Human Resource Management Notes 5

7/28/2019 Human Resource Management Notes 5

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Unit 5: Training and Development

Structure:

5.1 Introduction

Objectives

5.2 Meaning of Training

SAQs

5.3 Objectives of Training

SAQs

5.4 Importance of Training

SAQs

5.5 Training Needs Identification

5.51 Organization Analysis

5.52 Task Analysis

5.53 Man Analysis

SAQs

5.6 Training Areas identified by Trainers

SAQs

5.7 Types and Techniques of Training

SAQs

5.8 Need and Importance of Management Development

SAQs

5.9 Training Evaluation

SAQs

5.10 Why Training Fails?

5.11 Summary

5.12 TQs

5.13 Answers to SAQs and TQs

5.1 Introduction


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Every organization needs to have well-trained and experienced personnel to perform the activities

that have to be done. If the current or potential job occupant can meet this requirement, training is not

important. But when this is not the case, it is necessary to raise the skill levels and increase the

versatility and adaptability of employees. Inadequate job performance or a decline in

productivit y or changes resulting out of job redesigning or technological changes require some type

of training and development efforts. As the jobs become more complex, the importance of employee

development also increases. This unit throws light on various facets of training.

Objectives:

After studying this unit, you will be able to:

The importance of Training.

Mention the types and Techniques of Training and Development.

Explain the types, methods and procedures of training.

Reasons for failure of Training.

5.2 Meaning of Training

The term, 'training' indicates any process by which the aptitudes, skills and abilities of employees to

perfor m specific jobs are increased. Employee training tries to improve skills, or add to the existing

level of knowledge so that the employee is better equipped to do his present job, or to prepare him for

a higher position with increased responsibilities. However, individual growth is not an end in itself.

Organizational growth needs to be meshed with the individual's growth. The concern is for the

organization's variability, that it is should adapt itself to a changing environment.Training refers to the teaching/learning activities carried on for the primary purpose of helping

members of an organization to acquire and apply the knowledge, skills, abilities and attitudes needed

by that organization. Broadly speaking, training is the act of increasing the knowledge and skill of an

employee for doing a particular job.

Self Assessment Questions I

5.3 Objectives of Training

1. ___________ indicates any process by which the aptitudes, skills and abilities of

employees to perform specific jobs are increased

2. The concern is for the organization's variability, that it is should adapt itself to a______________________.

3. Broadly speaking, training is the act of increasing the knowledge and skill of an

employee for doing a _____________


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The chief aim of formal education for the manager is to increase his ability to learn from experience.

The second aim is to increase his ability to help his subordinates learn from experience. According to

Douglas McGregor, there are three different purposes of learning.

1. Acquiring Intellectual Knowledge: An electrical engineer may need more knowledge than

he now possesses about circuit design. A new employee may require knowledge about company

policies. A foreman may require information about the new provisions in the labour agreement.

The acquisition of knowledge is a fairly straight-forward process provided the individual wants

the new knowledge. It can be made available to him in several ways. However, if he does not

want the knowledge, there is considerable difficulty getting him to learn it. In industry, attempts

should be made to create a 'felt need' for new knowledge.

2. Acquiring Manual Skills: The acquisition of a manual skill requires practice or experience

accompanied by feedback pure trial and error learning can be speeded up by guidance but the

individual cannot learn unless he performs and receives clues which tell him about the success of

his efforts. The necessary effort will be expanded only if there is a felt-need on the part of the

learner.

3. Acquiring Problem-Solving Skills: Much of a manager's work is solving problems. These

include organizing his own and his subordinate's activities, planning and a wide range of other

decision-making activities. These are skills involved in diagnosing problems, interpreting

relevant data, assessing alternative solutions and getting feedback concerning the

effectiveness of the solution. These skills can be improved and classroom education is one

method utilized for this purpose.

As with any skill, practice and feedback are essential for learning. The most widely used classroom

method for improving the problem-solving skills is the case method. In the hands of a skilful

teacher, it can be highly effective.

