Here is a compilation of essays on ‘Training of Employees’ for class 11 and 12. Find paragraphs, long and short essays on ‘Training of Employees’ especially written for school and college students.
Essay on Training of Employees
- Essay on the Meaning and Development of Training
- Essay on Distinction between Training and Development
- Essay on the Types of Training
- Essay on the Methods of Training
- Essay on the Importance of Training
Essay # 1. Meaning and Development of Training:
Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his or her ability to perform on the job Training can involve the changing of skills, knowledge, attitudes or behaviour. It may mean changing what employees know, how they work, their attitudes towards their work, or their interaction with their co-workers or supervisors.
Employee development, by design, is more future-oriented and more concerned with education than employee training. Education means that the employee development activities attempt to instil sound reasoning processes – to enhance one’s ability to understand and interpret knowledge-rather than imparting a body of facts or teaching a specific set of motor skills. Development, therefore, focuses more on the employee’s personal growth.
Successful employees prepared for positions of greater responsibility, have analytical, human, conceptual and specialised skills. They are able to think and understand Training per se, cannot overcome an individual’s inability to understand cause-and-effect relations, to synthesize from experience, to visualize relationships, or to think logically.
As a result, we suggest that employee development be predominantly an education process rather than a training process.
Essay # 2. Distinction between Training and Development:
Essay # 3. Types of Training:
Training can be divided into following types:
i. Induction Training:
It has been seen earlier that after the new employee is finally selected he has to be placed on a job. To make sure that initial placement of an employee is faultless, induction training is essential.
In case the number of new employees is large, such a programme may include tour of the whole plant, supply of a handbook giving information about the employer, main products of the firm, rules, regulations and privileges concerning the employees.
ii. Job Training:
It is given in different ways to make the workers proficient in handling machines, equipment and materials so that operations are smooth and faultless and accidents are avoided. Training for job is the most common of formal in-plant training programme.
iii. Craft Training:
It involves preparation, not for a single job, but for the many types of related jobs which can be assigned to competent craftsmen. The extent and intensity of training vary from craft to craft. Generally, emphasis is given on imparting knowledge of past practice. Also, attempt is made to develop a thorough familiarity with and skill in the use of all the tools of the craft.
iv. Promotion Training:
It has been seen earlier that one of the methods of internal recruitment is promotion from within. When an existing employee is promoted from within the organisation he is called upon to discharge higher responsibilities. To equip employees to fit into the requirements of such higher positions they need some training in both better skill and knowledge.
v. Refresher Training:
The worker might have got initial training, but in course of time individual worker does not tend to become out-dated in terms of job requirements. Re-training programmes are designed to avoid personal obsolescence.
Essay # 4. Methods of Training:
The most popular training methods used by organisations can be classified in the following categories:
The most widely used training methods take place on the job. This can be attributed to the simplicity of such methods and the impression that they are less costly to operate on-the-job training, places the employees in actual work situations and makes them appear to be immediately productive.
It is learning by doing. For jobs that are either difficult to stimulate or can be learned quickly by watching and doing, on-the-job training makes sense. One of the drawbacks of on-the-job training can be low productivity while the employees develop their skills. Another drawback can be the errors made by the trainees while they learn. However, the damage.
Where trainees can do is minimal, while training facilities and personnel are limited or costly, and where it is desirable for the workers to learn the job under normal working conditions, the benefits of on-the-job training frequently offset its drawback.
a. Apprenticeship Programmes:
People seeking to enter skilled trades to become for example, plumbers, electricians or iron workers, are often required to undergo apprenticeship training before they are accepted to expert status.
Typically, this apprenticeship period is from two to five years. During the apprenticeship period, the trainee is paid less than a fully-qualified worker. Apprenticeship programmes put the trainee under the guidance of a master worker.
The argument for apprenticeship programmes is that the required job knowledge and skills are so complex as to rule out anything less than a long time period where the trainee studies a skilled master.
Programmatically, long apprenticeships may also create barriers to entry and help keep wages high.
b. Job Instructions Training:
Job instructions training was developed to prepare supervisors to train operators. This approach was part of the training within industry programme. Job instructions training proved highly effective and become extremely popular.
