Training and Development of Employees | Term Paper | Management

Here is a compilation of term papers on ‘Training and Development of Employees’ for class 11 and 12. Find paragraphs, long and short term papers on ‘Training and Development of Employees’ especially written for school and college students.

Term Paper on Training of Employees:

Training is a systematic programme of the organisation which aims at increasing the aptitudes, skills and abilities of the workers to perform specific jobs. They are directed towards maintaining and improving current job performance. By training, the employee will acquire new manipulative skills, technical knowledge, problem solving ability or attitudes etc.

Training makes new recruits to become fully productive in the minimum time. Training is equally necessary for the old employees as and when there are changes in techniques. It is a continuous process. The managers are continuously engaged in training their subordinates.

Edwin B.Flippo defines, “Training is the act of increasing the knowledge and skill of an employee for doing a particular job.”

Efferson defines, “Training is the continuous systematic development among all levels of employees of that knowledge and those skills and attitudes which contribute to their welfare and that of the company.”

Michael J. Jucius is of the view that training “is used to indicate only process by which the aptitudes, skills and abilities of employees to perform specific jobs are increased.”

So training involves the following:

(a) It is an organised procedure for increasing the knowledge and skill of the employee for better performance on the job.

(b) It is a learning process involving the acquisition of skills and attitudes.

(c) It is a continuous process as a person always learns something whether on the job or otherwise.

(d) It involves imparting information, improving working skills and changing attitudes.

(e) Training is the act of increasing knowledge and skills of an employee for doing a particular job. The main objective of training to achieve a change in the behaviour of the trainees. So it focuses on knowledge, skill and attitudes.

(f) The training programme should also mound the attitude of a worker towards work, fellow employee and managers. It should create a sense of responsibility, interest in his job and appreciation of enterprises, goals and policies. 

Types of Training:

The training programmes are not mutually exclusive and they invariably overlap and employ many of the same techniques. The training programmes are classified on the basis of their purpose.

They are:

(1) Induction Training

(2) Refresher Training

(3) Apprenticeship Training

(4) Internship Training.

(1) Induction Training:

Other name orientation training.

This is concerned with introducing a new employee to the organisation, its procedures rules and regulations. The newly appointed employee must be made to socialize with fellow workers and get acquainted with work environment.

The induction training should have the following objectives:

(a) To develop the confidence of the new employee in the organisation and to increase his efficiency.

(b) To present a good image about the organisation to the employee.

(c) To promote a feeling of belonging and loyalty to the organisation among new-comers.

(d) To familiarize him with locations, leave rules etc.

The contents of induction training should be as follows:

(a) It should not be too lengthy.

(b) It should be conducted immediately and it should give the needed information.

(c) The range of information given may include history of the company, product of the company, organisation structure, location of departments, personnel policies and practices, rules and regulations, standing orders, grievance procedure safely measures etc.

(2) Refresher Training:

This is meant for the old employees of the organisation. Dale Yoder has defined this as “Retaining programmes are designed to avoid personnel obsolescence.” The skills of existing employees become obsolete due to technological changes and human beings have the tendency to forget. The basic purpose of this training is to acquaint the existing workforce with the latest methods of performing their jobs and improve their efficiency further.

This training is conducted for the following reasons:

(a) Existing workforce is forced to learn new work methods to use new techniques in performance.

(b) This is given to the employees with the object updating their skill and knowledge.

(c) This is needed for the existing workforce to enable them to meet the demands of diversification.

(d) Training may also be given to existing employees to make them eligible for promotion. So it is called as ‘Training for promotion’.

(3) Apprenticeship Training:

This training tends more towards education rather than merely on vocational training. In this programme both knowledge and skill in doing a job or series of related jobs are involved. It combines on-the-job training and experience with class-room instructions in particular subjects.