Self Assessment Questions II

5.4 Importance of Training

Training is the corner-stone 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

1. According to Douglas McGregor, there are three different purposes of learning...........

.

2. A new employee may require knowledge about __________________.

3. Much of a manager's work is____________________.


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an integral part of the whole management programme, with all its many activities functionally inter-

related. Training is a practical and vital necessity because it enables employees to develop and rise

within the organization, and increase their "market value", earning power and job security. It also

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 co-operation with the company and a greater loyalty to it. Training

heightens the morale of the employees, for it helps in reducing dissatisfaction, complaints,

grievances and absenteeism, reduces the rate of turnover. Further, trained employees make a better

and economical use of materials and equipment.

The importance of training has been expressed as follows "training is widely accepted problem-

solving device. Indeed, our national superiority in manpower productivity can be attributed in no

small measure to the success of our educational and industrial training programmes."

This success has been achieved by a tendency in many quarters to regard training as a panacea. It is

almost traditional in America to believe that if something is good, more of the thing is even better.

Hence, we take more vitamin pills to solve personal health problems and more training to solve our

manpower problems. Over and under-emphasis on training stems largely from inadequate recognition

and determination of training needs and objectives. It stems also from lack of recognition of the

professional techniques of modern industrial training.

Self Assessment Questions III

5.5 Training Needs Identification

Training could be a useful aid in improving the transformation process that takes place in an

organization in terms of the processing of inputs to outputs. Training needs have to be related both in

terms of the organization's demands and that of the individual's. Diversification of product lines, new

technology, and hence a new kind of job demands the individual's growth and development through

induction, training, or training necessitated by job rotation due to an organization's internal mobility

policies.

A survey conducted by A.D. Sinha, listed in rank order the following methods of identifying training

needs:

1. Training is a practical and vital necessity because

2. It moulds the employees ______________ and helps them to achieve a better co-

operation with the company and a greater loyalty to it.

3. Over and under-emphasis on training stems largely from .


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1. Views of the line manager

2. Performance appraisal

3. Company and departmental plans

4. Views of training manager

5. Analysis of job difficulties.

The model we shall examine here is the Thayer and McGhee model. It is based on the following

three factors:

1. Organization analysis

2. Task analysis

3. Man analysis

5.5.1 Total Organization Analysis

Total Organization Analysis is a systematic effort to understand exactly where training effort needs

to be emphasized in an organization. It involves a detailed analysis of the organization structure,

objectives, human resources and future plans, and an understanding of its culture, milieu.

The first step in organization analysis is achieving a clear understanding of both short-run and long-

run goals. Long-term objectives are the broad directions in which the organizations would move over

a long duration. These long-term objectives are then broken down into specific strategies and short-

term goals for each of the units/departments. In an organization, the cumulative effect of all these

would ultimately lead to the long-term goal. Short-term goals are constantly in need of adaptation to

the changing environment, both external and internal.

For an organization analysis, there are three essential requirements: (1) an adequate number of

personnel available to ensure fulfilment of the business operation (2) that personnel performance is

up to the required standard (3) that the working environment in their units/departments is conducive

to fulfilment of tasks.

In order to ensure the first two requirements a human resource inventory needs to be made. Data

regarding positions, qualifications, vacancies, replacements and training time required for

replacements have to be worked out. Job standards must also be worked out.

Various efficiency and productivity indexes, or ratios such a productivity ratios, cost per unit etc, can

be worked out to determine not only efficiency but also adequacy, in terms of under-manning or

over-manning, of the workforce.

Diagnosing the state of the organization "climate" is a less precise exercise than the two indicators

suggested above. While rules, procedures, systems and methods all contribute to the making of the

environment, much of it is also determined by the attitude that the "people" have in the organization-

for instance, the attitude that top management has towards its subordinate staff and the attitudes that

members have towards work, supervisors and company procedures. These attitudes are learnt, they


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result from the person's experience both within and outside the organization, and training inputs could

be used to effect changes of attitude and consequently of the organizational climate.

