original hrm

8/7/2019 original hrm

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PROJECT ON TRAINING AND

DEVELOPMENT

SUBMITTED TO,

PROF. BHAVANA CHAUHAN

CLASS: T.Y.BBI

BY

SHARANYA.MATHODAN - 26

NIKITHA.MENON - 28

PRIYA.MENON - 29

SRIRAJ.NAIR - 35ANU.PANDEY - 38

FARHEEN SAYYED - 44


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INTRODUCTION :

Human Resource Management (HRM) is the function within an

organization that focuses on recruitment of, management of, and providing

direction for the people who work in the organization.

Humans are an organization's greatest assets; without them, everyday business

functions such as managing cash flow, making business transactions,

communicating through all forms of media, and dealing with customers could not

be completed. Humans and the potential they possess drive an organization.

Today's organizations are continuously changing. Organizational change impacts

not only the business but also its employees. In order to maximize organizational

effectiveness, human potentialindividuals' capabilities, time, and talentsmust

be managed. Human resource management works to ensure that employees are

able to meet the organization's goals.

"Human resource management is responsible for how people are treated in

organizations. It is responsible for bringing people into the organization, helping

them perform their work, compensating them for their labors, and solving

problems that arise. There are seven management functions of a human resources

(HR) department that will be specifically addressed: staffing, performance

appraisals, compensation and benefits, training and development, employee and

labor relations, safety and health, and human resource research.


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TRAINING :

The term training refers to the acquisition of knowledge, skills, and

competencies as a result of the teaching of vocational or practical skills and

knowledge that relate to specific useful competencies. It forms the core of

apprenticeships and provides the backbone of content at institutes of technology

(also known as technical colleges or polytechnics). In addition to the basic

training required for a trade, occupation or profession, observers of the labour-

market recognize today the need to continue training beyond initial qualifications:

to maintain, upgrade and update skills throughout working life. People within

many professions and occupations may refer to this sort of training as professional

development.


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Training is activity leading to skilled behavior.

1. Its not what you want in life, but its knowing how to reach it2. Its not where you want to go, but its knowing how to get there3. Its not how high you want to rise, but its knowing how to take off4. It may not be quite the outcome you were aiming for, but it will be an

outcome

5. Its not what you dream of doing, but its having the knowledge to do it6. It's not a set of goals, but its more like a vision7. Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad

the current situation looks) at present, and where you will be after some point of

time. Training is about the acquisition of knowledge, skills, and abilities through

professional development.

OBJECTIVE OF TRAINING :

Training objective tell the trainee that what is expected out of him at the

end of the training program. Training objectives are of great significance from a

number of stakeholder perspectives,

1. Trainer 2. Trainee 3. Designer 4. Evaluator

Trainer The training objective is also beneficial to trainer because it helps the

trainer to measure the progress of trainees and make the required adjustments.

Also, trainer comes in a position to establish a relationship between objectives and

particular segments of training.


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Trainee The training objective is beneficial to the trainee because it helps in

reducing the anxiety of the trainee up to some extent. Not knowing anything or

going to a place which is unknown creates anxiety that can negatively affect

learning. Therefore, it is important to keep the participants aware of the

happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor

to make the training successful. The objectives create an image of the training

program in trainees mind that actually helps in gaining attention.

Thirdly, if the goal is set to be challenging and motivating, then thelikelihood of achieving those goals is much higher than the situation in which no

goal is set. Therefore, training objectives helps in increasing the probability that

the participants will be successful in training.

Designer The training objective is beneficial to the training designer because

if the designer is aware what is to be achieved in the end then hell buy the

training package according to that only. The training designer would then look for

the training methods, training equipments, and training content accordingly to

achieve those objectives. Furthermore, planning always helps in dealing

effectively in an unexpected situation. Consider an example; the objective of one

training program is to deal effectively with customers to increase the sales. Since

the objective is known, the designer will design a training program that will

include ways to improve the interpersonal skills, such as verbal and non verballanguage, dealing in unexpected situation i.e. when there is a defect in a product

or when a customer is angry. Therefore, without any guidance, the training may

not be designed appropriately.


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Evaluator It becomes easy for the training evaluator to measure the progress

of the trainees because the objectives define the expected performance of trainees.

Training objective is an important to tool to judge the performance of participants.

IDENTIFYING TRAINING NEEDS :

Training needs can be assessed by analyzing three major human resource

areas: the organization as a whole, the job characteristics and the needs of the

individuals. This analysis will provide answers to the following questions:

Where is training needed?

What specifically must an employee learn in order to be more productive?

Who needs to be trained?

Begin by assessing the current status of the company how it does what it

does best and the abilities of your employees to do these tasks. This analysis will

provide some benchmarks against which the effectiveness of a training program

can be evaluated. Your firm should know where it wants to be in five years from

its long-range strategic plan. What you need is a training program to take your

firm from here to there.

Second, consider whether the organization is financially committed to

supporting the training efforts. If not, any attempt to develop a solid training

program will fail.