This is derivable for industrial units which require a constant flow of new employees who are expected to become all-round, craftsmen. This ‘earn while you learn’ is suitable for trainees. This is very much prevalent in printing, construction industry and crafts like mechanics, electricians, welders etc.

(4) Internship Training:

This has become popular due to cooperation between employers and professional institutes. In this method vocational or professional institutes enter into arrangement with a big business enterprises for providing practical knowledge to its students.

In this training theoretical knowledge is backed by practical experience of the job. Engineering, medical and Hotel industry follow this practice. The period of training varies from six months to two years. It is quite usual that organisations absorb the trainees by offering them suitable jobs.

Methods of Training:

The important training methods are:

(1) On-the-job training

(2) Vestibule training

(3) Special courses or class-room training.  

(1) On-the-Job Training:

In this method the employee is given training at his workplace by his immediate superior who knows exactly what the trainee should learn to do. This enables the workers to get trained under the same working conditions and environment and with the same materials, machines and equipment’s that he will be using ultimately after completing the training.

This is the popular method of training used in most of industrial undertakings. The responsibility to impact training is given to the immediate supervisor for better performance of recruits or to some outside specialist in the field.

This may be done in any one of the following forms:

(a) Training by Supervisor/Coaching:

In this procedure followed is that a supervisor teaches job knowledge and skills to a subordinate. The emphasis here is learning by doing. He demonstrates the system of working to the employee. These facilities the supervisor and the employee to understand each other better.

(b) Under-Study System:

In this method a superior gives training to a subordinate as his under study. The subordinate chosen for under study is designated as the heir apparent and his future depends on what happens to his boss. The object of this method is to fill the vacancy caused by death, retirement or transfer of the superior. There is another possibility that the trainer gets an assistant and he is trained for training the newcomers. This is popularly known as “Three position plan”.

(c) Position Rotation:

The employee is periodically rotated from one job to another instead of sticking to one job with the object of acquiring general back-round and knowledge of functioning of the total job. Its major objective is to broaden the background of the trainee in various position of the job.

(2) Vestibule Training:

In this method the training is given in a special part of plant by models. It gets its name from the resemblance of the school to a vestibule through which one passes before entering the main hall of the house. Training is given in a classroom where working conditions are created which is similar to actual workshop conditions. After training the worker is put on similar jobs in the workshop. It should be noted that a well-qualified and trained people are placed in charge of the programme.

The merits of vestibule training are:

(a) This is needed for special coaching programmes and it reduces the burden of training on line managers.

(b) The trainees avoid confusion and pressure of the work situation and are thus able to concentrate on training.

(c) The trainees will get an opportunity to become accustomed to work routine and recover from their initial nervousness before going on to actual jobs.

Its demerits are:

(a) This is a costly programme as it involves duplication of equipment and conditions found in the real work-place.

(b) This may result in temporary adjustment problems for trainees.

(3) Class-Room Method:

This method is associated with knowledge rather than skill. This method is suitable where the trainees are to be taught concepts, attitudes, theories and problem-solving abilities. Orientation about organisation safety training or refresher training can be accomplished most effectively in the classroom.

There are different methods of instructions such as:

(a) Formal Lectures

(b) Conference and seminars,

(c) Case study

(d) Role-playing.  

(a) Formal Lecture:

Where the depth of theoretical knowledge is required then formal lecture method is used. The lectures are given by a master in the subject. This is more suitable for a large group. The cost per trainee is low.

Lectures can be combined with the following other techniques.

(b) Conference and Seminars:

In this method a trainee is asked to give a lecture on a pre-determined topic. This is followed by a discussion and exchange of views by a chairman who sums it up with his useful advices and comments.

(c) Case Study:

A real-life problem is given to the trainees to discuss it and they are to find out an optimum solution by studying it. The supervisor discusses the solution with the trainees.

(d) Role-Playing:

The trainer prepares and assigns different roles to be played by the trainees and observes to see how effective they are in their role play.