In analyzing the organization climate, both direct and indirect methods could be used. Direct methods

are observation, use of questionnaires, and interviews. Reliance or indirect methods would not give a

clear understanding of the attitudes and predispositions of employees. In fact, factors such as low

absenteeism and low turnover are not by themselves indicators of positive or negative attitudes, and

high or low morale. It would be better to make a careful analysis and study each indicator in a

particular situation in conjunction with more direct methods like attitude surveys. Analysis and

interpretation of the data may give clear clues not only to attitudinal training needs but possibly also

to kill training needs.

5.5.2 Task Analysis

This activity entails a detailed examination of a job, its components, its various operations and the

conditions under which it has to be performed. The focus here is on the "task" itself, rather than on

the individual and the training required to perform it. Analysis of the job and its various components

will indicate the skills and training required to perform the job at the required standard.

Standard of Performance: Every job has an expected standard of performance. Unless such

standards are attained, not only will inter-related jobs suffer, but organizational viability will be

affected, and so will the expectations that have been set for that particular job itself. If the standards

set for the performance of a job are known, then it is possible to know whether the job is being

performed at the desired level of output or not. Knowledge of t he "task" will help in understanding

what skills, knowledge and attitudes an employee should have.

Methods: If an employee is asked to perform a job, the exact components of the job and the standard

of performance must be known. Task analysis entails not merely a simple listing of the various job

components, but also of the relatively critical nature of the various sub-tasks. Conventional methods

of job analysis are usually suitable for task analysis. They are:

1. Literature review regarding the job.

2. Job performance.

3. Job observation,

4. Data Collection regarding job interviews.

For blue-collar workers, more precise industrial-engineering techniques, like time and motion studies,

could be used, and for white-collar workers, work sampling observation, interviews, and job

performance data analysis could be employed. The object of this exercise is to get as much

information as possible about the nature of the task and its various components, leading to the

performance standard to be set. This information would be useful in establishing the training

programme for an employee.


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Analysis of the job is but one part of task analysis. Other areas are the skill required, either in terms

of education or training, to perform the job, knowledge, and finally attitudinal pre-dispositions such

as the attitudes, towards safety, or interpersonal competence.

5.5.3 Man Analysis

Man analysis is the third component in identifying training needs. The focus of man analysis is on

the individual employee, his abilities, and the inputs required for job performance, or individual

growth and development in terms of career planning.

Man analysis is still less precise than the other two analyses, primarily because the available measures

are much less objective and there are many individual variations. Yet, through observation and

unobtrusive measures it is possible to get an indication of the training requirements of an individual.

Man analysis helps to identify whether the individual employee requires training and if so, what kind

of is training. Clues to training needs can come from an analysis of an individual's or a group's typical

behaviour. The primary sources of such information are:

(1) Observation at place or work, examination of job schedules, quantum of spoilage, wastage, and

clues about interpersonal relations of the employees (2) interviews with superiors and employees

(3) comparative studies of good vs. poor employees, to identify differences, skills and training gaps

(4) personnel records (5) production reports and (6) review of literature regarding the job and

machines used. Job-knowledge tests, work sampling and diagnostic psychological tests also provide

information about employees. Thus it may be stated that a variety of sources need to be studied.

Self Assessment Questions IV

5.6 Training Areas identified by Trainers

1. The first step in organization analysis is achieving a clear understanding of both.

2. In analyzing the organization climate, both . could be used.3. Analysis of the job and its various components will indicate the..........................

4. Man analysis is the third component in identifying....................................5. ______________ helps to identify whether the individual employee requires training

and if so, what kind of was training.


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A survey conducted by Sinha identified the following areas, in rank order, as preferred by

responding managers.

1. Analysis of business environment (Social, economic and political).

2. General management training, consisting of areas like planning organizing, directing,

motivating, co-ordinating and controlling.

3. Functional areas, such as marketing, personnel and finance.

4. Specialized technique-oriented programmes, such as production planning, maintenance

management, value analysis, works simplification and interview technique.

