Types of Training Training is required for several purposes. Accordingly, training programmes may be of the following types: 1.

Orientation Training. Induction or orientation training seeks to adjust newly appointed employees to the work environment. Every new employee needs to be made fully familiar with the job, his superiors and subordinates and with the rules and regulations of the organisation. Induction training creates self-confidence in the employees. It is also known as pre-job training. It is brief and informative. 2. Job Training. It refers to the training provided with a view to increase the knowledge and skills of an employee for improving performance on-the-job. Employees may be taught the correct methods of handling equipment and machines used in a job. Such training helps to reduce accidents, waste and inefficiency in the performance of the job. 3. Safety Training. Training provided to minimise accidents and damage to machinery is known as safety training. It involves instruction in the use of safety devices and in safety consciousness. 4. Promotional Training. It involves training of existing employees to enable them to perform higher level jobs. Employees with potential are selected and they are given training before their promotion, so that they do not find it difficult to shoulder the higher responsibilities of the new positions to which they are promoted 5. Refresher Training. When existing techniques become obsolete due to the development of better techniques, employees have to be trained in the use of new methods and techniques. With the passage of time, employees may forget some of methods of doing work. Refresher training is designed to revive and refresh the knowledge and to update the skills of the existing employees. Short-term refresher ii m\s have become popular

on account of rapid changes in technology and work methods. Refresher or re-training programmes are conducted to avoid obsolescence knowledge and skills. 6. Remedial Training. Such training is arranged to overcome the shortcomings in the behaviour and performance of old employees. Some of the experienced employees might have picked up appropriate methods and styles of working. Such employees are identified and correct work methods and procedures are taught to mi Remedial training should be conducted by psychological experts.

Identifying Training Needs All training activities must be related to the specific needs of the organisation and the individual employees. A training programme should be launched only after the training needs are assessed clearly and specifically. The effectiveness of a training programme can be judged only with the help of training needs identified in advance. In order to identify training needs, the gap between the existing and required levels knowledge, skills, performance and aptitudes should be specified. The problem areas that can be resolved through training should also be identified. Training needs can be identified through the following types of analysis: 1. Organisational Analysis. It involves a study of the entire organisation in ms of its objectives, its resources, resource allocation and utilisation, growth potential and its environment. Its purpose is to determine where training emphasis Mild be placed within the organisation. Organisational analysis consists of the following elements: (a) Analysis of Objectives. The long-term and short-term objectives and their relative priorities are analysed. Specific goals and strategies for various

departments and sections should be stated as a means for achieving the overall organisational objectives. General objectives need to be translated into specific and detailed operational targets. It is also necessary to continuously review and revise the objectives in the light of the changing environment. (b) Resource Utilisation Analysis. The allocation of human and physical resources and their efficient utilisation in meeting the operational targets are analysed. In order to examine in detail the inputs and outputs of the organization, efficiency indices may be developed. These indices will help to determine the adequacy of specific work flows as well as the contribution of human resources. (c) Organisation Climate Analysis. The prevailing climate of an organisation reflects the members attitudes. It also represents managements attitude towards employee development. Without adequate management support, and appropriate supervisory styles, a training programme cannot be successful. Analysis of organisation climate can reveal the strengths and weaknesses also. (d) Environmental Scanning. The economic, political, technological and socio-cultural environments of the organisation are examined. This is necessary to identify the environmental factors which the organisation can influence and the constrain which it cannot control. 2. Task or Role Analysis. It is a systematic and detailed analysis of jobs identify job contents, the knowledge, skills and aptitudes required and the work behaviour. On the part of the job holder, particular attention should be paid to the tasks to be performed, the methods to be used, the way employees have learnt these methods and the performance standards required of employees. Also called operations analysis, its purpose is to decide what should be taught. Questionnaire, interviews, human resource records, reports, tests, observation and other meth can be used to collect informations about jobs in the organisation.

3. Manpower Analysis. In this analysis, the persons to be trained and the changes required in the knowledge, skills and aptitudes of an employee are determined. First of all, it is necessary to decide whether performance of an individual is sub-stand and training is needed. Secondly, it is determined whether the employee is capable of being trained. Thirdly, the specific areas in which the individual requires train are determined. Lastly, whether training will improve the employees performance or not is determined. Other alternatives to training, e.g., modifications in the job, new equipments or processes, etc. should also be considered. Personal observation supervisory evaluation, work samples, diagnostic tests and performance reports pro the information needed to choose from these alternatives. Training can be relevant and viable if the three types of analysis above are carried on continuously. Moreover these analysis should be integrated in a carefully designed and executed programmes.

