Group members:

Name ID No.
Shahinur Akter 14304101
Nafisa 14304044
Mohd. Ahsanul Hoque 14304128
Maydul Islam Moshi 14304038
Soheli Akter 14304052
Jannatun Nayem Zarna 14304007
 Chapter- Development of Human Resource
Contents:
Employee training
Assessing the training needs and priorities
Training methods
Developing training courses
Traditional training methods
Electronic training
International training
Appraising training effectiveness
Issues in management development
Managing career and proportional development
Introduction
Training constitutes a basic concept in human resource development. It is concerned with
developing a particular skill to a desired standard by instruction and practice. Training is a highly
useful tool that can bring an employee into a position where they can do their job correctly,
effectively, and conscientiously. Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.

Dale S. Beach defines training as ‘the organized procedure by which people learn knowledge
and/or skill for a definite purpose’. Training refers to the teaching and learning activities carried
on for the primary purpose of helping members of an organization acquire and apply the
knowledge, skills, abilities, and attitudes needed by a particular job and organization.

The complexity of jobs increase the need for training. The advancement in technology, wide use
of computerization and related sophistication have increased the need for training by manifold.
The learning of skills and increase in the level of understanding of the employees have become
imperative. Training widens job related knowledge of the employee. He becomes more sharp and
updates his knowledge through training. Training provides necessary instructions for performing
the current job efficiently.

Employee training
Employee training is a program that is designed to increase the technical skills, knowledge,
efficiency, and value creation to do any specific job in a much better way. Training program is
periodical and given at regular intervals, it is never continuous. Training increases the needed
skill set and helps in development of an employee as well as overall growth of the organization.

Training is necessary to keep the employees updated with the latest trends and technologies that
are needed to survive in this competitive environment. Employee training is equally essential for
the new as well as the old employees. It allows the new employees to get familiar with their jobs
and enhance their job related skills and knowledge. Training can be costly to the company both
in terms of the time and money. Following are few of the benefits of the employee training such
as increased efficiency, broader value creation opportunities, better dealing between different
departments, increased employee loyalty.

Employee training is usually given by a professional or an expert in any particular field or sector.
It is needed by every employee at work and different stages of work. It is necessary in improving
the quality of work of employees across different levels in an organization. Employee training is
also needed when an employee is moved from one assignment to another job location of
different nature. The employee can be provided the insights about the new assignment, new
environment and its organizational dimensions.
Following are few benefits of the employee training:-
1. Decreased Accidents- If the employee is trained there are less chances of any errors or
accidents on the job.
2. Better Productivity- Training of the employees enhances their productivity as well as their
efficiency.
3. Improved employee morale- Training increases the job security as well as the job satisfaction
of the employee, which eventually results in lesser absenteeism and job turnover.
4. Declined Supervision- A trained employee is well aware of duties and responsibilities and will
need less of supervision, which will result in less wastage of efforts and time.
5. Probability of Promotion- Training equips employees with better skills and knowledge which
makes them more eligible for promotions.

Assessing the training need and priorities

The ADDIE Five-Step Training Process
Creating a training program involves more than contracting with an online training
vendor and requiring your employees to take the course. The employer should use a
rational training process. The gold standard here is still the basic analysis-design develop-
implement-evaluate (ADDIE) training process model that training experts
have used for years.19 As an example, one training vendor describes its training process
as follows:
Analyze the training need.
Design the overall training program.
Develop the course (actually assembling/creating the training materials).
Implement training, by actually training the targeted employee group using methods
such as on-the-job or online training.
Evaluate the course s effectiveness.

Conducting the Training Needs Analysis

The training needs analysis should address the employer s strategic/longer term training
needs and/or its current training needs. If the program is to use technology, the manager
should also include a review of the technology he or she plans to use for presenting the
program, as part of the analysis.

STRATEGIC TRAINING NEEDS ANALYSIS

Strategic goals (perhaps to enter new
lines of business or to expand abroad) usually mean the firm will have to fill new jobs.
need to fill these new future jobs. For example, when Wisconsin-based Signicast Corp.
decided to build a new, high-tech plant, the firms top management knew the plant s
employees would need new skills to run the computerized machines. They worked
closely with their HR team to formulate hiring policies and training programs to ensure
the firm would have the human resources required to populate the new plant.
Strategic training needs analysis is tied to succession planning. The latter, recall,
means identifying the training and development that employees need to fill the firms
key positions, and then formulating plans to ensure that high-potential employees get
the training and development to fill the firms future position.