5. Problem solving and decision-making.

Training is the responsibility of four main groups:

a. The top management, which frames the training policy

b. The personnel department, Which plans, establishes and evaluates instructional programmes

c. Supervisors, Who implement and apply developmental procedure and

d. Employees, who provide feedback, revision and suggestions for corporate educational

endeavours.

According to Prof John Mee, the work of training should be done at two levels.

1. The training department should assume the primary responsibility for the instruction of trainees

in methods of teaching for normal orientation for the training of supervisors in human relations

for the development of executives, for co-operative education in schools and colleges and for

the general education of employees.

2. Line supervisors and employees should carry the bulk of the

teaching load in the following areas on-the-job instruction of employees instruction in the

technical and professional aspects of a business daily development of superiors and executives

through counselling departmental communication and staff meetings as part of an overall

training programme. It is needless to say that the top line executive has the responsibility for:

I. Authorising basic training policies

II. Reviewing and approving the broad outlines of training plans and programmes and

III. Approving training budgets.

There are several administrative aspects that have to be taken into account before launching in-housetraining programme, or nominating participants to external programmes.

In-company/External Programmes: The Company needs to formulate its thinking regarding

participation in programmes offered by external agencies like educational management institutes,

government institutions and consultant programmes, vis--vis conducting its own in-house

programmes. Where employee numbers are small, it may not be worthwhile to set up a training

establishment and conduct in-house programmes, but as the numbers increase, this option may offer


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a distinct possibility. There is the cost aspect to be considered: for the cost of sending a participant to

an external programme, several employees could be trained within an organization. Yet, the

advantage of an external programme would be a breath of fresh air through discussions with other

participants and a fresh approach could be brought into the organization and its problems. The skills

and techniques learnt may also be different from those offered by one's own in-house programmes.

Training Budgets: A training budget for each internal programme has to be prepared, which would

include cost of facilities like training room, food, transport, guest faculty, if any, and cost of teaching

materials. In fact, the cost to the organization should also include the wages and salaries of employee

participants who would be temporarily pulled out of their regular jobs and sent for training. The

reason for costing the trainee employee's salary would be that they would not be making any

contribution to the company during the training period, and that this is an additional burden on the

company's finances.

A trainer needs to plan his training activities well in advance, be it in-house company programme, in

order that the lead time is adequate for preparation, both for the nominee and the organization,

without disruption of normal work. In the case of internal programmes there is much more

background work to be done by the trainer, in terms of course design, preparation of teaching

materials, announcement of the programme, receiving and sifting of nominations, administrative

arrangements such as training room, teaching aids and material, food, transportation and

accommodation arrangements. With regard to external programmes, there is a need for taking into

account organizational factors such as release of the nominee from the job, temporary replacement

and his career plans i.e., to what extent the employee would benefit from the training programmeeither in terms of improved job performance, better interpersonal competence, or preparation in

terms of attitudes, concepts and skills for higher responsibilities in the organization, given the career

plans based on performance appraisals formulated by the manpower development cell. Career

planning would take into account both external and internal nominations.

Training methods are a means of attaining the desired objective in a learning situation. In fact,

methods are multifaceted in scope and dimension, and each is suitable for a particular situation. The

choice of a method would depend on a wide variety of factors, such as competence of instructors,

relevance to the participants, the programme design, i.e., a particular method the best vehicle to put

across the contents, and finally its cost implications. The best method for one situation may not be the

best for different groups or tasks.

Each method has structured procedures for conduct which offer certain advantages in developing

certain limited facts of a trainee, and suffer from some limitations. In adapting a particular method,

one should know its merits and demerits, given the situation, and analyze its relevance, its purpose,


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and if it is useful, how to get the most of it. The trainer should know the rationale of each of the

methods before attempting to use any of them.

Self Assessment Questions V

5.7 Types and Techniques of Training

Training methods have a number of overlapping objectives. They have to be chosen in relation to the

programme design requirements. The main objectives of individual training methods could be:

demonstration value, developing interest and finally appeal to senses.

