Human esource Manag

9.4
become the foc us
has in recent years

plan
planner
n resource
and
development

1ers, policy-makers increasing the

administrators.
Human resource

knowledge,
Skills
devel
and capDacient
to develoOf De
t entlonayn be
atten

ass the p r o c e s s of
defined a
It is Important
imnpo only for
not
an enterprise
only when
its
but Ior a
human resources
nauon

are deve ts peope

ed thhuman
I country c a n develop
resources. A
and r e s e a r c h .
At the enterprise l
utrition, education,
raining and executive development
training
are main a r e a s OI n u m a n resource d
empl
mpl
oyee
elopmem,
9.1 Concept of Training
for doing a .
ofincreasing the knowledge learnskills
and
Training
.it
is the process
is a n organised procedure by which
people knowledge and
ige and skill
Dridge the gap bet" lor
ica particular
definite purpose. The purpose of training is basicaly to een job
at iimpr jo
aimed at
Training is aimed
quirements and present competence of an employee.
the behaviour and performance of a person. It is a never ending or cOn ng
related with education
and development but need uous
process. Training
is closcly
differentiated from these terms.
Training and Education. Training should be distinguished from eduo
raining is any process by which the aptitudes, skills and abilities of emploVeee
employees t ucation
hand, education is the proree
Pertorm specific jobs are increased. On the other
increasingthe general knowledge and understanding ot employees. Thus, education
i swider in scope and more general in purpose than training Training is job-oriented
or occupational
having a n immediate utilitarian objective and the major burden of
training falls upon the employers. Training is vocational whereas education is general
and major burden ofeducation falls on the Government. Education is person-oriented
while training is job-oriented. Training is essentially practical consisting of knowlede
and skills required to perform specific tasks. On the contrary. education is
theoretical
consisting of concepts almed at stimulating analytical and creative faculties of the
individual.
Table 9.1: Comparison between Education and
Training
Point of Comparison Education
1. Content and Scope Broad and general
Training
Narrow and specific-job related
2. Nature Pure and theoretical
3. Duration
Applied and practical
Long duration Short duration
4. Result Delayed and inapparent
Quick and apparent
Education generally refers to formal
instruction in hereas

imparted the work-place. However, itschool or college, wi

a
training is often at ice t
differentiate between education and training because in is difficult in
praeem them
occur simultaneously. There is some many cases Do
education in all atio
in all education
there is some training. The two training and in au
talent and hunman potential.
are
complementary and both involve develop ento
Training and
Development. Employee training is a g e m e n t

development. Training 1s a short-term distinct from i

process utilising a systematic and
ganised

1.Michael J. Jucious Princtiples of Personnel

:

Management. p. 250.

.uaruestgCrwme
 9.5
Employee Training

skills
non-managerial personnel learn technical knowledge and
which
ocedure b y wh.
cedure by
mechanical operations
Pdefinite purpose. relers to instructions in technical and
It
fora defini

It 1s Ior a
l i k e

eration
o p e r a t i o n
of a machine. primarily for non-managers.
It is designed
duration and for a specific job-related purpose.
short duration

a
On the
the oth development is a long-term education process utilising
other hand,
learn conceptual
tematic and organised procedure by which managerial personnel
theoretical knowiedge lor general purpose. It involves philosophical
syster
and
broader
theoretical educational concepts and it is designed for managers. It involves
heoretical ed
and its the words of Campbell,
purpose is long-term development. In
fucation
education

such a s
coursestypically designed
are for a short-term, stated set purpose,
training a broader
of s o m e piece(s) of machinery while development involves
the operation
education for long-term purposes."l
his present job
Training involves helping an individual learn how to perform
a future job and
Satisfactorily. Development involves preparing the individual for because
growth of the individual in all respects. Development complements training
human resources can exert their full potential only when the learning process goes

far beyond simple routine.