So far we have discussed various methods of training for the operative staff. The decision is subject to so many factors like the size and nature of business, and the job, purpose of training, abilities of employees etc. The organisation may make use of different methods for different personnel groups at different times. So the organisation is to be very careful and choosy about the method.

Importance of Training:

The importance of training to employees cannot and should not be overlooked by the management. In the absence of training employees are forced to learn by trial and error on the job which is bit costlier. The management is to evolve a suitable systematic programme of training employees.

The advantages of training can be studied from the point of view of the:

(a) Organisation and

(b) Employees.

From the Point of Organisation (Management):

(1) Quick Learning:

Facilitates employees to reduce learning time to reach the acceptable level of performance. In training the employees are helped by qualified instructors to acquire skills and knowledge to achieve the expected performance. So, employees can acquire the required skill in limited time.

(2) Higher Productivity:

Training increases the skill of the employee in the performance of a particular job. This increase in skill will definitely help the employee to improve the quantity and quality of performance of newly recruited employees at the least possible opportunity. For the existing employees’ training helps them to increase their level of performance on their present job assignments.

(3) Procedure Standardisation:

Training helps standardisation of methods of performing the job for employees. Standardisation facilitates employees to work intelligently and minimise their mistakes. The quality of the output will be improved by standardised procedures. Further the management can introduce cost reduction techniques, resource allocation, materials and quality control can be introduced by trained employees.

(4) Economical Operation:

Trained personnel facilitate better and economical use of materials and equipment. They will minimise waste. This will lead to less cost of production per unit.

(5) Heightened Morale:

Proper training increases the morale of the employees as the main objective of training is to mould the employees’ attitude to secure their support to organisational activities and to achieve better co­operation and greater loyalty. So training helps in building an efficient and co­operative workforce. It also reduces dissatisfaction, complaints, absenteeism and labour turnover.

(6) Reduced Supervision:

A well-trained employee is self-reliant because he knows what to do and how to do. He has a better understanding of his responsibilities. This reduces the need for detailed and constant supervision.

(7) Meets Manpower Requirements:

Training can be used in spotting promising men and removing defects in the selection process. It is always better to select and train future managers from within rather than selecting from outside. Training may also qualify them for more responsible jobs. 

(8) Increases Organisational Stability and Flexibility:

For any organisation it is necessary to sustain its effectiveness in performance. This will maintain the stable functioning of the organisation. The loss of key personnel can affect the stability of performance but this can be made good by developing a reservoir of trained personnel. Flexibility refers to the capacity of the organisation to adjust to the short variations in the volume of work.

(9) Better Industrial Relations:

This is possible only when training creates a feeling among employees that the management is taking care of them. This improves employer employee relations.

(10) Reduces Accidents:

Industrial accidents are caused by deficiencies in people, deficiencies in equipment and working conditions. Proper training in job skills and safety will naturally contribute towards a reduction in accident rates.

(11) Better Management:

Management can make use of training to manage in a better way. Building a satisfactory organisational structure, del­egating authority and stimulating employees will definitely help the organisation in improving planning, organising, directing and controlling.

(12) Versatility and Adaptability:

Training helps employees to develop his ability to learn—adapting himself to change in technology, changes in job contents and work relationship. There may be rapid changes in work situations. Versatility and adaptability are the most important advantages that can be derived from training.

Benefits of Training to Employees:

Training helps the employees in the following ways:

(1) Confidence:

Training creates a feeling of confidence in the minds of employees. It gives them safety and security at the work-spot.

(2) New Skills:

Training develops skills which serve as a valuable personal asset of the employee. It remains permanently with him.

(3) Promotion:

It paves the way for promotion and self-development.

(4) Higher Earnings:

By improving the skill of the workers it facilitates higher remuneration and other monetary benefits to employees.

To make any training programme successful the management is to consider the following points:

(a) Training should try to integrate organisational objectives with that of development needs of managers.

(b) Training should be result oriented.