Demonstration Value: Complete demonstration of job requirements enables the trainee to grasp the

meaning of ideas, concepts, or procedures visually. Such a method can be used effectively as an aid

to overcome the "breakdown of communication". Trainees remember things that they see and hear,

much longer than they do information they receive through talks or reading alone.

Developing Interest: One of the important factors to be kept in mind in choosing a method is its

ability to hold and arouse the interest of the trainee in the learning situation. A trainee has to consider

alternative methods of presenting training material to participants in order to stimulate their interest

and facilitate retention of the matter. For instance, if traditionally the matter has been presented

through lectures, perhaps audio visual methods could be used, or instead project work be assigned

which would mean learning by doing or researching the subject oneself.

Appeal too many senses: From the trainer's point of view, it would be beneficial to utilize as many

of the trainer's senses as possible, in order to improve retention of learning. The trainer has to

understand and identify the problem area i.e., he has to examine whether there is a problem with the

manner in which the task is done. Secondly, selecting the appropriate method would be dependent on

the level of the trainee in an organization's hierarchy. Finally, before selecting a training method, the

trainer should keep in mind about cost effectiveness.

Depending on the learning outcome, and the process by which it is attained, it is possible to

categorize the various methods into several groups.

1. There are several administrative aspects that have to be taken into account beforelaunching ______________________, or nominating participants

______________________.

2. A ________________ for each internal programme has to be prepared, which wouldinclude cost of facilities like training room, food, transport, guest faculty, if any, and

cost of teaching materials3. Training methods are a means of attaining the desired objective in a

________________.


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On-the-job trainings since most jobs in industry can be learned in a relatively short period of time, this

method is the most widely used. It has the advantage of strongly motivating the trainee to learn since

it is located in the artificial situation of a classroom. 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. The supervisor typically

follows a set procedure (as illustrated in the table) in training an employee to perform a particular

task. The suggestions accompanying each step are general guides evolved from both experience and

research.

Table on Training Procedure

Step Suggestions

Instructor preparation 1. Divide task into logical parts to create lesson plans.

2. Select teaching techniques e.g., demonstration.

Training preparation 1. Place trainee at ease.

2. Relate training to trainee needs e.g.promotion.

Presenting the task 1. Present overview of task.

2. Proceed from known to unknown, easy to difficult.

3. Adjust pace to individual differences.

4. Go through task and explain each step.

5. Have trainee tell instructor what to do.

Tryout Performance 1. Have trainee explain each step prior to execution.

2. Be aware of learning plateaus to sustain motivation.

3. Provide feedback on progress.

Follow-up 1. Positively reinforce continuously at start.

2. Move to variable positive reinforcement schedule as trainee

matures.

Advantages: The main advantage of on-the-job training is that the trainee learns on the actual

equipment in use and in the true environment of his job. Secondly, it is highly economical since no

additional personnel or facilities are required for training. Thirdly, the trainee learns the rules,regulations and procedures by observing their day-to-day applications. Fourthly, this type of training

is a suitable alternative for a company in which there are almost as many jobs as there are

employees. Finally, it is most appropriate for teaching the knowledge and skills which can be

acquired in a relatively short period i.e., a few days or weeks.


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Disadvantages: The principal disadvantage of on-the-job training is that instruction is often highly

disorganized and haphazard and not properly supervised. This is due to such reasons as the inability

of the experienced employee to impart skills to the trainee, the breakdown of the job for the purpose

of instructions, and the back of motivation on the part of the trainee to receive training. Further, the

other drawback is the low productivity, especially when the employee is unable to fully develop his

skills.

Vestibule Training: This method attempts to duplicate on-the-job situations in a company

classroom. It is a classroom 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 skill rather than performing an actual job. In other words,

it is geared to job duties. Theoretical training is given in the classroom, while the practical work is

conducted on the production line.