Differences between training and development have been summarised in Table

9.2.
Table 9.2: Training and Development Compared
Point of Distinction Training Development
Technical and mechanical Conceptual and philosophical
1. Contents
operations concepts
2. Participants Non-managerial personnel Managerial personnel
3. Time period Short-term one shot affair Long-term continuous process

4. Purpose Specific, job related skills Total personality

5. Initiative From management-external From individual himself-internal
motivation motivation
6. Nature of the Reactive process-to meet Proactive process-to meet future
process current need needs

9.2 Need for Training

taining is required on account of the following reasons:

dob Requirements. Employees selected for a job might lack the qualifications
requiredto performthe job effectively. New and inexperienced employees require
etailed instruction for effective performance on-the-job. In some cases, the past
perience, attitudes and behaviour patterns of experienced personnel might be
inap
heOpriate to the new organisation. Remedial training should be given to such
p l e to match the needs of the organisation. New employees need to provided
orienu o n training to make them familiar with the job and the organisation.
Technological Changes. Technology is changing very fast. Now automation
and nechanisation are being increasingly applied in offices and service sector.
1.J.P. Campt "Personnel Training and Development," Annual Review of Psychology. Vol. 22. No. 1
1971.
 9.6 Human
Resour rce Manag
Increasing use of fast changing techniques requirestraining into new
nstance, staff in public sector bank are being trained due to ce hew techn ag me
banking operations. No organisation can take advantage of latest
test techueisa
tech nology mputeris
a well-trained personnel. New jobs require new skills. Thus, hoology
Thus, both
new
saton
employees require training and
3.Organisational Viability In order to survive and grow, an organ

creasins sation miu

continually adapt changing environment.are
itself to the With
liberalisation and in India, business
growth and diversification. In order to face international competition. t h peconom
globalisation iirms experiencingConO n
upgrade their capabilities. Existing employees need refresher trainingthe
abreast of new knowledge. Training programmes iOster the
training to ke yanstn
to firms m

of
initiative andhe
employees and help to prevent obsolescence of skills. An organisa
up a second line of command through training in order to meet itsisation creativ,
bui
future
numan resources. Trained staff is the most valuable asset of a company ds fo
4. Internal Mobility. Training becomes necessary when an
from one job to another due to promotion and transter. Employees chosen employee
for move
h
level jobs need to be trained before
they are asked to perform the higher
Training is widely used to prepare employees for higher level jobs. responsihilitses
Thus, there is an ever present need for training people so that
new and
techniques may be taken advantage and improvements in old methods are change
Need for training has increased due to effectei
growing complexity of jobs, increasjng
professionalisation of management, growing uncertainties in the environment. globe
competition, growing aspirations, vast untaped human potential,
between plans and results and sub-optimal ever-increasing
performance levels.
9.3 Importance of Training
A well-planned and well-executed
training programme can provide the following
advantages:
: Higher Productivity. Training helps to
Trained employees perform better by
improve the level of
performanc
using better method of work. Improvemen
in manpower productivity in
developed nations can be attributed in no small measu
to their educational and industrial
training programmes.
2 . Better Quality of Work. In formal training, the best methods are sed
and taught to employees.
Uniformity of work methods and procedures nc to
standa
improve the quality of product or service. Trained employees are less likely make

operational mistakes.
3.Less Learning Period. A systematic training programme
reduce

the time and cost involved in learning helps eptb

Employees can more
level of performance. They need not waste their time quickly
ach the accep
reach u through

and efforts in learnng

trial and error.
ACost Reduction. Trained employees make more economical use
o fm a t e r i a s

in

and machinery. Reduction is wastage and er with

incre:

spoilage together with s tis

also

productivity help to minimise cost of operations per unit. Maintenance

Employee

ng
T r a i n i n c 9.7

to f e w machine breakdown and better handling of equipments. Plant

reduced
due to
due
fewerto the optimum use.
can
be put
apaeduced Supervision. Well-trained employees tend to be self-reliant and
capacity

5 R e d u c e d

They need less guidance and control. Therefore, supervisory burden is

motivate
moed and the span of supervision can be enlarged.
reduced a n d

6 : Low A c
ow Accident Rate. Trained personnel adopt the right work methods and
is
ke 15e
of the prescribed satety devices. Therefore,
the frequency of accidents
naed, Health and safety of enmployees can be improved.
reHigh Morale. Proper training can develop positive atitudes among employees.
hsatisfaction and morale are improved due to rise in the earnings and job security
Jobsatisfa
for
plovees.
Training reduces employee because
grievances opportunities
available to well-trained personnel.
are
internal promotion
8 . Personal Growth. Training enlarges the knowledge and skills of the parti-
ants. Therefore, well-trained personnel can grow faster in their career. Training
cipant
Tevents obsolescence of knowledge and skills. trained employees are a more valuable
sset to any organisation. Training helps to develop people for promotion to higher
asse

posts and develoP Iuture managers.