Principles of Training. The following guidelines canhelpto make training more effective: 1. Clear Objectives. The objectives and scope of a training programme should be clearly defined. A comparison of operational requirements and existing human resource skills will help to determine the specific training needs of employees, rational requirements depend on the performance needed to achieve organisational objectives. A well defined set of performance standards should be created.

2. Training Policy. A clearly defined training policy serves as the guide for designing and implementing training programmes. Such a policy should specify who is responsible for training, what is to be spent in training, etc.

3. Motivation. Employees tend to be most responsive to training programmes when they feel the need to learn. Therefore, training must be related to the needs and problems of the trainees as well as to their abilities and aptitudes. Information provided in the training material should be meaningful. It should be presented in a sequential manner from the simple to the more complex. Audio-visual aids should Bed to avoid boredome and fatigue of the lecture method. 4. Reinforcement. According to B.E Skinners Behaviour Modification Model, a behaviour is repeatedly rewarded, it becomes a permanent part of ones personality. Learning is more effective when there is reinforcement in the form of rewards and punishments. Rewards or positive reinforcements are more effective in changing behaviour than punishments or negative reinforcements. Pay raise, 5. lotions and praise should, therefore, be used to reward trainees who learn and apply the knowledge and skills. Rewards should quickly follow the desired behaviour and performance. Trainees should be encouraged to participate, discuss and discover the desirable patterns of behaviour.

6. Organised Material. Training material should be properly organised. A complete outline of the whole course should be distributed in advance so that the trainees can prepare themselves before coming to the class. Training material should 'pared by the training section in consultation with line supervisors.

7. Learning Periods. Learning takes time and teaching in segments is better m one go. Several short sessions spread over a long period, enable the trainee n, reinforce and review.

8. Preparing the Instructor. The instructor or trainer is the key figure in a training programme. The trainer should not only be a good teacher but must know subject and the job also. Good trainers should be developed both from inside Outside the organisation.

9. Feedback. Trainees should be provided information on how much they have and how well they. Every are doing trainee should know what aspect of his behaviour/performance is not upto par and what he can do to improve it. feedback should be positive, fast and frequent. Self graded tests and programmed learning can be used to provide feedback.

10.Practice. Practice makes a man perfect. Skills that are practiced often better learned and less easily forgotten. Therefore, trainees should be allowed continuous practice. Tell and demonstrate knowledge and skills and then let the trainee try it himself.

11.Appropriate Techniques. The methods and processes of training should be related directly to the needs and objectives of the organisation. It should conducted as far as possible in the actual job environment so as to be meaningful. To be effective, training should be based on the tested principles of learning. Evaluating Training Effectiveness Need for Evaluation. It is necessary to evaluate the extent to which train programmes have achieved the aims for which they were designed. Such an evaluation would provide useful information about the effectiveness of training as well as a' the design of future training programmes. Evaluation enables an organisation monitor the training programme and also to update or modify in

future programmes of training. The evaluation of training oritenne or consequences also provides use data on the basis of which relevance of training and its integration with other functions of human resource management can be judged. Concept of Training Effectiveness. 'Training effectiveness is the degree to which trainees are able to learn and apply the knowledge and skills acquired in the trail n programme. It depends on the attitudes, interests, values and expectations of the trainees and the training environment. A training programme is likely to be more effective when the trainees want to learn, are involved in their jobs, have career strategies. Contents of a training

programme, and the ability and motivation of trainee also determine training effectiveness. Fig. 9.2 illustrates the influence of trainee attitudes on training effectiveness. Evaluation Criteria. Evaluation of training effectiveness is the process of obtaining information on the effects of a training programme and assessing the value of training in the light of that information. Evaluation involves controlling and correcting the training programme. The basis of evaluation and mode are determined when the training programme is designed. According to Hamblin. training effectiveness can be measured in terms of the following criteria: i. Reactions. A training programme can be evaluated in terms of the trainees reactions to the objectives, contents and methods of training. In case the trainees considered the programme worthwhile and like it, the training can be considered effective.

ii. Learning. The extent to which the trainees have learnt the desired knowledge and skills during the training period is a useful basis of evaluating training effectiveness.

iii. Behaviour, Improvement in the job behaviour of the trainees reflects the manner and extent to which the learning has been applied to the job.

iv. Results. The ultimate results in terms of productivity improvement, quality improvement, cost reduction, accident reduction, reduction in labour turnover and absenteeism are the best criteria for evaluating training effectiveness.

Identifying Training Needs Job Present Performance Gap Feedback and Revision Desired Performance

Evaluation Criteria

Setting Training Objectives and Policy

Designing Training Programme (Companys Training Plan)

Conducting the Training

Follow up and Evaluation