The advantages of using the vestibule-training system are the disadvantages of specialization. The

instructor, a specialist, should be more skilled at teaching. The student avoids the confusion and

pressure of the work sit uation and thus is able to concentrate on learning. One can also often attain a

given level of skill more quickly in the specialized learning situation. We have more assurance that

adequate time and attention will be given to training and that it will not slighted in favour of other

problems. More individualized instruction can be given, and training activities do not interfere with

the regular processes of production. Among the disadvantages are the splitting of responsibilities

leads to organizational problems. Second, an additional investment in equipment is necessary,

though the cost may be reduced by getting some productive work done by trainees while in the

school. Third, this method is of limited value for the jobs which utilize equipment which can be

duplicated and finally the training situation is somewhat artificial.

Apprenticeship programme: Apart from the requirements under Apprenticeship Act, various

industries have their own apprenticeship programme where in the workers are employed on a small

stipend to learn the job first and after satisfactorily completing the training they are absorbed in the

industry.

The advantages of this method are:

1. A skilled work force is maintained

2. Immediate returns can be expected from training3. The workmanship is good

4. The hiring cost is lower because of reduced turnover and lower production costs and

5. The loyalty of employees is increased and opportunities for growth are frequent.


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Simulation Methods: Simulation is a technique which duplicates, as nearly as possible, the actual

conditions encountered on a job. Generally, simulation techniques have been most widely used in the

aeronautical industry.

Knowledge-based Methods: In this method of training, an effort is made to expose participants to

concepts and theories, basic principles, and pure and applied knowledge in any subject area.

Basically, it is aimed at creating an awareness of the knowledge of fundamentals. The focus is

essentially on transmission of knowledge which has been imbibed by the participants. This

knowledge is the base, the foundation, on which further understanding can be built. The categories of

this method are lectures, seminars, workshops, films and training, group discussions etc.

Experiential Methods: The emphasis in this category is on achieving through group processes and

dynamics, a better understanding of oneself and others. It has been asserted that attitudinal training

helps and individual to improve his comprehension of self, others, group behaviour and personal

interaction. Such knowledge and understanding helps an individual to understand the problems of

human relationships in a work situation, including at times his managerial style.

Such training is imparted on the job by the workers' immediate supervisors. It provides to the

trainees opportunities for getting acquainted with their bosses. The bosses, too, have an opportunity

to judge the abilities and possibilities of trainees from the point of view of their job performance.

The success of this method depends upon the fact that:

1. The experienced supervisors must be good teachers

2. They should have incentives and sufficient time for carrying out the training programmes and3. They should be provided with an accurate account of the training needs of the trainees they are

to teach.

Self Assessment Questions VI

1. Depending on the __________________, and the process by which it is attained, it is

possible to categorize the various methods into several groups.2. The main advantage of _____________________ is that the trainee learns on the

actual equipment in use and in the true environment of his job.3. Theoretical training is given in the ________________, while the practical work is

conducted on the ____________________.

4. ______________ is a technique which duplicates, as nearly as possible, the actual

conditions encountered on a job.

5. The emphasis in __________________ is on achieving through group processes and

dynamics, a better understanding of oneself and others.


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5.8 Need and Importance of Management Development

Dr. B. K. Madan is of the opinion that "Management development is the development of

management over and above its science and theory, of its practice and application in organizations,

corporations and institutions, alike in relation to the organization and manager, so as continuously to

re-equip both to fulfil their purposes more effectively and in harmony with each other, and both with

the environment in which they function and have their being and hope to thrive upon and grow."

Executive development is an attempt at improving an individual's managerial effectiveness through a

planned and deliberate process of learning. For an individual this means a change through a process of

planned learning. This should be the common and significant aim of development attempts from the

point of view of the trainer and the trainee in an organizational setting.

The change in the individual must take place in those crucial areas which can be considered as output

variables:

1. Knowledge change

2. Attitude change

3. Behaviour change

4. Performance change and

5. End-operational results (the last two changes being the result of the first three changes)

The success of development effort, to be marked as effective, depends upon the following inputs

1. Trainee's personal characteristics, such as his intelligence and motivation to teach

2. His actual learning efforts.

These two variables are influenced by the following factors:

a) Formal organization

b) Leadership climate and

c) Cultural factors.