Next, determine exactly where training is needed. It is foolish to implement

a companywide training effort without concentrating resources where they are

needed most. An internal audit will help point out areas that may benefit from

training. Also, a skills inventory can help determine the skills possessed by the


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employees in general. This inventory will help the organization determine what

skills are available now and what skills are needed for future development.

In summary, the analysis should focus on the total organization and should tell

you (1) where training is needed and (2) where it will work within the

organization.

Once you have determined where training is needed, concentrate on the

content of the program. Analyze the characteristics of the job based on its

description, the written narrative of what the employee actually does. Training

based on job descriptions should go into detail about how the job is performed on

a task-by-task basis. Actually doing the job will enable you to get a better feel for

what is done. Individual employees can be evaluated by comparing their current

skill levels or performance to the organization's performance standards or

anticipated needs.

NATURE OF TRAINING AND DEVELOPMENT :

In simple words, training and development refers to the imparting of

specific skills, abilities, knowledge to an employee. A formal definition of training

and development is determined as follows:

It is any attempt to improve current or future employee performance by

increasing an employees ability to perform through learning, usually by

changing the employees attitude or increasing his or her skills and

knowledge.


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The need for training and development is determined by the employees

performance deficiency, computed as follows:

Training and development needs =

Standard performance Actual performance

We can make a distinction among training, education and development.

Such distinctions enables us to acquire a better perspective about the meaning if

the term training. Which refers to the process of imparting specific skills,

Education, on the other hand is confined theoretically learning in classroom

To distinct more, the training is offered in case of operatives whereas

development programs are conducted for employees at higher levels. Education

however is common to all the employees.

TRAINING GOALS :

The goals of the training program should relate directly to the needs

determined by the assessment process outlined above. Course objectives should

clearly state what behavior or skill will be changed as a result of the training and

should relate to the mission and strategic plan of the company. Goals should

include milestones to help take the employee from where he or she is today to

where the firm wants him or her in the future. Setting goals helps to evaluate the

training program and also to motivate employees. Allowing employees to

participate in setting goals increases the probability of success.


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SELECTION OF TRAINEES :

Once you have decided what training is necessary and where it is needed,

the next decision is who should be trained? For a small business, this question iscrucial. Training an employee is expensive, especially when he or she leaves your

firm for a better job. Therefore, it is important to carefully select who will be

trained.

Training programs should be designed to consider the ability of the

employee to learn the material and to use it effectively, and to make the most

efficient use of resources possible. It is also important that employees be

motivated by the training experience. Employee failure in the program is not only

damaging to the employee but a waste of money as well. Selecting the right

trainees is important to the success of the program.

INPUTS IN TRAINING AND DEVELOPMENT :

Any training and development programme must contain inputs which

enable the participants to gain skills, learn theoretical concepts and help acquire

vision to look into the distant future. The inputs of training and development are

as follows:

1)Skills :Training is imparting skills to the employees. A worker needs skills to

operate machines, and use other equipments with least damage and scrap. This

is basic skills without which the operator will not function. There is also a need

of motor skills or psychomotor skills as they are refer to performance of

specific physical activities .These skills involve learning to move various parts

of their body in response to certain external and internal stimuli. Employees


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particularly like supervisors and executives, need interpersonal skills mostly

know as people skills. These skills helps a person understand oneself and

others better and act accordingly. Examples of interpersonal skills include

listening. Persuading and showing an understanding of others feelings.

2)Education :

The purpose of education is to teach theoretical concepts and develop a

sense of reasoning and judgment. That any training and development programme

must contain an element of education is well understood by the HR specialist.

In fact, sometimes, organizations depute or encourage employees to do

courses on a part time basis. Chief executive officers (CEOs) are known to attend

refresher course conducted in many Business schools. The late Manu Chabria,

CMD, Shaw Wallace, attended such a two month programme at the Harvard

business school. Education is more important for managers and executives than

for lower-cadre workers.

3) Development :

Another component of a training and development programmed is

development which is less skill oriented but stress on knowledge. Knowledge

about business environment, management principles and techniques, human

relations, specific industry analysis and the like is useful for better management of

a company.

Development programme should help an employee to be a self-starter,

build sense of commitment, motivation, which should again helps him being self

generating. It should make their performance result oriented and help them in

being more efficient and effective.


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It should also help in making the employee sensitive towards the

environment that is his work place and outside. This programme should keep the

employee aware of him i.e. his potentials and his limitations. Help him see himself

as others see him and accept his self image as a prelude to change. It helps teach

an individual to communicate without filters, to see and feel points of view

different from their own. Also helps them understand the powers in their hands

and thereby develop leadership styles which inspire and motivate others. And

finally helps install a zest for excellence, a divine discontent, a nagging

dissatisfaction with the status quo.

4) Ethics :

There is a need for imparting greater ethical orientation to a training and

development programmed. There is no denial of the fact that ethics are largely

ignored in businesses. They are less seen and talked about in the personnel

function this does not mean that the HR manager is absolved if the responsibility.

