Page 184 - DMGT406_HUMAN_RESOURCE_MANAGEMENT

Unit 11: Human Resources and Development

Without precisely knowing the functions of training, education and development, it would Notes
further make it difficult for us to appreciate the objectives, roles and significance of HRD
in an organisation. In the succeeding paragraphs we will take a cursory view of these
functions before we elaborate on other issues of HRD.
Training

Training concerns people already employed with the organisation and whose jobs are so
defined that we are able to identify what should be the desired job behaviours. The focus
on training programmes should be such, so as to enable the individual to perform more
effectively in his present job position. Training is also needed when a person is hired
without the requisite skills, attitude or knowledge or after putting the person on the job,
we are able to identify deficiencies that are possible to rectify through training. Even in
cases, where an employee may be performing very well, changes in procedures, materials,
processes may stimulate the need for further training. Total Quality Management (TQM),
Small Group Activities (SGA) or Quality Circles (QC) concepts are now calling for new
areas of training for employees to make them functionally more effective in their
restructured jobs. We have discussed these issues in a separate supplementary note. For
effective results, the responsibility for training should be on the immediate supervisor of
the trainee. As the payoff of training is verified on the job, the supervisor is expected to see
the results and therefore, he is the right person to allocate physical and financial resources
to improve his human resources. However, in most of the organisations, supervisors are
made responsible for identification of training needs and their role is restricted to imparting
technical skill enriching training. For conceptual and human skills, training is given by a
specialised group of trainers. Training can either be conducted through in-house
programmes or by retaining professional trainers/consultants.
The evaluation of training is done in direct relation to the job. At the end of the training,
it is expected that there should be some identifiable changes in job behaviour. Where no
such changes in job behaviour could be identified, we expect there may be one or more of
the following problems; ineffective training programme, lack of linkage between the
training programme and the job or negative reinforcements in the work situation.
Evaluation of training is easy because of its job relatedness.
Education
Educational experiences benefit those who are employed and who are required to be
gradually equipped for other positions in the organisation. Thus, the education component
of HRD is future oriented for identifiable job positions. Since return on investment from
education is unclear or unascertainable, very few organisations are prepared to invest on
employee education programmes unless future needs or manpower plan of the
organisation substantiates the possibility of redeployment of employees after completion
of educational programmes.
Many organisations allow their employees to go on study leave for pursuing institutional
studies in areas like, Management, Accounting and Finance, Quality, Engineering or even
for Research, which are relevant to organisational needs. Employees are allowed to draw
their pay and get reimbursement of actual cost for study during this period and such leave
is not debited against employees' leave account.

Some organisations encourage their employees to get enrolled in part-time evening
programmes and allow them reimbursement of actual cost. In India a number of institutes
are encouraging sponsored candidates to pursue studies as full-time students.

Contd....

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