(c) Training should be for all willing and eligible people.

(d) Training and development must involve at all levels.

(e) Training is to be supported by the top management.

Term Paper on Management Development:

This is a continuous process of learning and growth designed to bring behavioural change among the executives. Executive development is a systematically planned and continuous process of learning and growth designed to create behavioural change in the executives by cultivating their mental abilities and inherent qualities, through the acquisition and application of advanced knowledge insight and skill. This definition involves two aspects.

They are:

(1) This involves a change in the behaviour of executives giving necessary training and education.

(2) It is a continuous process. It never stops. Its executives keep on learning through job experiences and participating in the training programmes.

It should be recognised that it is for the organisation to establish the developmental opportunities for its managers and potential managers. Besides this the most important aspect is the self-development is the important concept in management development.

The importance of executive development can be identified from the following points:

(1) The performance of an organisation depends on the quality of its managers. Organisations with similar materials, equipment’s and technology show varying results. This is due to the quality of their executives. Better the management, better are the results of the organisation. To meet the demands of the organisation it should have effective and designed managerial talents. So executive development plays an important role.

(2) Obsolescence of managerial skills is another factor which calls for continuous executive development. Executive development is to continue throughout an executive’s career. An executive of today will not be acceptable for the future. So to be dynamic one is to update himself continuously to meet any type of challenges.

(3) In every organisation the demand for quality managers may not be met fully. Further shortage of managers will be felt during expansion and diversification. It is difficult to hire suitable hands from outside. So it is the duty of the management to keep an eye on the inventory of managerial staff to meet future requirements easily and effectively.

The objectives of management development are:

(a) To ensure fuller utilisation of available managerial resources.

(b) To develop a second line of competent managers for future replacements.

(c) To ensure adequate managerial talent for long-term survival and growth of the company.

(d) To provide opportunities to managers to reach their maximum capabilities and to fulfil their career expectations.

(e) To prevent managerial obsolescence by exposing the managers to new concepts and techniques in their area of specialisation.

Managerial/Executive Development Methods:

Organisations make use of a variety of management development techniques to develop and maintain their executive manpower. This is decided by considering the nature of the jobs, people and the support of the management. Each method must be tailored to meet the organisation’s specific and dynamic requirements. There are two principle methods of executive development which are generally used by the firms.

They are:

(1) On-the-job-methods

(2) Off- the-job methods.

(1) On-the-Job-Methods:

(a) Coaching

(b) Understudy

(c) Job rotation

(d) Special projects and

(e) Committee assignments.  

(a) Coaching:

In this method a senior executive is assigned the responsibility of coaching and counselling a manager-trainee. During training he learns the skills needed in becoming an effective manager. The manager watches their performance and directs them to correct the mistakes. This method’s objective is to provide the employees a diversified knowledge.

(b) Understudy:

In this method, a person is specially designated as the heir-apparent who is called the understudy. The understudy is likely to assume the full duties and responsibilities currently held by his superior on the retirement of the superior, or on his transfer or due to his promotion. The manager picks up one of his subordinates as his understudy.

The understudy is guided to learn his Job and tackle the problems with effortless ease. Problems that arise are discussed by the manager with understudy with the object of making him to get acclimatized with problems and to give him proper exposure in decision making. He may be asked to supervise and guide a number of people at work with the object of developing his leadership skills.

(c) Job Rotation:

In this method a trainee is transferred from one job to another or from one department to another in a co-ordinated and planned manner. The basic object of job rotation is to broaden the general background of all jobs in business.

Rotation may occur in the following ways:

(i) To non- supervisory work.  

(ii) To observation assignments.  

(iii) Among managerial training positions.  

(iv) To middle level ‘assistant’ positions.  

(v) And even to unspecified rotation to different managerial positions.

Careful understanding and administration of job rotation is a must.

The points to be considered are:

(1) Basic forms of rotation must be chosen and justified.

(2) Job rotation is to occur in an orderly manner.