If the production, finance or marketing personnel indulge in unethical practices

the fault rest on the HR manager. It is his/her duty to enlighten all the employees

in the organization about the need for ethical behavior.

5) Attitudinal Changes :

Attitudinal represents feelings and beliefs an individual towards others.

Attitudes affect motivation, satisfaction and job commitment. Negative attitudes

needs to be converted into positive attitudes. Changing negative attitudes is

difficult because of [1]Employees refuse to change [2]They have prior

commitments


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And Information needed to change attitudes may not be sufficient. Attitude

must be changed so that the employee feels committed to the organization and

give better performance.

6) Decision making and problem solving skills :

Decision making and problem solving skill focus on methods and

techniques for making organizational decision and solve work related problems.

Learning related to decision making and problem solving skills seeks to improve

trainees abilities to define and structure problems, collect and analysis

information, generate alternatives. Training of this type is typically provided topotential managers, supervisors and professional.

WHY TRAINING NEED ANALYSIS ?

Training need analysis is conducted to determine whether resources

required are available or not. It helps to plan the budget of the company, areas

where training is required, and also highlights the occasions where training might

not be appropriate but requires alternate action.Corporate need and training need

are interdependent because the organization performance ultimately depends on the

performance of its individual employee and its sub group.

Organizational Level Training need analysis at organizational level focuses on

strategic planning, business need, and goals. It starts with the assessment of

internal environment of the organization such as, procedures, structures, policies,

strengths, and weaknesses and external environment such as opportunities and

threats.


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After doing the SWOT analysis, weaknesses can be dealt with the training

interventions, while strengths can further be strengthened with continued training.

Threats can be reduced by identifying the areas where training is required. And,

opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company

requires to be involved in strategic planning. In this planning, HR develops

strategies to be sure that the employees in the organization have the required

Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements

at each level.

Individual Level Training need analysis at individual level focuses on each and

every individual in the organization. At this level, the organization checks whether

an employee is performing at desired level or the performance is below

expectation. If the difference between the expected performance and actual

performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The

methods that are used to analyze the individual need are:

y Appraisal and performance reviewy Peer appraisaly Competency assessmentsy Subordinate appraisaly Client feedbacky Customer feedbacky Self-assessment or self-appraisal


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Operational Level Training Need analysis at operational level focuses on the

work that is being assigned to the employees. The job analyst gathers the

information on whether the job is clearly understood by an employee or not. He

gathers this information through technical interview, observation, psychological

test; questionnaires asking the closed ended as well as open ended questions, etc.

Today, jobs are dynamic and keep changing over the time. Employees need to

prepare for these changes. The job analyst also gathers information on the tasks

needs to be done plus the tasks that will be required in the future.

Based on the information collected, training Need analysis (TNA) is done.

IMPORTANCE OF TRAINING AND DEVELOPMENT :

y Optimum Utilization of Human Resources Training and Developmenthelps in optimizing the utilization of human resource that further helps the

employee to achieve the organizational goals as well as their individual

goals.


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y Development of Human Resources Training and Development helps toprovide an opportunity and broad structure for the development of human

resources technical and behavioral skills in an organization. It also helps the

employees in attaining personal grow

y Development of skills of employees Training and Development helps inincreasing the job knowledge and skills of employees at each level. It helps

to expand the horizons of human intellect and an overall personality of the

employees.

y Productivity Training and Development helps in increasing theproductivity of the employees that helps the organization further to achieve

its long-term goal.

y Team spirit Training and Development helps in inculcating the sense ofteam work, team spirit, and inter-team collaborations. It helps in inculcating

the zeal to learn within the employees.

y Organization Culture Training and Development helps to develop andimprove the organizational health culture and effectiveness. It helps in

creating the learning culture within the organization.

y Organization Climate Training and Development helps building thepositive perception and feeling about the organization. The employees get

these feelings from leaders, subordinates, and peers.


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y Quality Training and Development helps in improving upon the qualityof work and work-life.

y Healthy work environment Training and Development helps in creatingthe healthy working environment. It helps to build good employee,

relationship so that individual goals aligns with organizational goal.

y Health and Safety Training and Development helps in improving thehealth and safety of the organization thus preventing obsolescence.

y Morale Training and Development helps in improving the morale of thework force

y Image Training and Development helps in creating a better corporateimage.

y Profitability Training and Development leads to improved profitabilityand more positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It helps

in understanding and carrying out organisational policies Training and

Development helps in developing leadership skills, motivation, loyalty, better

attitudes, and other aspects that successful workers and managers usually

display.


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THE FOUR BASIC STEPS IN THE TRAINING PROCESS :

Training is one of the most profitable investments an organization can

make. No matter what business or industry you are in the steps for an effective

training process are the same and may be adapted anywhere.

If you have ever thought about developing a training program within your

organization consider the following four basic training steps. You will find that all

four of these steps are mutually necessary for any training program to be effective

and efficient.