to
9Organisational Climate. A sound training programme helps to improve the
climate of an organisation. Industrial relations and discipline are improved.
Therefore, decentralisation of authority and participative management can be
introduced. Resistance to change is reduced. Organisations having regular training
programmes can fulfil their future needs for personnel from internal sources.
Organisational stability is enhanced because training helps to reduce employee
turnover and absenteeism. Training is an investment in people and, therefore,
systematic training is a sound business investment. In fact, "no organisation can
choose whether or not to train employees... the only choice left to management is
whether training shall be haphazard, casual and possibly misdirected or whether it
shall be made a carefully planned part of an integrated programme of human resource
administration."
9.3.1 Benefits of Training to Employees
Training is useful to employees in the following ways:
Self-confidence. Traininghelps to improve the self-confidence of an employee.
enables him to approach and perform his job with enthusíasm.
JLHigher Earnings. Trained employees can perform better and thereby earn
more.
Safety. Training helps an employee to use various safety devices. He can
t h e machines safely and becomes less prone to accidents.
Adaptability. Training enables an employee to adapt to changes in work
procedures and methods.
Dromrromotion. Through training, employee can develop himself and earn quick
promotions.
o r s and Charles A.
Myers : Personnel Administration,. p. 377.
 9.8 Human
esource Ma
(uiNew Skills. Training develops new knowledge and skills ar
h e new skills are a valuable asset of an employee and remain among
ne em
him ermane ployes
Training at Infosys
ntosys training programmes are desigmed to enable company professionale .
SKill sets in tune with their respective roles. New student hires
enhance t
complete approximate
three months of integrated on-the-job training before becoming billable to e l i
Infosys' training spectrum includes software development, managerial skille
leadership, and domain specific training (banking, insurance), etc. The educatio0lt
s skl
at
Infosys is to equip Infoscions with the knowledge to find the best solu
to teach 'one
way to do it' and also to relate to real life situations. In addition t e ilosophr
training. the Learning and Development Department of Infosys trains employees
of soft skills.
For example. programmes are conducted for Infoscions ini
who travel ahety
help them acclimatise and sensitise themselves to new cultures in the
The company offers workplace and
another country or to those
language training to those people doing long-term
of individual staying for businesetside.
The attention given to detailgroups long stints in a foreign c
by Infosys can be understood by the fact that it
hour module called 'Bon
Voyage' for all travellers at the time of collecting
runs a
passport. It's a refresher programme covering cultural tickets an
differences, immigration
and tips on
making one's way in a new country. processe
Source: The Economic Times, June, 18, 2004.

9.4 Types of Training

Training is required for several purposes.
Accordingly, training programmes may be
of thefollowing types:
lOrientation Training. Induction or orientation
appointed employees to the work environment. Everytraining seeks to adjust newt
made fully familiar with the job, his
new needs to eemployee
and regulations of the superiors and subordinates and with the rues
organisation. Induction
training creates self-confidence
employees. It is also known as
pre-job training. It is brief and informative. n
2. Job Training. It refers to the
training provided with a view to
increase u
he
knowledge and skills of an
employee for
improving
Employees may be taught the correct methods of handlingperformanceandon-tn
LSed in a job. Such training
helps to reduce equipment mac 7 the
performance of the job. accidents, waste and inefficieney "
3 Safety Training. Training provided to mage t0
minimise accidents ana
machinery is known as safety training. It involves safe
devices and instruction in the usc
in safety consciousness.
4. Pronotional Training. It involves enable

them to perform higher level jobs. training of existing employees to th yees

are given training betore

Employees with potential are selected:
selectmcult o
a

their promotion, so that

they do not nd
find it
ifficult

shoulder the higher responsibilities of the new lromo omotrd

positions to which they a e to

the

5.Refresher Training. When due

existing techniques become obsolese obsolete of
new

development of better techniques, employees have to be trained in

o ne

methods and techniques. With the the

passage of time,
employees may ob
 Employee raining
9.9

of ddoing work. Refresher

hods of
ethods training is designed and refresh the
to revive
themowledge
the
dde andand to update the skills of the existing employees. Short-term refresher
gnowehave become popular on account of rapid changes in technology and work
cous Refresher or re-training programmes are conducted to avoid obsolescence
m e t h o d s .