It consists of four basic steps:
1. Preparing the trainees by telling them about the job and overcoming their uncertainties.
2. Presenting the instruction, giving essential information in a clear manner;
3. Having the trainees try out the job to demonstrate their understanding;
4. Placing the workers into the job, on their own, with a designated resource person to call upon should they need assistance. Use of job instructions training can achieve impressive results.
By following the steps identified above, studies indicate that employee turnover can be reduced. Higher level of employee morale have been witnessed, as well as decreases in employee accidents.
This method of training covers a number of techniques – class room lectures, films, demonstrations, case studies and other simulation exercises and programmed instructions, the facilities needed for each of these techniques vary from a small make-shift classroom to an elaborate development centre with large lecture halls, supplemented by small conference rooms with sophisticated audio-visual equipment, two-way mirrors, and all the frills.
a. Seminar and Conferences:
The seminar and conference approach is well adapted to conveying specific information-rules, procedures, or methods. The use of audio-visual or demonstrations can often make formal seminar presentations more interesting while increasing retention and possibly clarifying more difficult points.
Films can be useful training technique, whether purchased from standard video distributors or produced internally by the organisation, they can provide information and explicitly demonstrate skills that are not easily presented by other techniques.
Videos and seminar discussions are often used in conjunction to clarify and amplify those points that the video emphasised.
c. Simulation Exercises:
Any training activity that places the trainee in an artificial environment that closely initiates working conditions can be considered a simulation. Simulation activities include case exercises, experiential exercises, complex computer- based training, and vestibule-training.
d. Case Studies:
Case studies present an in-depth description of a particular problem an employee might encounter on the job. The employee attempts to find and analyse the problem, evaluate alternative courses of action and decide what course of action would be most satisfactory.
e. Experiential Exercises:
Experiential exercises are usually short, structured learning exercises in which individuals learn by doing. For instance, rather than talk about inter-personal conflicts and how to deal with them, an experiential exercise could be used to create a conflict situation personality and works out its resolution. After completing the exercise, the facilitator or trainer typically discusses what happened and introduces theoretical concepts to help explain the member’s behaviours during the exercise.
f. Computer Based Training:
Stimulates the work environment by programming a computer to initiate some of the realities of the job Computer modelling is widely used by airlines in training pilots. The computer stimulates critical job dimensions and allows learning to take place without the risk or high costs that would be incurred if a mistake was made in a real-life flying situation.
g. Vestibule Training:
Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor. Many large cash registers – which are much more complex because they control inventory and perform other functions in addition to ringing up orders – in specially created vestibule labs that stimulate the actual check-out-counter environment.
h. Programmed Instructions:
This technique can be in the from of programmed tests, manuals or video displays, while in some organisations teaching machines are utilised. All programmed instructions approaches have a common characteristic. They condense the material to be learned into highly organised, logical sequences, which require the trainee to respond. The ideal format provides for nearly instantaneous feedback that informs the trainee if his or her response is correct.
Essay # 5. Importance of Training:
Training is a necessary activity in all organisations. It plays a large part in determining the effectiveness and efficiency of the establishment.
Following points examine some of the major contributions of training:
a. Reduced Learning Time:
By having qualified instructors and carefully controlled learning situations, management in countless cases has been able to obtain shortened learning periods and higher productivity from new employees.
b. Improved Performance:
Training applies not only to new employees but to experienced people as well. It can help employees to increase their level of performance on their present job assignments.
c. Attitude Formation:
An objective of company training programmes in the moulding of employee attitudes to achieve support for company activities and to obtain better co-operation and greater loyalty.
d. Aid in Solving Operational Problems:
Training of both supervisory and hourly- paid employees can help reduce turnover, absenteeism, accidents, and grievance rates. For example, inept supervisor is often a cause of employee dissatisfaction and grievances.
Supervisory training in such areas as labour relations, leadership, human relations and administration may improve superior-subordinate relationships. Other operational problems that training can help to solve are low morale, poor customer service, excessive waste and scrap loss, and poor work methods.
e. Fill manpower Needs:
One manufacturing company found it impossible to recruit sufficient skilled machinists and tool makers. Therefore, it concluded that the best way to solve this manpower problem, in the long-run, was to establish its own apprentice training programme.
f. Benefits to Employees Themselves:
As employees acquire new knowledge and job skills, they increase their market value and earning power. The possession of useful skills enhances their value to their employer and thereby increases their job security. Training may also qualify them for promotion to more responsible jobs.