STEP 1: ESTABLISHING A NEEDS ANALYSIS :-

This step identifies activities to justify an investment for training. The

techniques necessary for the data collection are surveys, observations, interviews,

and customer comment cards. Several examples of an analysis outlining specific

training needs are customer dissatisfaction, low morale, low productivity, and high

turnover. The objective in establishing a needs analysis is to find out the answers tothe following questions:

y Why is training needed?y What type of training is needed?y When is the training needed?y

Where is the training needed?

y Who needs the training? and "Who" will conduct the training?y How will the training be performed?


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By determining training needs, an organization can decide what specific

knowledge, skills, and attitudes are needed to improve the employees performance

in accordance with the companys standards. The needs analysis is the starting

point for all training. The primary objective of all training is to improve individual

and organizational performance. Establishing a needs analysis is, and should

always be the first step of the training process.

STEP 2: DEVELOPING TRAINING PROGRAMS AND

MANUALS:-

This step establishes the development of current job descriptions and

standards and procedures. Job descriptions should be clear and concise and may

serve as a major training tool for the identification of guidelines. Once the job

description is completed, a complete list of standards and procedures should be

established from each responsibility outlined in the job description. This will

standardize the necessary guidelines for any future training.

STEP 3: DELIVER THE TRAINING PROGRAM:-

(This step is responsible for the instruction and delivery of the training

program. Once you have designated your trainers, the training technique must be

decided. One-on-one training, on-the-job training, group training, seminars, and

workshops are the most popular methods.)


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( Before presenting a training session,) make sure you have a thorough

understanding of the following characteristics of an effective trainer. (The trainer

should have:

- A desire to teach the subject being taught.

- A working knowledge of the subject being taught.

- An ability to motivate participants to want to learn.

- A good sense of humor.

- A dynamic appearance and good posture.

- A strong passion for their topic.

- A strong compassion towards their participants.)

- Appropriate audio/visual equipment to enhance the training session.

For a training program to be successful, the trainer should be conscious of

several essential elements, including a controlled environment, good planning, the

use of various training methods, good communication skills, and trainee

participation.

STEP 4: EVALUATE THE TRAINING PROGRAM:-

(This step will determine how effective and profitable your training program

has been. Methods for evaluation are pre-and post- surveys of customer comments

cards, the establishment of a cost/benefit analysis outlining your expenses and

returns, and an increase in customer satisfaction and profits.]


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The reason for an evaluation system is simple. The evaluation of training

programs are without a doubt the most important step in the training process. It is

this step that will indicate the effectiveness of both the training as well as the

trainer.

There are several obvious benefits for evaluating a training program. First,

evaluations will provide feedback on the trainers performance, allowing them to

improve themselves for future programs. Second, evaluations will indicate its cost-

effectiveness. Third, evaluations are an efficient way to determine the overall

effectiveness of the training program for the employees as well as the organization.

The importance of the evaluation process after the training is critical.

Without it, the trainer does not have a true indication of the effectiveness of the

training. Consider this information the next time you need to evaluate your training

program. You will be amazed with the results.

The need for training your employees has never been greater. As business

and industry continues to grow, more jobs will become created and available.

Customer demands, employee morale, employee productivity, and employee

turnover as well as the current economic realties of a highly competitive workforce

are just some of the reasons for establishing and implementing training in an

organization. To be successful, all training must receive support from the top

management as well as from the middle and supervisory levels of management. It

is a team effort and must implemented by all members of the organization to befully successful.


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METHODS :

The method by which training is delivered often varies based on the needs

of the company, the trainee, and on the task being performed.Ideally, the method

chosen will motivate employees to learn, help employees prepare themselves for

learning, enable the trainees to apply and practice what they've been taught, help

trainees retain and transfer what they have learned, and integrate performance with

other skills and knowledge. Other factors affecting the choice of a training method

include:

y Age, gender, or level of education of the traineesy Learning styles of the traineesy Number of traineesy Budgety Trainer's skills and training style


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METHODS OF TRAINING :

The most widely used methods of training used by organizations are

classified into two categories: On-the-Job Training & Off-the-Job Training.

ON THE JOB TRAINING :

ON-THE-JOB TRAININGis given at the work place by superior in relatively shorterperiod of time. This type of training is cheaper and less time consuming.

The following are the different methods by which training is imparted:

COACHING Coaching is learning by doing. In this, the superior guides his sub-

ordinates & gives him/her job instructions. The superior points out the mistakes &

gives suggestions for improvement.

JOB ROTATION-In this method, the trainees move from one job to another, so

that he/she should be able to perform all types of jobs. E.g. In banking industry,employees are trained for both back-end & front-end jobs. In case of emergency,

(absenteeism or resignation), any employee would be able to perform any type of

job.


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MENTORING -A mentor can tutor others in their learning. Mentors help

employees solve problems both through training them in skills and through

modeling effective attitudes and behaviors. This system is sometimes known as a

buddy system.

