help of line managers. Employees who are going to be a part of it should be asked to provide a feedback. Every training program needs trainers, training material, train­ees and a specific time period when the program has to be accomplished.

In this exercise we have to take up the following steps:

1. Identifying the Trainers:

Firstly, there has to be a proper choice made of trainees who will be first imparted training in the organization. If the HR manager carefully chooses employees for different training programs, there is cent percent probability of it being effective.

Some employees may not be needed for very extensive training programs as they already are performing well without it. Yet, these outstanding persons may be put in some other less extensive train­ing program to brush up their knowledge and enhance their com­petence. So, for different category of employees, different pro­grams are chosen.

2. Training the Trainers:

The second step is to make the trainers break the jobs into small parts so as to take one part of job at a time and get absolute know­ledge about its technicalities. He must then plan how would he like to impart that knowledge to his set of trainees.

He has to be very patient and tolerant with trainees. He should be able to use the designed training program for the trainees with success. After the training, every trainee should be able to develop new skill and knowledge for which the program was initiated.

3. Preparation of Training Material:

Third step is to develop training material with the help of senior supervisors from each department and get it printed for the train­ees. Trainees must know in advance what is going to be taught in the lecture classes or workshops so that they come thoroughly prepared for it. They should be encouraged to ask as many queries as possible out of the material given and clarify their doubts about issues.

4. Determining the Training Period:

Training period for every employee depends upon the skills he is required to learn and his learning capacity coupled with the methods used for training. For clerical jobs, training may last for lesser time but for computer programmers it may go for over two to three weeks.

These days audio-visuals material is used to fasten up the training period. It is a well-accepted fact that you cannot go very rigorous initially with trainees when they are new to the organization or they lose interest. Training period should start in a leisurely fashion but end up with heavy sessions.

5. Implementation of Training and Development Programs:

The fifth step is implementation or bringing training and deve­lopment program into action. Under this phase the trainer trains the trainees with knowledge and skills. The learner is shown each sequence of his job step by step and every crucial point is explained to him in detail. This may be repeated if things have not been made clear by the first demonstration. Employees are free to ask questions for their understanding. A feedback is also taken from them in the end to check the validity of the program.

(d) Evaluation of Results:

A critical appraisal of the program is made in the end of training where inputs from trainees and line managers are taken. If the evaluation speaks of relevance of this training, it is continued for more employees but if it is found to be not as effective, then the program is modified.


Employee Training Programme – 4 Important Considerations

In order to meet training and development needs of an organisation, various training programmes are designed from time to time. It is a continuous process. Many organisations organise their own training programmes with the help of training professionals and experts. But arrangements are also made for the employees to attend the training programmes organised by outside professional organisations. However, there are some important considerations which are taken into consideration while designing the training programmes.

Important considerations are:

1. Area of training contents

2. Characteristics of trainees

3. Key learning principles

4. Cost of training.

Each of these considerations is described below in brief:

1. Areas of Training Content:

Information, acquisition of skills and abilities, decision-making skills and problem solving skills are important basic areas of training program content and generally, training programmes include more than one of these contents. The success of any training programme depends upon the identification of proper areas of training content.

2. Characteristics of Trainees:

Characteristics of trainees is another important area of consideration which affect the choice of a training programme. While organising training programmes, number of trainees, their abilities, skills, attitudes, needs and other such factors are required to be taken into consideration. If an organisation decides to bring about major changes in its objectives, policies then it is obvious that every employee is required to be given training.

3. Key Learning Principles:

Training is an organised procedure through which people acquire knowledge and various skills. It is rooted in the process of learning by which skills, knowledge, habits, attitudes etc. are acquired and utilised by the learners in such a way so that their behaviour is modified. Training endeavours to induce learning for bringing about a relatively permanent change in knowledge, skills, behaviour etc.

Studies of human learning imply several principles which offer valuable guidance for designing training programmes. Some of the important learning principles are conditions of practice, knowledge of results, and relevance of material and transfer of knowledge to the job. Training programmes are expected to motivate trainees to learn these principles and therefore, training methods selected should incorporate important key learning principles depending upon the area of training content.

4. Cost of Training:

Cost of training is yet another consideration in designing a training programme. Budget size of a training programme depends upon the number of trainees, methods adopted for completing a training programme etc. Cost benefit analysis is done while dividing the budget of a training programme.

Thus, when training programmes are designed along with different aspects, objectives also need to be considered properly to make the programme effective.


Employee Training Programme – Improving Effectiveness of Training Programmes

The training programmes can be made effective and successful if the following hints are considered:

1. Specific training objectives should be outlined on the basis of the type of performance required to achieve organisational goals and objectives. An audit of personal needs compared with operational requirements will help to determine the specific training needs of individual employees. This evaluation should form a well-defined need of individual employees.

2. The trainee should be helped to see the need for training by making him aware of the personal benefits he can achieve through better performance. He should be helped to discover the rewards and satisfactions that might be available to him through changes in behaviour.

3. Attempt should be made to determine if the trainee has the intelligence, maturity, and motivation to successfully complete the training programmes. If deficiencies are noted in these respects, the training may be postponed or cancelled till improvements are visible.

