Concepts of Employee Training

Since training is a co process and not a one shot affair, and since it consumes time and entails much expenditure, it is necessary that a training programme or policy should be prepared with great through and care, for it should serve the purposes of the establishment as well as the needs of employees.

            A successful training programme presumes that sufficient care has been taken to discover areas in which it is needed most and to create the necessary environment for its conduct. The selected trainer should be one who clearly understands his job and has professional expertise, has an aptitude and ability for teaching, possesses a pleasing personality and a capacity for leadership, is well versed in the principles and methods of training, and is able to appreciate the value of training in relation to an enterprise.

Certain general principles need be considered while organizing a training programme. For example:

1. Trainees in work organisation tend to be most responsive to training programmers when they feel the need to learn, i.e., the trainee will be more eager to learn training if training promises answers to problems or needs he has an employee. The individual who perceives training as the solution, to problems will be more willing to enter into a training programme that will the individual who is satisfied with his present performance abilities.
2. Learning sin roe effective where there is reinforcement in the form of rewards and punishments,’ i.e., individual do things that give pleasure and avoid things that give pain. In other words, after an action, if satisfies is received, the action will be repeated. If no satisfaction is received, the action will not be repeated.
3. In the long run, awards tend to be more effective for changing behaviour and increasing one’s learning than punishments.
4. Rewards for the application of learned behaviour are most useful when they quickly follow the desired performance.
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8. The larger the reward for good performance following the implementation of learned behaviour, the greater will be the reinforcement of the new behaviour.
9. Negative reinforcement, through application of penalties and heavy criticism following inadequate performance, may have a disruptive effect upon the learning experience of the trainee than positive reinforcement.
10. Training that requests the trainee to make changes in his values, attitudes, and social beliefs, usually achieves better results if the trainee is encouraged to participate.
11. The trainee should be provided with ‘feedback’ on the progress he is making in utilizing the training he has received. As Miller has stated, “If a person with the required abilities is to improve his performance, he must (i) know what aspect of his performance is not up to par; (ii) know precisely what corrective actions he must take to improve his performance.” The feedback should be fast and frequent, especially for the lower level jobs which are often routine and quickly completed.
12. The development of new behaviour norms and skills is facilitated through practice and repetition. Skills that are practiced often are better learned and less easily forgotten.
13. The training material should be made as meaningful as possible, because if the trainee understands the general principles under lying what is being taught, he will properly understand it better than if he were just asked to memorize a series of isolated steps.