Training and Development in Organizational Context

Training for Rural Development B.Sc Home Science- II yr

Training Training and development describes the formal, ongoing efforts that are made within organizations to improve the performance and self- fulfillment of their employees through a variety of educational methods and programmes. In the modern workplace, these efforts have taken on a broad range of applications from instruction in highly specific job skills to long term professional development.

According to Wayne F Cascio Training consists of planned programme designed to improve performance at the individual, group, and /or organizational levels. Improved performance, in turn, implies that there have been measurable changes in knowledge, skills attitude, and/or social behavior.

Development is related to enhancing the conceptual skills of the employee, which helps individual towards achieving maturity and self actualization. In the words of Michael Armstrong Employee development, often referred to as human resource development (HRD) is about the provision of learning, development and training opportunities in order to improve individual, team and organizational performance.

Distinction between Training & Development Training Development Vocationally oriented and on the job and so it is short term A long term process for developing conceptual skills It is generally for non managerial personnel It is generally for managerial personnel It is imparting of technical and mechanical knowledge It is theoretical and conceptual idea implementation. It is related with specific job It is aimed at acquiring general knowledge

Training and Education Training and Education are means for human resource. Even though the two terms are used interchangeably, they are different in actual practice Education is formal in nature with rigid rules. It is degree oriented. Education helps people to become more knowledgeable. Training is non formal , flexible and specific to the need of the participants. Training Education Training is meant for those in jobs or vocation Education is mostly attended by fresh and in experienced learners. The learners are adults and from diverse background Learners are similar in background and characteristics. Training is generally organized for shorter duration and for specific purpose in view. Education is long term affair. Training courses are planned on the basis of need of the participants and thus are quite focused and flexible in nature. Education is broad and catering to general needs of people. Curricula are rigid and take longer to update and change.

NEED FOR TRAINING NEED FOR TRAINING The need for Training may generally arise for the following- To improve the efficiency of employees To reduce wastage of time and money To have quality output To bring down supervision To have preventive maintenance To achieve optimum performance To boost morale of employees To prepare workforce for future challenging work To bring down the grievances To build career by personal growth

Principles of Training 1. Addressing job performance or needs- 2. Setting of appropriate objectives according to needs- 3. Presentation of subject matter as problems: 4. Providing effective learning experiences-mental experiences as well as physical action 5. Use combination of training techniques/ methods and activities 6.Timeliness and convenience of learners/participants. 7. Realistic 8. Flexibility: 9. Appropriate recognition for the achieving learners

Phases of training process Entire process consists of three phases- Pre-training, Training and Post training. 1. Pre-training 2. Training 3. Post-training

Pre-training The process starts with an understanding of the situation requiring more effective behaviour i.e., what performance is to be improved. The what precedes whose . During this phase the trainer organization actively involve themselves to carry out the following activities. 1. Identification of task: 2. Deciding execution system: 3. Deciding the team: Composition of team Division of work among the members of team 4. Plan of function This includes two components New arrangement of functions: Newly emerged functions need to be fit into the job chart of personnel. Job description: New job chart need to be described specifically i.e., technically and operationally 5. Identification of trainees: Based on who should perform what function; the list of trainees including different levels should be made

Training Measures the quality and quantity of expected behaviour. It is a process of providing inputs for the desired outcomes which can be concurrently measured. During this phase both trainer and trainee actively involve themselves. The participation of both is explained below. Trainer Trainee S.No. 1 Provide stimulation in accordance with task through sessions Observe the performance Motivates towards effective behaviour Engage in the activity 2 3 Demonstrate the performance Frames questions and new impressions 4 Monitors the training behaviour Develops acceptability towards expected new behaviour 5 Measures the quality and quantity of expected behaviour Achievement in terms of upgraded knowledge and skill 6 Ascertain the compatibility between expected performance and acquired performance of the trainee Concludes the new behaviour in back home situation. 7 Fill the gaps If new behaviour is found useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly, and improve it.

Post-training After training, the situation changes at work place and also at home to some extent. Participants once again give full attention to work, colleagues, and families. Hence the influence of post training behaviour occurs in two situations. 1.Organization level Personnel are allowed to settle in again. They are facilitated for sharing with colleagues the new things learned through training. They are encouraged to use the useful things that are learned. Heads and supervisors expect better or changed performance. Providing feed back to the training organization. 2.Individual level Implementation of new behavior for improved performance Feed back to the supervisors and trainers. Motivate others for adoption of new behaviour Train colleagues / recommending training to other colleagues

1. Interactive lecture Lecture is the most commonly used versatile and persuasive method of training. It is a verbal presentation of the subject by a qualified person to a group of participants. Due to the dominance of one-way communication, this method is generally not very effective in training of adult learners; still it is neither possible nor desirable to do away with the lecture. In combination with other methods and media, the lecture method can result in effective training. 2. Interactive demonstration The interactive demonstration is a training technique in which a number of separate steps and learner's participation are used for promoting the learning of a new skill or practice. The distinctive feature of interactive demonstration is that the trainer first explains and performs a step and then all the participants perform the same step under the guidance of the trainer. There is sharing of experience between the trainer and the trainee throughout the demonstration.

3. Group discussion In this method of training two or more participants converse or engage in meaningful deliberations about a particular topic that is facilitated by a trainer/discussion leader. Group discussions are mainly useful when there is a need to share experiences or knowledge with the group members, create new ideas or actions, do a need assessment, understand complex ideas and then make decisions about them. The success of discussion depends upon the trainer who tries to keep discussion moving along right direction. A good leader gets everyone involved in the discussion and assists the group in establishing a systematic approach to its task.

Case study A case study is a narrative account of a series of events or situations around a special problem or problems, for example, malnourished children, family conflicts, crop infestation etc. Case studies are used for problem identification and problem solving activity, for developing alternative approaches and strategies in solving a problem, for making decisions or for presenting field experiences. The participants are enabled to appreciate the views of others and also to see the weaknesses in their own thinking and analysis. Therefore, case study should be used for promoting thinking and discussion, encourage empathy; provoke thought for asking questions.

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