(3) Every person should not be allowed to languish in a job for a long time.

The limitations of job rotation are:

(1) A poorly organised programme may result in want of morale and develop grievances.

(2) Further if the programme is not properly designed and conducted the employee may become useless at the end of the programme.

(d) Special Project:

Other name Task Force. In this method of training a trainee may be assigned a project that is closely related to the objectives of his department. He is to study the problems and submits the written recommendations on it. The object of this approach is to provide the trainee a valuable experience in tackling the problem, it educates him about its importance and facilitates him to understand the problem from different angles. A task force may be set up consisting of trainees representing different functions in the organisation.

By participating in the task force trainees acquire knowledge and they all get the opportunity to interact with other having different view-points.

(e) Committee Assignment:

This is similar to special projects. In this method an ad-hoc committee is constituted and is assigned a subject related to the business to discuss and make recommendations. The committee studies and discusses the problem assigned to it and submits them containing various suggestions and recommendations.

To make the functioning of the committee effective it is advisable to have representations from various departments with specialised knowledge in different areas. It is an important device of educating the executives to acquire general background and to modify their behaviour towards the selected problem.

(2) Off-the-Job-Methods:

The main techniques used under this method are:

(a) Special courses

(b) Role-playing

(c) Case-study

(d) Conference

(e) Multiple management

(f) Management games

(g) Syndicate method

(h) Sensitivity training

(i) Programmed instructions

(j) Selective readings.

(a) Special Courses:

In this method the trainee leaves the work spot and concentrates on the development of objectives. The object of this special course is to provide an opportunity to the trainee to acquire knowledge with devotion.

The special courses may be conducted in any one of the following three ways:

(i) The organisation establishes the courses to be taught to the trainees. This is done by the regular instructor appointed by the firm or specialists drawn from outside institutions.

(ii) The second approach is to send the personnel to the established programmes of the colleges and the universities. The organisation sponsors some of its members to the courses and bears the expenses.

(iii) The third approach is to have a tie-up with an educational institution to design a specific course to meet its needs and ask the organisation to run the programme. The organisation may start its own training school.

These courses usually follow the lecture method and this may be supplemented by group discussion, film strips, case study etc.

(b) Role-Playing:

In this method two or more trainees are assigned different roles to play creating an artificial conflict situation. The technique that is adopted here is the role-players are provided with the written or oral description of the situation and the role to be played. No dialogue is given before-hand. They are given sufficient time for preparation. They are asked to enact before the audience.

This is a laboratory method which can be used to supplement other conventional training methods. Example- A supervisor may discuss a grievance with an employee or a salesman may make a presentation to a prospective buyer.

It is a technique used for human relations and leadership training. Its purpose is to give trainees an opportunity to learn human relations, skills and to develop insight into one’s own behaviour and its effect on others. Its objective is very narrow.

Its merits are:

(i) It provides an opportunity to the trainee to translate his theoretical knowledge into practice.

(ii) It gives an opportunity to the trainees to evaluate their performance and to improve on it.

(iii) The knowledge of results is immediate unlike other techniques.

(c) Case-Study:

In this method the trainees are given a realistic problem to discuss the principles which are taught already. This method gives the trainee to apply his skill to the solution of realistic problems.

The methodology adopted in giving cases are:

(i) Expose the trainee first to the theory and make him to apply his theoretical knowledge for solving problems.

(ii) The trainees may asked to discuss either in writing or orally without any prior discussion of the theory.

This method places heavy demand on the trainees and require that they should have a good deal of maturity and background in the concerned subject matter. This is normally used in teaching law and management with the object of making the trainee to know that there may be different solutions to a particular problem.

This method is used to increase the thinking potential of individuals of trainees and at the same time will help them to appreciate each other’s thinking.