Pros: It can take place before, during, or after a shift. It gives the trainee individual

attention and immediate feedback. It also helps the trainee get information

regarding the business culture and organizational structure.

Cons: Training can be interrupted if the mentor moves on. If a properly trained

mentor is not chosen, the trainee can pick up bad habits.

When choosing from among these methods, the trainer must decide which one best

suits the trainees, the environment, and the investments available. Many trainers

will choose to combine methods or vary them. Others will select a single method

that works best for them and never vary. With so many options, a trainer is limited

only by his or her creativity.

OFF THE JOB TRAINING METHODS :

It is given outside the actual work place.

LECTURES -This approach is well adapted to convey specific information, rules,

procedures or methods. This method is useful, where the information is to be

shared among a large number of trainees. The cost per trainee is low in thismethod. A lecture is the method learners often most commonly associate with

college and secondary education. Yet, it is also considered one of the least

effective methods to use for adult learners. In this method, one person (the trainer)

does all of the talking. He or she may use handouts, visual aids, question/answer,


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or posters to support the lecture. Communication is primarily one-way: from the

instructor to the learner.

Pros: Less time is needed for the trainer to prepare than other methods. It provides

a lot of information quickly when it is less important that the trainees retain a lot of

details.

Cons: Does not actively involve trainees in training process. The trainees forget

much information if it is presented only orally.

CONFERENCE -The conference training method is a good problem-solving

approach. A group considers a specific problem or issue and they work to reach

agreement on statements or solutions.

Pros: There is a lot of trainee participation. The trainees build consensus and the

trainer can use several methods (lecture, panel, seminar) to keep sessions

interesting.

Cons: It can be difficult to control a group. Opinions generated at the conference

may differ from the managers ideas, causing conflict.

FILMSIt can provide information & explicitly demonstrate skills that are not

easily presented by other techniques. Motion pictures are often used in conjunction

with Conference, discussions to clarify & amplify those points that the film

emphasized.


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Cons: A lot of time is spent making a single point. Trainers must be skilled and

creative in helping the class learn from the situation. In some role play situations,

only a few people get to practice while others watch.

MANAGEMENT GAMES -The game is devised on a model of a business

situation. The trainees are divided into groups who represent the management of

competing companies. They make decisions just like these are made in real-life

situations. Decisions made by the groups are evaluated & the likely implications of

the decisions are fed back to the groups. The game goes on in several rounds to

take the time dimension into account.

SEMINAR -Seminars often combine several group methods: lectures,

discussions, conferences, demonstrations.

Pros: Group members are involved in the training. The trainer can use many group

methods as part of the seminar activity.

Cons: Planning is time-consuming. The trainer must have skill in conducting a

seminar. More time is needed to conduct a seminar than is needed for many other

methods.

PANEL -A panel provides several points of view on a topic to seek alternatives to

a situation. Panel members may have differing views but they must also have

objective concerns for the purpose of the training. This is an excellent method for

using outside resource people.


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Pros: Trainees often find it interesting to hear different points of view. The process

invites employees to share their opinions and they are challenged to consider

alternatives.

Cons: It requires a great deal of preparation. The results of the method can be

difficult to evaluate.

CASE STUDIES- A case study is a description of a real or imagined situation

which contains information that trainees can use to analyze what has occurred and

why. The trainees recommend solutions based on the content provided.

Pros: A case study can present a real-life situation which lets trainees consider

what they would do. It can present a wide variety of skills in which applying

knowledge is important.

Cons: Cases can be difficult to write and time-consuming to discuss. The trainer

must be creative and very skilled at leading discussions, making points, and

keeping trainees on track.

PROGRAMMED INSTRUCTION (PI) -These devices systematically present

information to the learner and elicit a response; they use reinforcement principles

to promote appropriate responses. When PI was originally developed in the 1950s,

it was thought to be useful only for basic subjects. Today the method is used for

skills as diverse as air traffic control, blueprint reading, and the analysis of tax

returns.


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COMPUTER-ASSISTED INSTRUCTION (CAI) -With CAI, students can

learn at their own pace, as with PI. Because the student interacts with the

computer, it is believed by many to be a more dynamic learning device.

Educational alternatives can be quickly selected to suit the student's capabilities,

and performance can be monitored continuously. As instruction proceeds, data are

gathered for monitoring and improving performance.

AUDIOVISUAL TECHNIQUES -Both television and film extend the range of

skills that can be taught and the way information may be presented. Many systems

have electronic blackboards and slide projection equipment. The use of techniquesthat combine audiovisual systems such as closed circuit television and telephones

has spawned a new term for this type of training, teletraining.