and skills.
of knowledge
Remedial Training Such training is arranged to overcomethe.shortcomings
6Remedi

the behaviour and performance of old employees. Some of the experienced

ovees might have picked up appropriate methods and styles of working. Such
nlovees are identified and correct work methods and procedures are taught to
lm
them. Remedial training should be conducted by psychological experts.
 9.11
Employee T r a i n i n g

Objectives
of Training
in
needs are identified, the next step is to set training objectives
9.6
Once the training
tr
i to decide the strategies to be adopterd to achieve these objectives.
concrete terms a n d
and
ietween the cxisting
conerall aim of a training programme is to fill in the gap
ired pool of knowledge, skills and aptitudes. Objectives of training expI
overall.
the
desired pool.

between the present and the desired performance levels. Definition of traininB
then
thegap and qualitative terms will help to evaluate and monto
tneetves in both quantitative
bjective is necessary to integrate
veness of training. Involvement of top management
effective

the
training bjectives with the organisational objectives.
of a training may be defined as follows:
The main objectives for efficient
to impart to new entrants the basic knowledge and skills required
(a)
performance of definite tasks:
their present positions
effectively in
(b) to assist the
employees to function more
information and techniques
and
by cxposing them to the latest concepts,
their particular fields;
developing the skills they would require in
officers and prepare them to occupy
(c) to build up a second line of competent
more responsible positions;
to broaden the minds of senior managers through
interchange of experience
(d) outlook caused due to Over
within and outside so as to correct the n a r r o w
specialisation. motor
in terms of learning levels, e.g.,
The above objectives may be classified
and values. These ma
skills, adaptation level, interpersonal understanding, corrective objectives, problem-
alternatively be classified into status quo objectives,
solving objectives, and innovative objectives.
kind should have a s its objective the
According to Harris, "Training of any that the performance of the trainee
redirection or improvement of behaviour so
and for the organisation of which
becomes more useful and productive for himself
he is a part."' In other words, training objectives should be stated in terms of changes
required in behaviour and performance.
criteria be used:
While setting training objectives, the following may
trained.
) Nature and size of the group to be
u) Roles and tasks to be coined out by the target group.
of raining to the work situation.
ui) Relevance, applicability and compatibility
u) Identification of the behaviour where change is required.
(U) Existing and desired behaviour defined in terms of ratio, frequency, quality
interaction, repetitiveness, innovations, supervision, etc.
U1) O
Operational results to be achieved through training, e.g.. productivity, cost,
down time, creativity, turnover, etc.
Ol)
(vit) Indicators to be used in determining changes from existing to the desired
level of terms of ratio and frequency.
9.7 Desig
Designing
Intra
A orde
a Training Programme
to achieve the training objectives, an appropriate training policy is necessary.
It Co policy represents the commitment of top management to employee training.
S to rules and procedures concerning training. A training policy is required:
1. Jeff Har
Harris ; Managing People at Work-Concepts and Cases in Interpersonal Behaviour. 1976. p. 422.
 9.12 Human Resource
Ma
a ) to indicate the company's intention to develop its empl
(b) to guide the design and implementation of training yees Nanageme
c) to identify the critical areas where training is to be given on
(d) to provide appropriate opportunities to employees for the
grammés;
rity basis, an
their ow
A sound training policy clearly defines the following issues:
() The results expected to be achieved through training. bettermes
h e responsibility for the training function.
tt) The priorities for training
(iv) The type of training required.
(u) The time and place of training
(vi) The payments to be made to employees during the
(vii) The outside agencies to be associated with the
training ner
(DU)
training.
Relationship of training to the companys labour policy.
Once training
objectives and policy are decided, an appropriate
programme can be designed and conducted. Decisions on the
required for this purpose. following it dunig
1.
Responsibility for Training. Training is quite a strenuous
be undertaken
by one single department. The responsibility for task whichecanno
shared among: training has
has to be
(a)The lop management who should frame and authorise the
policy, review and approve the training plans and basic trainie
training budgets. programmes, and apprOing
(b) The human resource department which should
instructional programmes plan, establish and evaluae
(c) The line supervisor who should
developmental plans. implement and apply the various
(d) The employees
who should provide feedback, revision and
improvements in the programme suggestions lar
To be effective, a
training
programme should be properly organised. But
organisation alone is not adequate, proper planning and training is go
2. Selecting
and Motivating the Target Group. It is equally importanl
is to be trained-new or old employees; unskilled decide wn
necessary to
supervisors executives. The type and methods to
or semi-skilled worke
or
type of persons to be trained. It is also be used will depend
necessary to
upo
employees will be interested in create a desire for learuhe
personally. training if they believe that it will
Trainees will change their
of
performing and gain behaviour if they become aware ofbenel
their normal manner ofexperience in the new pattern of behaviour o betom
operation. A climate conducive to tia ereated
through physical and psychological leaving can also
atio
adequate space, proper lighting and environment. Physically an
aids are appropidio is
necessary. Psychologicalventilation, adequate furniture, an ent
environment
participation, freedom of social interaction, open communication,
consists offrienaly
involveme
trainers, provision for invoandhe n dhelpiu