(d) Conference:

A conference is a group meeting conducted according to an organised plan in members seeks to develop knowledge and understanding by obtaining a considerable amount of oral participation. This training device is effective to both the trainer and trainee as it facilitates free exchange of opinion and educate them to realize and respect the other’s view point. The conference leader can develop his motivation skills through discussion or direction.

(e) Multiple Management:

This is a system whereby permanent advisory committee of executives study problem of the organisation and make recommendations to higher management. The final decisions vest with the top management. There is another device constituting a Junior Board of directors in a company for training the executives.

This board is given the power to discuss any problem which the senior board of directors could discuss. The greatest value of this additional board is the training of Junior executives. It is an advisory body and it is allowed to discuss a wide variety of subjects which a senior board can discuss or in any other way.

(f) Management Games:

A variety of business and management games have been devised with varying degrees of success in development pro­grammes. It is a class room exercise in which student teams compete with one another to achieve common objectives. The game is designed to be a close representation of real-life-conditions.

The trainees are asked to make decisions about production cost, research and development, inventories, sales etc.; for a simulated organisation. This develops the trainees experience in team work. In this method the trainees learn by analysing problems by using some intention and by making trial and error type of decisions. The mistakes of the trainee are connected by the trainer and sometimes a second chance is given to do something all over again.

(g) Syndicate Method:

This name is given because the core group for preparatory work is called as the syndicate. Five to six groups consisting of about 10 members are formed. Each group (syndicate) composed of carefully selected men representing fair cross-section of executive life of the country and normally it is a balanced team from different areas like production, marketing, personnel etc. Each group is to submit a ‘Brief’ document.

The brief indicates the nature and scope of subject matter, a list of selected readings and background material in the form of papers, exercises and cases. Lecture by experts are also arranged to supplement the study.

The document is circulated among the members of the other group for comparative study and Critical evaluation. The leader of the group presents his view in the joint session and justifies group’s view. The chief merit of this method is to develop executives for assuming top positions.

(h) Sensitivity Training:

Other name T group. This aims at the development of awareness and sensitivity to behavioural patterns of oneself and others. It is an experience in interpersonal relationships which results in change in feeling and attitude towards oneself and others. They help the participants to understand how groups actually work and give them a chance to discover how they are interpreted by others. It also aims at increasing tolerance power of individual and his ability to understand others.

In this method the executives attend lectures on various subjects. The member sit around discuss a topic under the guidance of a psychologist. The members used to have a free interaction among themselves. This is an important tool in the hands of management to develop co-operation among members and to improve the trainees’ skill in dealing with the people.

(i) Programmed Instructions:

This has gained a lot of importance both in training and in industry in recent times. It includes teaching machines, auto- instruction and programmed learning. It is an application of learning to the task of training and education.

The core features of this method are the participation by the trainee and the immediate feedback by him. The programmed instructions maybe in the form of films, tapes, programmed books, illustration, printed materials etc.

So this performs two functions:

(i) Provides information to the learner.

(ii) Provides feedback whether the response is correct or incorrect.

(j) Selective Readings:

This is a set of important programme. In this method the executive acquire knowledge by reading professional journals and books on management. Executives exchange their views with others. Some executives may become members of professional bodies to facilitate them with the object of assimilating knowledge.

The various methods of executive development have been discussed. There is no ideal method or a combination of the methods of executive development which may suit the needs of the organisation.

The factors to be considered in designing the method are:

(i) The climate of the organisation.

(ii) The organisation level for which training is needed.

(iii) The characteristics of personnel to be developed.

(iv) Recognized specific development needs and the availability of economic resources.

Training and development are directed towards improving the performance of individuals and through it, that of organisations. Rewards act as incentives for a greater loyalty and commitment to the enterprise because they provide the means to achieve greater security to reach a higher level of job satisfaction, to enhance confidence and self-esteem.

Organisations that spend the time, money and effort; to develop and sponsor training and development programmes stand a strong chance of being rewarded with a growing pool of talent available for greater responsibilities and capable of better achievements.