NEWTRENDS IN TRAINING AND DEVELOPMENT :

The importance of training and development programs for organizational

competitiveness, and highlighting the role of HRM(Human Resource Management

Department or Professional) as its facilitator. To amplify more on the issue, it

should be noted that the HRM is confronted with dynamic changes in approaches

and methodologies in training and development. There are at least six critical

trends in training that should be taken into serious account by HRM professionals

and organizations, to wit:

1. Adopt a Performance Consulting Strategy2. Measure Results to See Impact3. Training Delivery Is Changing4. Training Delivery Systems Are in Transformation


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5. Your Customer Is the Individual Employee6. Training is Delivered Just-in-time, as Needed

Training and development programs are supposed to be designed and

implemented to correct and/or improve employees or organizations performance.

And results there from should be measured against projected or set training goals

and objectives. The assessment at the end of the program will not suffice. (Some

organizations tend to use this to measure the effectiveness of the training. This is

very superficial, ineffective, and is based only on the impression of the training

activity not its results.) Metrics should have been defined even before the training

plan is approved. Otherwise, it would be a waste of resources to train people when

there are no metrics in place to evaluate learning and improvements results. Sarah

is correct to observe that most training programs are out of the shelf, catalogs, and

have lost their effectiveness. They are no longer performance related. In my book,

these are what you call university or academic approaches to human resource

training and development.

Training and development programs, first and foremost , should address a

discrepancy between the current performance of the employee and to what is

expected (based on his detailed job description or KRA (Key Result Area) sheet. In

cases of advancement, the discrepancy is the difference between the current

performance (that is, the employee is meeting desired performance criteria and

goals) compared against the desired level of performance when new

responsibilities are added or where promotion to the next job level is expected.

Again, here is why performance evaluation and metrics are very important.


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With the introduction of internet, intranet, and multi-media devices,

training delivery and systems are indeed changing. The HRM should be able to

harness these new systems to achieve better results from training. Plus, the

emphasis on training employees who are expert on certain topics to train others is

indeed occurring. The trainers and HRM roles on this should focus on developing

good trainers out of this employees. In the first place, they are more credible

trainers when it comes to their areas of expertise. Training skills are thus required

to make them effective trainers.

It is good news that more and more trainers and HRM professionals are adopting

the JIT* (just in time) system in training. Sometimes, the underlying causes for this

are entirely insignificant to training such as improvement on the work process,

machine problems, psychological issues like the lack of motivation, etc. However,

issues that needs to be addressed should be acted upon immediately.

Training and development programs, however the methods and trends are,

will continue to remain the most effective means of producing and maintaining a

highly competitive workforce. The HRM must endeavor to put more efforts

towards effective implementations

y Creating Training Stickiness Before the Employee Training Sessions -You can do the following in advance of the employee training session to

increase the likelihood that the training you do will actually transfer to the

workplace.

y Make sure the need is a training and development opportunity- Dothorough needs and skills analysis to determine the real need for employee

training and development. Make sure the opportunity you are pursuing or the

problem you are solving is a training issue.


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If the employee is failing in some aspect of her job, determine whether you

have provided the employee with the time and tools needed to perform the

job. Does the employee clearly understand what is expected from her on the

job? Ask yourself whether the employee has the temperament and talent

necessary for her current position; consider whether the job is a good skill,

ability, and interest fit

y Create a context for the employee training and development - Provideinformation for the employee about why the new skills, skill enhancement,

or information is necessary. Make certain the employee understands the linkbetween the training and his job. You can enhance the impact of the training

even further if the employee sees the link between the training and his ability

to contribute to the accomplishment of the organization's business plan and

goals. It's also important to provide rewards and recognition as a result of

successful completion and application of the training. (People like

completion certificates, for instance. One company I know lists employee

names and completed training sessions in the company newsletter.

y Provide training and development that is really relevant to the skill youwant the employee to attain - or the information he needs to expand his

work horizons. You may need to design an employee training session

internally if nothing from training providers exactly meets your needs. Or,

seek out providers who are willing to customize their offerings to matchyour specific needs.

It is ineffective to ask an employee to attend a training session on general

communication when his immediate need is to learn how to provide


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feedback in a way that minimizes defensive behavior. The employee will

regard the training session as mostly a waste of time or too basic; his

complaints will invalidate potential learning.

y Favor employee training and development that has measurableobjectives and specified outcomes - that will transfer back to the job.

Design or obtain employee training that has clearly stated objectives with

measurable outcomes. Ascertain that the content leads the employee to

attaining the skill or information promised in the objectives.

y Provide information for the employee about exactly what the trainingsession will involve - prior to the training. Explain what is expected of the

employee at the training session. This will help reduce the person's normal

anxiety about trying something new. If she knows what to expect, she can

focus on the learning and training transfer rather than her potential

discomfort with the unknown.

y Make clear to the employee that the training is her responsibility and sheneeds to take the employee training seriously. This includes completing

pre-training assignments, actively participating in the session, and applying

new ideas and skills upon returning to work.

y Make sure that internal or external training providers supply pre-trainingassignments. Reading or thought-provoking exercises in advance of the

session promote thoughtful consideration of the training content. Exercises

or self-assessments, provided and scored in advance of the session, save

precious training time for interaction and new information. These ideas will


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engage the employee in thinking about the subject of the session prior to the

training day. This supplies important paybacks in terms of his interest,

commitment, and involvement.

