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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 potential²individuals' capabilities, time, and talents²must
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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The term training refers top  p +p !p ("'$ p ('' p $p
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("'$p  p 'p p %!p !'p %). 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.
Training is activity leading to skilled behavior.

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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.

 
   


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

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  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.
Y
  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 trainee¶s mind that actually helps in gaining attention.

Thirdly, if the goal is set to be challenging and motivating, then the

likelihood 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.

   The training objective is beneficial to the training designer because

if the designer is aware what is to be achieved in the end then he¶ll 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 verbal
language, 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.



  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.

  
   


ppppppppppppppTraining 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
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.

 
   

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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:

³It is any attempt to improve current or future employee performance by

increasing an employee¶s ability to perform through learning, usually by
changing the employee¶s attitude or increasing his or her skills and
knowledge.´
 The need for training and development is determined by the employee¶s
performance deficiency, computed as follows:

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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.

   


 

pppppppppppThe 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.


  

  

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 is
crucial. 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.

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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:

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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
 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.

 

 

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 (CEO¶s) 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.
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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.
 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.

 

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.

 



 

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
 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.

  
 

 

 



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
trainee¶s abilities to define and structure problems, collect and analysis
information, generate alternatives. Training of this type is typically provided to
potential managers, supervisors and professional.

w   
   

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.

#'p &' ± 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.
 After doing the 8 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.

$&$'p&' ± 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:

·p Appraisal and performance review

·p Peer appraisal
·p Competency assessments
·p Subordinate appraisal
·p Client feedback
·p Customer feedback
·p Self-assessment or self-appraisal
%'p &' ± 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.

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·p %p
'#p !p p p 7 Training and Development

helps in optimizing the utilization of human resource that further helps the
employee to achieve the organizational goals as well as their individual
goals.
·p &'%p !p p p 7 Training and Development helps to
provide 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

·p p&'%p!p(''p!p%'-p7 Training and Development helps in

increasing 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.

·p c$&-p 7 Training and Development helps in increasing the

productivity of the employees that helps the organization further to achieve
its long-term goal.

·p p%p7 Training and Development helps in inculcating the sense of

team work, team spirit, and inter-team collaborations. It helps in inculcating
the zeal to learn within the employees.

·p #p
'p 7 Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in
creating the learning culture within the organization.

·p #p
'p 7 Training and Development helps building the
positive perception and feeling about the organization. The employees get
these feelings from leaders, subordinates, and peers.
·p V'-p 7 Training and Development helps in improving upon the quality
of work and work-life.

·p ' -p "(p&p7 Training and Development helps in creating

the healthy working environment. It helps to build good employee,
relationship so that individual goals aligns with organizational goal.

·p ' p $p !-p 7p Training and Development helps in improving the

health and safety of the organization thus preventing obsolescence.

·p 'p 7 Training and Development helps in improving the morale of the

work force

·p p 7 Training and Development helps in creating a better corporate

image.

·p c!.'-p 7 Training and Development leads to improved profitability

and 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.
 
  c    
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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.

Ô

Ô  Ô


ÔÔ Ô

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 to
the following questions:

·p Why´ is training needed?

·p What´ type of training is needed?
·p When´ is the training needed?
·p Where´ is the training needed?
·p Who´ needs the training? and "Who" will conduct the training?
·p How´ will the training be performed?
 By determining training needs, an organization can decide what specific
knowledge, skills, and attitudes are needed to improve the employee¶s performance
in accordance with the company¶s 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.

Ô
 

     Ô  

Ô

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.

Ô

 


   

(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.)
 ( 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.

Ô




   

(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.]
 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 trainer¶s 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 be
fully successful.
 


The method by which training is delivered often varies based on the needs
of the company, the trainee, and on the task being performed.pIdeally, 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:

·p Age, gender, or level of education of the trainees

·p Learning styles of the trainees
·p Number of trainees
·p Budget
·p Trainer's skills and training style




   

The most widely used methods of training used by organizations are
classified into two categories: On-the-Job Training & Off-the-Job Training.

 Y
Y  





pis given at the work place by superior in relatively shorter
period of time. This type of training is cheaper and less time consuming.

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


 
p7Coaching 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.




iIn 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.p


 -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.

c: 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.

: 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.

Y
Y  Y


It is given outside the actual work place.

  -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 this
method. 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,
or posters to support the lecture. Communication is primarily one-way: from the
instructor to the learner.

c: 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.

: Does not actively involve trainees in training process. The trainees forget
much information if it is presented only orally.


  iThe 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.

c: 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.

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

may differ from the managers ideas, causing conflict.

 p It 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.


  
 !  p
pAny training activity that explicitly places the
trainee in an artificial environment that closely mirrors actual working conditions
can bep considered a Simulation. Simulation activities include case experiences,
experiential exercises, vestibule training, management games & role-play. 


 
  Demonstration is very effective for basic skills training.

The trainer shows trainees how to do something. The trainer may provide an
opportunity for trainees to perform the task being demonstrated.

c: This method emphasizes the trainee involvement. It engages several senses:
seeing, hearing, feeling, touching.

: It requires a great deal of trainer preparation and planning. There also needs
to be an adequate space for the training to take place. If the trainer is not skilled in
the task being taught, poor work habits can be learned by the trainee.

 c   Its just like acting out a given role as in a stage play. In this
method of training, the trainees are required to enact defined roles on the basis of
oral or written description of a particular situation. During a role play, the trainees
assume roles and act out situations connected to the learning concepts. It is good
for customer service and sales training.p

c: Trainees can learn possible results of certain behaviors in a classroom

situation. They get an opportunity to practice people skills. It is possible to
experiment with many different approaches to a situation without alienating any
actual customers.