CURRENT TRAINING NEEDS ANALYSIS

As important as strategic training is, most training efforts aim to improve current performance
specifically training new employees, and those whose performance is deficient.
How you analyze current training needs depends on whether you re training new
or current employees. The main task in analyzing new employees needs is to determine
what the job entails and to break it down into subtasks, each of which you then
teach to the new employee.
Analyzing current employees training needs is more complex, because you must
also decide whether training is the solution. For example, performance may be down
because the standards aren’t clear or because the person isn’t motivated. Managers use
task analysis to identify new employees training . Strategic training needs analysis focuses on
identifying the training that employees will needs, and performance analysis to identify current
employees training needs.

TASK ANALYSIS: ANALYZING NEW EMPLOYEES TRAINING NEEDS

Particularly with lower-level workers, it s common to hire inexperienced personnel
and train them. Your aim here is to give these new employees the skills and knowledge
they need to do the job. Task analysis is a detailed study of the job to determine what
specific skills like Java (in the case of a Web developer) or interviewing (in the
case of a supervisor) the job requires. For task analysis, job descriptions and job
specifications are essential. These list the job s specific duties and skills, which are the
basic reference points in determining the training required. Managers can also
uncover training needs by reviewing performance standards, performing the job, and
questioning current job holders and their supervisors.
Some managers supplement the job description and specification with a task
analysis record form. This consolidates information regarding required tasks and skills
in a form that s especially helpful for determining training requirements. As Table 8-1
illustrates, the task analysis record form contains six types of information, such as
Skills or knowledge required.
 Training methods
Many methods of training are available- each has certain advantages and disadvantages. Here we
list the different methods of training.

1. Technology-Based Learning

Common methods of learning via technology include:

 Basic PC-based programs

 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs
The forms of training with technology are almost unlimited. A trainer also gets more of the learner''s
involvement than in any other environment and trainees have the benefit of learning at their own pace.

Example: In the trucking industry one can imagine interactive multimedia training on tractor-trailers
followed by a proficiency test to see how well the employee knows the truck.

2. Simulators
Simulators are used to imitate real work experiences.

Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are indispensable.
Astronauts also train extensively using simulators to imitate the challenges and micro-gravity experienced
on a space mission. The military also uses video games (similar to the "shoot-em-up" ones your 14-year
old plays) to train soldiers.

Example: Truck drivers could use simulators to practice responding to dangerous driving situations.

3. On-The-Job Training
Jumping right into work from day one can sometimes be the most effective type of training.

Here are a few examples of on-the-job training:

 Read the manual - a rather boring, but thorough way of gaining knowledge of about a task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts within the company can
answer them.
On-the-job training gives employees motivation to start the job. Some reports indicate that people learn
more efficiently if they learn hands-on, rather than listening to an instructor. However, this method might
not be for everyone, as it could be very stressful.

Example: New trucking employees could ride with experienced drivers. They could ask questions about
truck weigh stations, proper highway speeds, picking up hitchhikers, or any other issues that may arise.
 4. Coaching/Mentoring
Coaching/mentoring gives employees a chance to receive training one-on-one from an experienced
professional. This usually takes place after another more formal process has taken place to expand on
what trainees have already learned.

Here are three examples of coaching/mentoring:

 Hire professional coaches for management

 Set up a formal mentoring program between senior and junior managers
 Implement less formal coaching/mentoring to encourage the more experienced employees to coach the
less experienced.
Coaching/mentoring gives trainees the chance to ask questions and receive thorough and honest
answers - something they might not receive in a classroom with a group of people.

Example: Again, truck drivers could gain valuable knowledge from more experienced drivers using this
method.

5. Lectures
Lectures usually take place in a classroom-format.

It seems the only advantage to a lecture is the ability to get a huge amount of information to a lot of
people in a short amount of time. It has been said to be the least effective of all training methods. In many
cases, lectures contain no form of interaction from the trainer to the trainee and can be quite boring.
Studies show that people only retain 20 percent of what they are taught in a lecture.

Example: Truck drivers could receive lectures on issues such as company policies and safety.

6. Group Discussions & Tutorials

These most likely take place in a classroom where a group of people discuss issues.

For example, if an unfamiliar program is to be implemented, a group discussion on the new program
would allow employees to ask questions and provide ideas on how the program would work best.

A better form of training than lectures, it allows all trainees to discuss issues concerning the new program.
It also enables every attendee to voice different ideas and bounce them off one another.