4. It should be recognised that all the trainees do not progress at the same rate. Therefore, flexibility should be allowed in judging the rates of progress in the training programme.

5. Attempts should be made to create organisational conditions that are conducive to a good learning environment. It should be made clearly why changes are needed. Any distractions, in the way of training environment should be removed. The support of the upper levels of management should be obtained before applying training at lower levels.

6. If possible, the personal involvement or active participation of the trainee should be got in the training programme. He should be provided with opportunity to practice the newly needed behaviour norms.

7. If necessary, a combination of training methods should be selected so that variety is permitted and as many of the senses as possible are utilised.

8. The training programme should be planned so that it is related to the trainee’s previous experiences and background. This background should be used as a foundation for new development and new behaviour.

9. The trainee should be provided with regular, constructive feedback concerning his progress in training and implementation of the acquired abilities.

10. The trainee should be provided with personal assistance when he encounters learning obstacles.


Employee Training Programme – Evaluation

The evaluation is the final stage of any training programme. Under this stage, the Training or H R manager evaluates the results obtained from training activities and tries to as-certain whether or not the training programme was effective and its objectives were achieved.

This is a most critical phase that assesses not only the quality of training imparted but also the training plan in order to see whether changes can make it more result oriented.

Hamblin (1974) has suggested that four basic categories of outcomes can be measured:

(1) Reactions – Level of involvement and interest of trainees

(2) Learning – The acquisition of knowledge, skills and attitudes.

(3) Job Behaviour – The desired change behaviour of trainee is observed or not.

(4) Organisational Objectives – The final objectives of training is achieved or not in terms of production, quality and profitability of the organisation.

A structured questionnaires or interviews of the trainees are acceptable method for obtaining feedback on training. The feedback helps in controlling and correcting the training programme.

The following points must be considered during evaluation process:

(a) It must be planned in advance.

(b) It must be conducted in terms of objectives and purposes.

(c) It must be specific and quantified.

(d) It must be administratively feasible.

(e) It must be a result in usable information.

There are many reasons why a basically sound programme may fail to meet the objectives. Sometime training objectives were too ambitious or the programme was not implemented as planned due to the equipment breakdown or human failure.

In a dynamic work environment and rapidly changing economic scenario, there is need for training and re-training of employees of the organisation in order to enable them adapt to new situations. It can be of significant value, when it contributes to organisational excellence and is carried out often a diagnosis of individual, group and organisational needs.

The effectiveness of training depends upon the proper diagnosis of the training needs and the formulation of strategy for implement training as an appropriate intervention.


Employee Training Programme – Role Specific and Competency Based Training

Role Specific Training:

In organisations, managers have to play multiple roles while managing the human, physical and technological resources. They have to act as decision-makers, planners, organisers, leaders, and controllers in the organisation. All these roles require specific skills. Training of the executives to impact skills to enable them to play various roles is known as role-specific or skill based training.

An overview of roles-specific skills is given below:

i. Decision-making Skills – Ability to identify and define the problem, develop alternatives, select alternative to solve the problem, and implement it.

ii. Planning Skills – Ability to think ahead, define organisational objectives, develop plans and strategies policies, procedures, budgets, etc.

iii. Organising Skills – Ability to organise departments and jobs, select and induct people in the jobs, develop structure of relationships and delegate authority.

iv. Leading Skills – Ability to identify perception, needs, attitudes and values of the employees.

v. Controlling Skills – Ability to decide and take action to ensure that actual results are consistent with the desired results.

The degrees of different skills required vary at different levels of management which will determine the contents of training for managers at different levels. For example, top executives require training in strategic decision-making and strategic controlling.

Middle level executives need training in planning and organising whereas junior executives require training in leading and controlling the operative personnel. Thus, role specific training will vary with the job each manager is supposed to perform.

Competency Based Training:

Managers require different types of competencies. We can define competencies as demonstrable characteristics of a manager or an executive that enable his successful performance. Job competencies are observable and measurable behaviours comprising part of the job of a manager.

In other words, competency means the attributes and behaviour expected of a person to do his job effectively. In broad terms, the term ‘competency’ is used synonymously with the knowledge, skills or abilities and attributes a person needs to do a specific job.

Competency based training for HR professionals covers four areas, namely:

(i) Personal attributes,

(ii) Leadership and Management competencies,

(iii) HR role-specific competencies; and

(iv) HR core competencies


Employee Training Programme – 8 Major Failure of Training Programmes

The following factors have been regarded as the main reasons for failure of training programmes:

1. The benefits of training are not clear to the top management.

2. The middle management, without proper incentives from top management, does not account for training in production scheduling.

3. The top management hardly rewards supervisors for carrying out effective training.

4. The top management rarely plans and budgets systematically for training.

5. Training external to the employing unit sometimes teaches techniques on methods contrary to practices of the participants’ organisation.

6. Without proper scheduling from above, first line supervisors have difficulty production norms if employees are attending training programmes.

7. Trainers provide limited counselling and consulting services to the rest of the organisation.

8. Timely information about external programmes may be difficult to obtain.