: 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.



 iThe 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.p

   -Seminars often combine several group methods: lectures,

discussions, conferences, demonstrations.

c: Group members are involved in the training. The trainer can use many group
methods as part of the seminar activity.

: 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.

c  -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.
c: 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.

: It requires a great deal of preparation. The results of the method can be
difficult to evaluate.

  p- 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.

c: 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.

: 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.

c

  
 "c # -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.



c    
 " # 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.


    $ -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 techniques
that combine audiovisual systems such as closed circuit television and telephones
has spawned a new term for this type of training,pteletraining*

w     

c

ppppppppppppThe 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.p Adopt a Performance Consulting Strategy

2.p Measure Results to See Impact
3.p Training Delivery Is Changing
4.p Training Delivery Systems Are in Transformation
 5.p Your Customer Is the Individual Employee
6.p Training is Delivered Just-in-time, as Needed

Training and development programs are supposed to be designed and

implemented to correct and/or improve employee¶s or organization¶s 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.
 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

·p
pp (p!p p%'-pp pi
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.

·p (p p  p $p p p p $p $&'%p %%-i Do

thorough 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.
 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

·p
p p 9p !p  p %'-p p $p $&'%p i Provide
information for the employee about why the new skills, skill enhancement,
or information is necessary. Make certain the employee understands the link
between 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.

·p c&$pp$p$&'%p pp''-p'&pp p(''p-p

"p  p %'-p p p i 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 match
your 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
 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.

·p 2&p %'-p p $p $&'%p  p p .'p

.:&p $p %!$p p i 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.

·p c&$p !p !p  p %'-p .p 9'-p " p  p p

p "''p &'&p - 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.

·p Make clear to the employee that the pp p%.'-p$p p

$p p (p  p %'-p p '-. This includes completing
pre-training assignments, actively participating in the session, and applying
new ideas and skills upon returning to work.

·p Make sure that internal or external training providers %%'-p %ip

. 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
 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.

·p p %&p $p p  p !p p ''-p p  -p
("p$p$$p p('' - 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.

·p p p $p %&p p  p 'p p  p p %p -
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.

·p p p  p %&p .p  p 'p - Provide a handy tip sheet
that explains in detail the organization¶s 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, Y
  
 


 Y 
. The session was most effective in communicating
roles and responsibilities to supervisory staff.
·p (p%&ppp" p%'-p%pp pppip to
accomplish 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.




Nestlé is today the world¶s leading food company, with a 135-year history
and operations in virtually every country in the world. Nestlé¶s 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.

| !"!# $"

%"!#!# &
Nestlé culture unifies people on all continents. The most important parts of
Nestlé¶s business strategy and culture are the development of human capacity in
each country where they operate. Learning is an integral part of Nestlé¶s culture.
This is firmly stated in The Nestlé 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
emphasizes individual responsibility, strong leadership and a commitment to life-
long learning as required characteristics for Nestlé managers.

"''"%#"!# $
The willingness to learn is therefore an essential condition to be employed
by Nestlé. 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.

!"& "'
Most of Nestlé¶s 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.
A number of Nestlé 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 Nestlé 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 it¶s not only new technical abilities
that are required. It¶s 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` 


 
 
 


 




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(Maria Modiba, Production line worker,
Babelegi factory, Nestlé South Africa).

!# $((!!#)('"%
Apprenticeship programs have been an essential part of Nestlé 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. 










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 (John Edobor
Eghoghon, Apprentice Mechanic, Agbara Factory, Nestlé Nigeria)&
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` (Jair Andrés Santa, Apprentice Baker, La Rosa Factory
Dosquebradas, Nestlé Columbia).

"  "'
Two-thirds of all Nestlé employees work in factories, most of which
organize continuous training to meet their specific needs. In addition, a number of
Nestlé operating companies run their own residential training centers. The result is
that local training is the largest component of Nestlé¶s people development
activities worldwide and a substantial majority of the company¶s 240000
employees receive training every year. Ensuring appropriate and continuous
training is an official part of every manager¶s 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 Nestlé trainers but, as the level rises,
collaboration with external institutes increases. $ 
 

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`(Diane Jennifer Zabala, Key Account Specialist, Sales, Nestle
Philippines). Y   


 
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` (Juan Santos, CEO,
Nestlé Philippines)

Virtually every national Nestlé 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, Nestlé 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. Nestlé 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 Nestlé
companies have appointed corporate training assistants in this area. It has the great
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 bachelor¶s degree.

!""  "'
Nestlé¶s success in growing local companies in each country has been
highly influenced by the functioning of its international Training Centre, located
near our company¶s 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 Nestlé 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
15±20 nationalities. The Centre delivers some 70 courses, attended by about 1700
managers each year from over 80 countries. All course leaders are Nestlé 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 Nestlé senior
management. The programs can be broadly divided into two groups:

aanagement 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 Nestlé values and business
approaches. These courses focus on internal activities.
 ecutive 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 Nestlé externally and to work with outsiders. It emphasizes industry
analysis, often asking: What would you do if you were a competitor?´p

| #
Nestlé¶s overarching principle is that each employee should have the
opportunity to develop to the maximum of his or her potential. Nestlé 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,p training and development are needed because they

enhance 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.