y Train supervisors and managers either first or simultaneously so theyknow and understand the skills - and information provided in the training

session. This will allow the supervisor to: model the appropriate behavior

and learning, provide an environment in which the employee can apply the

training, and create the clear expectation that she expects to see different

behavior or thinking as a result of the training. An executive, who has

participated in the same training as the rest of the organization, is a powerful

role model when he is observed applying the training.

y Train managers and supervisors in their role in the training process -The average supervisor has rarely experienced effective training during his

career. Even more rare is the supervisor who has worked in an environment

that maximized transfer of training to the actual workplace. Thus it is a

mistake to believe that supervisors automatically know what must happen

for effective training to take place.

y You can coach supervisors about their role - Provide a handy tip sheetthat explains in detail the organizations expectations of the supervisor in

support of effective training. At one General Motors location, the education

and training staff provided a three-hour class called, The Organization and

the Training Process. The session was most effective in communicating

roles and responsibilities to supervisory staff.


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y Ask supervisors to meet with employees prior to the training session - toaccomplish all I have recommended in this article. Discuss with the individual

what he hopes to learn in the session. Discuss any concerns he may have about

applying the training in the work environment. Determine if key learning points

are important for the organization in return for the investment of his time in the

training. Identify any obstacles the employee may expect to experience as he

transfers the training to the workplace.

CASE STUDY :

Introduction

Nestl is today the worlds leading food company, with a 135-year history

and operations in virtually every country in the world. Nestls principal assets are

not office buildings, factories, or even brands. Rather, it is the fact that they are a

global organization comprised of many nationalities, religions, and ethnic

backgrounds all working together in one single unifying corporate culture.

Culture at Nestl and Human Resources Policy

Nestl culture unifies people on all continents. The most important parts of

Nestls business strategy and culture are the development of human capacity in

each country where they operate. Learning is an integral part of Nestls culture.

This is firmly stated in The Nestl Human Resources Policy, a totally new policy

that encompasses the guidelines that constitute a sound basis for efficient and

effective human resource management. People development is the driving force of

the policy, which includes clear principles on non-discrimination, the right of

collective bargaining as well as the strict prohibition of any form of harassment.

The policy deals with recruitment, remuneration and training and development and


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emphasizes individual responsibility, strong leadership and a commitment to life-

long learning as required characteristics for Nestl managers.

Training Programs at Nestl

The willingness to learn is therefore an essential condition to be employed

by Nestl. First and foremost, training is done on-the-job. Guiding and coaching is

part of the responsibility of each manager and is crucial to make each one progress

in his/her position. Formal training programs are generally purpose-oriented and

designed to improve relevant skills and competencies. Therefore they are proposed

in the framework of individual development programs and not as a reward.

Literacy Training

Most of Nestls people development programs assume a good basic

education on the part of employees. However, in a number of countries, we have

decided to offer employees the opportunity to upgrade their essential literacy skills.


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A number of Nestl companies have therefore set up special programs for those

who, for one reason or another, missed a large part of their elementary schooling.

These programs are especially important as they introduce increasingly

sophisticated production techniques into each country where they operate. As the

level of technology in Nestl factories has steadily risen, the need for training has

increased at all levels. Much of this is on-the-job training to develop the specific

skills to operate more advanced equipment. But its not only new technical abilities

that are required. Its sometimes new working practices. For example, more

flexibility and more independence among work teams are sometimes needed if

equipment is to operate at maximum efficiency. Sometimes we have debates in

class and we are afraid to stand up. But our facilitators tell us to stand up because

one day we might be in the parliament! (Maria Modiba, Production line worker,

Babelegi factory, Nestl South Africa).

Nestl Apprenticeship Program

Apprenticeship programs have been an essential part of Nestl training

where the young trainees spent three days a week at work and two at school.

Positive results observed but some of these soon ran into a problem. At the end of

training, many students were hired away by other companies which provided no

training of their own. My two elder brothers worked here before me. Like them,

for me the Nestl Apprenticeship Program in Nigeria will not be the end of my

training but it will provide me with the right base for further advancement. We

should have more apprentices here as we are trained so well! (John Edobor

Eghoghon, Apprentice Mechanic, Agbara Factory, Nestl Nigeria) Its not only a

matter of learning bakery; we also learn about microbiology, finance, budgeting,

costs, sales, how to treat the customer, and so on. That is the reason I think that


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this is really something that is going to give meaning to my life . It will be very

useful for everything. (Jair Andrs Santa, Apprentice Baker, La Rosa Factory

Dosquebradas, Nestl Columbia).