The organizational aims of management development are to secure the following valuable end-results:

1. Improvement in technical performance

2. Improvement in supervision and leadership at each level

3. Improvement in inter-departmental co-operation

4. Highlighting an individual's weaknesses

5. Attracting good men

6. Facilitating sound "promotion-from-within" policies and practices

7. Ensuring that the qualifications of key personnel become better known

8. Creating reserves in management ranks

9. Making an organization more flexible by an increased versatility of its members

10. Improving organizational structure


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11. Stimulating junior executives to do better work

12. Keeping the company at least of technical and economic conditions and

13. 'Broadening' key men in the middle cadre.

In a nutshell, management development aims at securing management improvement in the short-run.

Self Assessment Questions VII

5.9 Evaluation of Training

Objectives of training evaluation is to determine the ability of the participant in the training

programme to perform jobs for which they were trained, the specific nature of training deficiencies,

whether the trainees required any additional on the job training, and the extent of training not needed

for the participants to meet job requirements. There are various approaches to training evaluation. To

get a valid measure of training effectiveness, the personnel manager should accurately assess

trainee's job performance two to four months after completion of training.

Two writers have suggested that four basic categories of outcomes can be measured:

1. Reaction: Evaluate the trainee's reaction to the programme. Did he like the programme? Did he

think it worthwhile?

2. Learning: Did the trainee learn the principles, skills and fact that the supervisor or the trainer

worked them to learn?

3. Behaviour: Whether the trainee's behaviour on the job changed because of the training

programme.

4. Results: What final results have been achieved? Did he learn how to work on machine? Did

scrappage costs decrease? Was turnover reduced? Are production quotas now being met? etc.,

Structured interviews with the immediate supervisor of the trainees are acceptable methods for

obtaining feedback in training. The supervisor is asked to rate the former trainee on job proficiency

directly related to the training objectives. Another approach is to involve the use of experimental and

control groups. Each group is randomly selected, one to receive training (experimental) and the other

not to receive training (control). The random selection helps to assure the formation of groups quite

similar to each other. Measures are taken of relevant indicators of success (e.g. words typed per

minute, units of work produced per hour etc.) before and after training for both groups. If the results

shown by the experimental group are significantly greater than those of the control group, the

training can be considered as successful.

1. Executive development is an attempt at improving an individual's managerial

effectiveness through a________________________________.

2. The change in the individual must take place in those crucial areas which can be

considered as output variables (mention any 2)..

3. The organizational aims of management development are to secure the following

valuable end-results: (mention any 3)


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Another method involves longitudinal or time series analysis. A series of measurements are taken

before the programme begins and continues during and after the programme is completed. The results

obtained are plotted on a graph to determine whether changes have occurred and remain as a result of

the training effort. In addition, pre-and-post tests are administered to the training groups. Prior to the

training, a test related to the training material is applied, and the results of this pre-test are compared

with results on the same or similar test administered after the programme has been completed.

Self Assessment Questions VIII

5.10 Why Training Fails?

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

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

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

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

4. The middle management, without proper incentives from top management, does not account for

training in production scheduling.

5. Without proper scheduling from above, first line supervisors have difficulty production norms if

employees are attending training programmes.

6. Behavioural objectives are often in precise.

7. Training external to the employing unit sometimes teaches techniques on methods contrary to

practices of the participant's organization.

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

9. Trainers provide limited counselling and consulting services to the rest of the organization.

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 organizational goals and objectives.

2. Attempt should be made to determine whether the trainee has the intelligence, maturity, and

motivation to successfully complete the training programmes.

1. To get a valid measure of__________________, the personnel manager should

accurately assess trainee's job performance two to four months after completion of

training.

2. The _______________________helps to assure the formation of groups quite similarto each other.

3. Another method involved inobtaining feedback on training effectiveness is

anal sis.