3.
Preparing measuring learner's progress. etc.
the
great extent upon the Trainers. The
toa
s
success ofa m m e depena

insructors
both the job to be taught or the training
resource persons.prograrmi
mustkno
must
and how to The
teach it. He should tra
a p t i t u d e for teacn
and should employ the right training have
techniques.
an aptitu
 9.13
mployeeTrainin
ing

Training at Wipro
three dimensions:
a i n i n ga t
Wipro
basically has technical-platforms, languages,
based,
packages; domain
ain-banking insurance, healthcare; behavioural training-r
ndividual competency based based and customer facing.
sting element
of Wipro's traini programme is 'e-learning. E-learning ensures
de
An interes
ole outside stay stay abreast with what's happening locally. Also, it helps scale up training8
increase the timeliness of learning. In e-learning, Wipro has learnt that
Poramnour pace" doesn't necessarily work. So the company has "blended learnin8
y o u rp l a c e , y o u r

on the web. part with mentors. it has trained mentors for

programmes"- part learning
and use
Ises voice over internet protocol (VOIP) for mentoring programmes.
course
h co
ach are another aspect which the company stresses. All freshers are put througn
v a r hours of value programmes. The company also uses the intranet to offer tools
threetofou wvill
are roedreader to help improve reading speed. Now,
uke 'speed reader. on
any given day, 250 people
er6oing
training
beundergoing trair
withabout
every employee
expected to put in five working days of learning
every year. Wip Wipro spends 5% of its manpower costs on training against a global
averageof3%.
Economic Times.
The
Source:
4. Developing TrainingPackage. This step involves deciding the content of
ratning, designing support material for training and choosing the appropriate
rining methods. Training courses may involve specific instructions in the
nroceduresof doing a job. A training coursemay cover time periods ranging from
Ameweek to a few months. In addition to deciding the contents, methods and timee
reuired, it is advisable tó workout budget for alternative training packages to
facilitate choice. Such a training package should also contain a detailed syllabus
with proper sequencing ot contents, and an appropriate mix of training methods.
Support material for training may include study notes, case studies, pamphlets.
charts, brochures, manuals, movie slides, etc.
5. Presentation. This is the action phase of training. Here the trainer tells,
diemonstrates and lustrates in order to put over the new knowledgeand
operations.
However,beforeit, the learner should be put at ease.It is necessary to explain why
IS being taught to develop his interest in training The learner should be told of
the sequence of the entire job, the need for each step in the job, the relationship of
e Jod to the total workilow, etc. Instructions should be clear and complete. Key
points should be stressed
upon and one point should be explained at a time. Audio-
Sual aids should be used to demonstrate and illustrate and the trainee should be
SKed to repeat the operations. He should also be encouraged to ask questions in
e r to ensure that he really knows and understands the job.

Performance Tryout. The trainee is asked to do the job several times slowly.
stakes are corrected and, if necessary, the complicated steps are explained
AS SOon as the trainee demonstrates that he can do the job slightly, he is put
s own and training is over.
Thef OW-up.
ne feedback ger In this step, the effectiveness of the training programme is assessed.
any. Necessarenerated through follow-up will help to reveal weaknesses or errors
Tepe
TepeaterSsary
peated, until thecorrective action can be taken. f necessary instruction may be
Telnforce the lea
TeinforreD the trainee learns whatever has been taught to him. Follow-up action
ne
learning process. It also helps in designing future training programmes.