Example: Truck drivers could have group discussions and tutorials on safety issues they face on the
road. This is a good way to gain feedback and suggestions from other drivers.

7. Role Playing
Role playing allows employees to act out issues that could occur in the workplace. Key skills often
touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could arise in the workplace.
This could occur with a group of people split into pairs, or whereby two people role play in front of the
classroom.

Role playing can be effective in connecting theory and practice, but may not be popular with people who
don´t feel comfortable performing in front of a group of people.
 Example: Truck drivers could role play an issue such as a large line-up of trucks is found at the weighing
station and one driver tells another that he might as well go ahead and skip the whole thing. Or role play a
driver who gets pulled over by a police officer and doesn´t agree with the speeding charge.

8. Management Games
Management games simulate real-life issues faced in the workplace. They attract all types of trainees
including active, practical and reflective employees.

Some examples of management games could include:

 Computer simulations of business situations that managers ´play´.

 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative ways to solve problems in the
workplace, or to implement innovative ideas.
Example: In a trucking business, managers could create games that teach truckers the impact of late
deliveries, poor customer service or unsafe driving.
9. Outdoor Training
A nice break from regular classroom or computer-based training, the usual purpose of outdoor training is
to develop teamwork skills.

Some examples include:

 Wilderness or adventure training - participants live outdoors and engage in activities like whitewater
rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a permanently installed "low ropes"
course.
 High-impact programming - Could include navigating a 40-foot "high ropes" course, rock climbing, or
rappelling.
Outgoing and active participants may get the most out of this form of training. One risk trainers might
encounter is distraction, or people who don´t like outdoor activities.

Example: As truck drivers are often on the road alone, they could participate in a nature-training course
along with depot personnel to build esprit de corps.

10. Films & Videos

Films and videos can be used on their own or in conjunction with other training methods.

To be truly effective, training films and videos should be geared towards a specific objective. Only if they
are produced effectively, will they keep the trainees attention. They are also effective in stimulating
discussion on specific issues after the film or video is finished.

Films and videos are good training tools, but have some of the same disadvantages as a lecture - i.e., no
interaction from the trainees.

A few risks to think about - showing a film or video from an outside source may not touch on issues
directly affecting a specific company. Trainees may find the information very interesting but irrelevant to
their position in the company.

Some trainers like to show videos as a break from another training method, i.e. as a break from a lecture
instead of a coffee break.
This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a break from
any training material, so a training film wouldn´t be too popular. Two: using films and videos solely for the
purpose of a break could get expensive.

Example: Videos for truckers could show the proper way to interact with customers or illustrate
preventive maintenance techniques.

11. Case Studies

Case studies provide trainees with a chance to analyze and discuss real workplace issues. They develop
analytical and problem-solving skills, and provide practical illustrations of principle or theory. They can
also build a strong sense of teamwork as teams struggle together to make sense of a case.

All types of issues could be covered - i.e. how to handle a new product launch.

Example: Truck drivers could use case studies to learn what issues have been faced in the trucking
industry in the past and what they could do if a similar situation were to occur.

12. Planned Reading

Basically planned reading is pre-stage preparation to more formal methods of training. Some trainees
need to grasp specific issues before heading into the classroom or the team-building session.

Planned reading will provide employees with a better idea of what the issues are, giving them a chance to
think of any questions beforehand.

Example: Here we may be stretching if we think that truckers are going to read through a lot of material
the training department sends them.

Many avenues exist to train employees. The key is to match the training method to the situation. Assess
each training method implemented in the organization and get feedback from trainees to see if they
learned anything. Then take the results from the most popular and most effective methods to design a
specific training program.

Developing training courses

The 10-step process for developing training courses The process for developing performance-
based training includes the following 10 steps.

The first four steps constitute the task analysis that is necessary to design and develop relevant,
useful training materials. Steps 5–10 constitute the design and development process.

1. Define the target population for training.

2. List the tasks to be performed by the target population on the job.

3. List the skills and knowledge needed to do the tasks.

4. Select the skills and knowledge to be taught. (These make up the “training objectives.”)
5. Organize the selected skills and knowledge into suitable teaching units (modules) and develop
the training design (including brief outlines of module content and planned training methods).

6. Draft expanded outlines of modules, including instructional objectives, main body of text, and
descriptions of training methods, examples and exercises.