Local Training

Two-thirds of all Nestl employees work in factories, most of which

organize continuous training to meet their specific needs. In addition, a number of

Nestl operating companies run their own residential training centers. The result is

that local training is the largest component of Nestls people development

activities worldwide and a substantial majority of the companys 240000

employees receive training every year. Ensuring appropriate and continuous

training is an official part of every managers responsibilities and, in many cases;

the manager is personally involved in the teaching. For this reason, part of the

training structure in every company is focused on developing managers own

coaching skills. Additional courses are held outside the factory when required,

generally in connection with the operation of new technology.

The variety of programs is very extensive. They start with continuation

training for ex-apprentices who have the potential to become supervisors or section

leaders, and continue through several levels of technical, electrical and

maintenance engineering as well as IT management. The degree to which factories

develop home-grown specialists varies considerably, reflecting the availability of

trained people on the job market in each country. On-the-job training is also a key

element of career development in commercial and administrative positions. Here

too, most courses are delivered in-house by Nestl trainers but, as the level rises,

collaboration with external institutes increases. As part of the Young Managers

Training Program I was sent to a different part of the country and began by selling


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small portions of our Maggi bouillon cubes to the street stalls, the sari sari

stores, in my country. Even though most of my main key accounts are now

supermarkets, this early exposure were an invaluable learning experience and will

help me all my life. (Diane Jennifer Zabala, Key Account Specialist, Sales, Nestle

Philippines). Through its education and training program, Nestl manifests its

belief that people are the most important asset. In my case, I was fortunate to

participate in Nestls Young Managers Program at the start of my Nestl career,

in 1967. This foundation has sustained me all these years up to my present position

of CEO of one of the top 12 Nestl companies in the world. (Juan Santos, CEO,

Nestl Philippines)

Virtually every national Nestl company organizes management-training

courses for new employees with High school or university qualifications. But their

approaches vary considerably. In Japan, for example, they consist of a series of

short courses typically lasting three days each. Subjects include human assessment

skills, leadership and strategy as well as courses for new supervisors and new key

staff. In Mexico, Nestl set up a national training center in 1965. In addition to

those following regular training programs, some 100 people follow programs for

young managers there every year. These are based on a series of modules that

allows tailored courses to be offered to each participant. Nestl Pakistan runs 12-

month programs for management trainees in sales and marketing, finance and

human resources, as well as in milk collection and agricultural services. These

involve periods of fieldwork, not only to develop a broad range of skills but also to

introduce new employees to company organization and systems. The scope of local

training is expanding. The growing familiarity with information technology has

enabled distance learning to become a valuable resource, and many Nestl

companies have appointed corporate training assistants in this area. It has the great


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advantage of allowing students to select courses that meet their individual needs

and do the work at their own pace, at convenient times. In Singapore, to quote just

one example, staff is given financial help to take evening courses in job-related

subjects. Fees and expenses are reimbursed for successfully following courses

leading to a trade certificate, a high school diploma, university entrance

qualifications, and a bachelors degree.

International Training

Nestls success in growing local companies in each country has been

highly influenced by the functioning of its international Training Centre, located

near our companys corporate headquarters in Switzerland. For over 30 years, the

Rive-Reine International Training Centre has brought together managers from

around the world to learn from senior Nestl managers and from each

other.Country managers decide who attends which course, although there is central

screening for qualifications, and classes are carefully composed to include people

with a range of geographic and functional backgrounds. Typically a class contains

1520 nationalities. The Centre delivers some 70 courses, attended by about 1700

managers each year from over 80 countries. All course leaders are Nestl managers

with many years of experience in a range of countries. Only 25% of the teaching is

done by outside professionals, as the primary faculty is the Nestl senior

management. The programs can be broadly divided into two groups:

Management courses: these account for about 66% of all courses at Rive-Reine.

The participants have typically been with the company for four to five years. The

intention is to develop a real appreciation of Nestl values and business

approaches. These courses focus on internal activities.


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Executive courses: these classes often contain people who have attended a

management course five to ten years earlier. The focus is on developing the ability

to represent Nestl externally and to work with outsiders. It emphasizes industry

analysis, often asking: What would you do if you were a competitor?

Conclusion

Nestls overarching principle is that each employee should have the

opportunity to develop to the maximum of his or her potential. Nestl do this

because they believe it pays off in the long run in their business results, and that

sustainable long-term relationships with highly competent people and with the

communities where they operate enhance their ability to make consistent profits. It

is important to give people the opportunities for life-long learning as at Nestle that

all employees are called upon to upgrade their skills in a fast-changing world. By

offering opportunities to develop, they not only enrich themselves as a company,

they also make themselves individually more autonomous, confident, and, in turn,

more employable and open to new positions within the company. Enhancing this

virtuous circle is the ultimate goal of their training efforts at many different levels

through the thousands of training programs they run each year.

So in these way, training and development are needed because theyenhance employees' skills and reveal hidden capabilities in the area in which they

work. By training and developing workers, the productivity of a company can be

increased and company growth in many areas can be realized. This increases

company profitability and (hopefully) allows employees to make more money and

rise in the company structure. All this equates to a win-win for the company and

those employed there.

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