Effective Human Resource Management

1. SYSTEMATIC TRAINING AND DEVELOPMENT
To train means to teach, guide, to instruct. Training is an inevitable thing f
or the survival of any organization. However, the amount and quality of training
carried out by any organization is determined by the organizations’ ideology an
d belief system. Further, the quality and quantity of training activity are influenc
ed by the training need, the need or objective then triggers the process. Writers
Herbert Chruden and Arthur Sherman Jr. (1963) believe that induction program
mes in terms of specific instruction given to new employees after a successful re
cruitment and placement process is actually the beginning of training.
Training and development have been seen to be terms similar in meaning,
but with slight differences with one having a narrower meaning where the other
is broader.
Training is a learning activity directed toward the acquisition of specific k
nowledge and skill for the purpose of an occupation or task- for example, the ne
ed for efficiency and safety in the handling particular machines or equipment, or
the need for a competent manager.
Development on the other hand is a learning activity that is directed towar
ds the future need rather than present need of both the individual and organizati
on. An example of a development need might be the need for managers to be ab
le to utilize the facilities offered by micro computers in the operation of the busi
ness, or the need of preparing employees to accept change. Training and develo
pment need in an organization is not only imperative but should be continuous.
This underscores the need for a training policy.
A training policy is a written statement on organizational plans and progr
ammes to develop the skill of the workers. A training policy constitutes a part of
the general personnel policy which in itself is part of a national development pla
n. Individual organizations go in to partnership with the vocational elements of
educational system to provide most of the training in society.
The Training Circle
A systematic approach to training and development will generally follo
w a logical sequence of activity beginning with the establishment of a policy an
d the resources to sustain it, then ending with an evaluation and feedback syste
m.

2. Training Policy
The training policy of an organization is usually included in its overall hu
man resource policies. The policy sets out what the organization intends to do in
terms of developing its employees’ development. For some organizations, the p
olicy is a simple one line statement, for others it is a quite lengthy affair. The im
plication of a simple line statement is that training will focus on the immediate l
earning needs related to a particular task or current duties. However a more elab
orate training policy implies that training and development will be linked to sho
rt, medium and long term business plan and will be seen as a vital element in th
e organization’s ability to prove itself to its customers. The overall purpose of th
e organization determines the role of training in it. So if it’s a fast moving consu
mer goods company, then its training need will be geared towards sales achieve
ment amidst strong competition.
Training organizations
The company’s policy can be achieved in different ways. Some organizati
ons believe in growing their own managers and specialist and so have a substant
ial internal training organization to sustain their need. Others believe in contract
ing out their training to an outside body, external providers such as colleges, co
nsultants or private training organizations.
Other organizations though adopt a midway position, providing induction
training and job-training internally, but contracting out management and supervi
sory training. Whatever position or strategy is adopted by an organization requir
es substantial funding.
Training Need
Organizations adopting a systematic approach to training and developmen
t will usually set about defining their need for training in accordance with a well
organized procedure. Such procedure will entail looking at training from differe
nt perspectives:
1. The Organization, i.e corporate requirement
2. The department, or function
3. The job, or occupational group
4. The individual employee

3. Usually organizations analyze training need in response to operational we
aknesses reported in by line managers or to meet the demands of change. Traini
ng need itself is any shortfall in employee performance, which can be remedied
by appropriate training. Training is only but one way of responding to deficienci
es in human performance. Other means may be improving pay, replacing machi
nery, or simplifying procedures.
The main thrust of any training need analysis is towards identifying th
e elements of knowledge, understanding, skills, and attitude in the job, taking ac
count of the context of the particular organization, or sub-unit. A systematic sur
vey or analysis of training need will help an organization I identifying key areas
in the organization’s operation that has high need for training in a particular peri
od.
Training Plans
A training plan is a systematic statement of training intentions and the me
ans by which they are to be achieved and measured. Here we are talking about p
rogrammes, activities and events. A good plan should indicate if training will be
taking on the organization as a whole or just a small part of it. It will then go ah
ead to indicate the aims of the training programmes, the target group, target nu
mbers, programme content, programme evaluation, administration and costing a
nd the training staff.
On –The-Job Training
This is the type of training received while an employee is at his job in the
work place. Most often such courses are organized by senior management depen
ding on the prevailing circumstances.
On-the-job courses are often organized to take care of particular job situations.
They are cost effective, yields immediate result, and makes it possible for a larg
e chunk of the workforce to benefit from a training program at any giving one ti
me.
Types of on-the-job Training
Induction courses

4. These are courses conducted to introduce newly employed personnel to th
eir new jobs. Since most of them are not likely to possess prior experience and
might have just a general idea about their jobs, induction courses bring the kno
wledge and skills of the new employee to a satisfactory level.
Coaching
This is the type of on-the-job training that involves the training of one or
more persons by another who uses instruction, demonstration, and practice as hi
s prime method. As against other methods that have to do with passing on gener
al knowledge, coaching is all about helping others learn how to do things.
Projects and Secondment
Here up-coming managers are placed on special project. This means that
while they are at their job, they may leave their normal duties for one or two dut
ies or one or two days in a week to attend to the project along with other employ
ees from other department. This affords members of the project group opportuni
ty to interact and learn from each other, develop their inter-personal and networ
king skill.
Secondment, like role-playing involves assigning individuals to work in a
particular capacity while providing coaching and mentoring to facilitate and test
their ability and capacity to cope with a particular role. Here we are talking abo
ut gaining experience and developing skills in the context of work.
Mentoring
A mentor carries the idea of someone mature and experienced who advises
or gives practical assistance where required to a younger, less experienced perso
n. Mentoring is a learning relationship which is broader and deeper than coachin
g. While the later is skills or competency focused, the former is concerned with
passing on knowledge, insight, and attitude along with skill. Mentors are not lin
e managers of those involved, but other senior managers in the organization. Thi
s enables learning proceed in a relatively friendly manner.
The list above is not exhaustive. Other types of on-the job training are vestibule
training, internship, apprenticeship, role playing, e.t.c
Off-The-Job Training

5. This is the type of training that can be conducted outside a working environmen
t. It is usually conducted in a class room. The problem here is that trainees are gi
ven theoretical knowledge on how they are to carry out a particular operation. T
he only practical aspect is the use of films, charts, or diagrams for illustration.
Examples of Off-the-Job training exercises are in the form of approaches. For in
stance there is the Lecture-discussion approach, which is a pure class room situa
tion, and the correspondence course which is also like a class room situation. In
this case though there is no physical contact between the trainer and trainee. Wit
h the growth in cyber internet e-mailing, this type of training is more common n
ow than it used to be in the past.