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3. The trainee should be helped to see the need for training by making him aware of the personal

benefits he can achieve through changes in behaviour.

4. The training programme should be planned so that it is related to the trainee's previous

experiences and background.

5. Attempts should be made to create organizational conditions that are conducive to a good

learning environment.

6. If necessary a combination of training methods should be selected so that variety is permitted

and as many of the senses as possible are utilized.

7. It should be recognized 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.

8. 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.

9. As the trainee acquires new knowledge, skills or attitudes and applies them in job situations, he

should be significantly rewarded for his efforts.

10. The trainee should be provided with regular, constructive feedback concerning his progress

in training and implementation of the newly acquired abilities.

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

Self Assessment Questions IX

5.11. Summary

The term, 'training' indicates any process by which the aptitudes, skills and abilities of

employees to perform specific jobs are increased.

According to Douglas McGregor, there are three different purposes of learning.

Acquiring Intellectual Knowledge

Acquiring Manual Skills

Acquiring Problem-Solving Skills

1. Specific __________________should be outlined on the basis of the type ofperformance required to achieve organizational goals and objectives.

2. The training programme should be planned so that it is related to the trainee's

_______________________and background.

3. If possible, the _______________________of the trainee should be got in the

training programme.


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Training increases the employees "market value", earning power and job security.

Training needs have to be related both in terms of the organization's demands and that of the

individual's.

In analyzing the organization climate, both direct and indirect methods could be used. Direct

methods are observation, use of questionnaires, and interviews. Reliance or indirect methods

would not give a clear understanding of the attitudes and predispositions of employees.

Task Analysis entails a detailed examination of a job, its components, its various operations and

the conditions under which it has to be performed.

If an employee is asked to perform a job, the exact components of the job and the standard of

performance must be known.

Task analysis entails not merely a simple listing of the various job components, but also of the

relatively critical nature of the various sub-tasks.

Training methods are a means of attaining the desired objective in a learning situation.

The choice of a method would depend on a wide variety of factors, such as competence of

instructors, relevance to the participants, the programme design, i.e., a particular method the best

vehicle to put across the contents, and finally its cost implications.

Structured interviews with the immediate supervisor of the trainees are acceptable methods for

obtaining feedback in training.

5.12. Terminal Questions

1. What is Training? What are its objectives?

2. What do you mean by Training Organisation? How do you organise a Training system?

3. Discuss various methods of Training available with their respective limitations.

4. What are the objectives of Training Methods?

5.13. Answers to SAQs and TQs

Self Assessment Questions I

1-Training, 2-changing environment, 3-particular job

Self Assessment Questions II

1-Acquiring Intellectual Knowledge, Acquiring Manual Skills, Acquiring Problem-Solving Skills, 2-

company policy, 3-solving problem


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Self Assessment Questions III

1-"market value", earning power and job security, 2- attitudes, 3- inadequate recognition and

determination of training needs and objectives.

Self Assessment Questions IV

1-short-run and long-run goals, 2- direct and indirect methods, 3-skills and training required to

perform the job at the required standard, 4-training needs, 5- Man analysis

Self Assessment Questions V

1-in-house training programme, to external programmes, 2- training budget, 3- learning situation,

Self Assessment Questions VI

1- Learning outcome, 2-on-the-job training, 3-classroom, production line.4-Simulation, 5-

Experiential Methods

Self Assessment Questions VII

1-planned and deliberate process of learning, 2- Knowledge change, Attitude change, 3-

Improvement in technical performance Improvement in supervision and leadership at each

level Facilitating sound "promotion-from-within" policies and practices

Self Assessment Questions VIII

1- Training effectiveness, 2- random selection, 3- longitudinal or time series

Self Assessment Questions IX

1- Training objectives, 2- previous experiences, 3- active participation

Answers to TQs:

1. Refer to 5.2 & 5.3

2. Refer to 5.6

3. Refer to 5.7

4. Refer to 5.7 & 5.8

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Human Resource Management Notes 5

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