7. Experts provide realistic examples and information for use in exercises.

8. Draft the complete modules, facilitator guidelines, and course director guidelines.

9. Field-test the training materials.

10. Revise and finalize training materials based on the field test.

Traditional training methods

Traditional training methods for human resources have proven successful for many years. These
techniques are useful and are used by many companies. These techniques require an experienced
and dedicated human resource professionals to conduct them and make the tools useful for your
trainees. To ensure complete success, a thorough and complete tracking system is very useful.

Presentation Methods
One of the oldest and most traditional training methods is the lecture. Many of us are familiar
with this form of learning, since it is a very common way to teach in today's school systems.
Various support tools are used, from charts and blackboards to PowerPoint slides and virtual
meetings. Human resource associates learn and take notes while instructors present information
and administer examinations. Materials are provided for reference, and students often learn in
traditional classroom settings.

Hands-On Methods
Hands-on methods require trainees to be actively involved in their own learning. Examples of
hands-on techniques are role playing, on-the-job training, case studies, simulations, games and
behavior modeling. With these methods, the student learns from following or watching the
trainer and then performs the role play or simulation while the instructor observes. Immediate
feedback and advice is given to the trainee and any corrective action is taken at that time.
Participants ask questions at the end of the simulation and can immediately use their new skills.

Team-Building Methods
Team-building methods also are traditional training techniques for human resource associates.
The goal of these methods is to build team relationships, ensuring greater success for the
department and the trainee. Activities include games, simulations and challenges created for
 group interaction. Using a skilled facilitator, participants learn and interact together, forging
important and lasting relationships. Associates learn how to work in teams and transfer this
knowledge back to the workplace. Variations of team-building methods also extend to outdoor
wilderness adventures and trust-building games.

Selecting a Method
Choosing a traditional training method requires weighing several options. Cost, of course,
determines many decisions. Travel expenses and time away from the job are among the greatest
expenses to consider when choosing a training method. Expected outcomes for the training are
also important to consider. If greater team effectiveness is a goal, then team-building training is
the best choice. If speed of learning is critical, then hands-on learning is the method which
delivers. Weigh your options and choose the learning method that most closely meets your
needs.

Electronic training
6 Types of Online Employee Training Programs

1. Orientation

Orientation is the most common type of employee training. It’s a one-time event formally
welcoming and introducing new hires to your company within their first week on the job. This
training tends to be relevant to all company-wide roles and departments.

Orientation trainings are usually prepared by HR on big-picture topics such as:

 Company mission, vision, and values

 Corporate culture
 Organizational structure and leadership team intro
 Mandatory new-hire paperwork
 Overview of benefit plans
 Administrative procedures (computer logins, extension, email setups, etc.)
 Key corporate policies

2. On boarding Training

Contrary to a very common misconception, orientation and onboarding are actually different
types of employee trainings.
While orientation training is a one-time session with a checklist-style agenda delivered to
everyone in the company, on boarding training is a series of department-specific sessions that
take place over a longer period of time. It is strategically created with the goal of enabling new
employees to be as successful as they can be in their new roles in the shortest period of time.

On boarding trainings ideally start on the first day of employment and may carry on throughout
the first year as needed. It is prepared by department leaders with the focus of reaching
departmental goals and connecting them with overall company objectives. Topics should,
therefore, address employee needs and provide them with easy access to information and skills
that they need to do their jobs efficiently and maximize employee engagement.

A holistic on boarding training program should focus on more than the technical aspects of a job.
It should also offer education on ways to stay engaged and productive at worked. A good
example of such content is Mind fresh TV, a onscreen video website that teaches modern
mindfulness at work. Through 5 minute online sessions, Mind fresh videos teach anyone who
works at works at a desk to boost body posture, decrease stress levels and increase productivity
at work. This type of training is a great educational component to add to your company’s
employee on boarding training.

Effective and successful on boarding trainings gradually bring new employees up to speed much
quicker than if left to fend for themselves. An effectively executed on boarding training will also
free up a lot of leadership time because most answers to questions would be available within the
training.

3. Technical Skills Development Training

No matter what technical level your employees are at, there is always room for improvement.
Technical (hard) skills include the know-how of doing things like data analysis, content writing,
social media management, coding, programming, etc.

Technical skills training is a fundamental employee education component because it’s the main
way your employees will know how to technically do their jobs right. And for those who already
know how to do their jobs, we guarantee they still have more to learn. Employees need to engage
in ongoing learning on a regular basis to stay up-to-date with the latest developments.
 MTD Training Group has great technical skills development training content that can serve as
inspiration for your training content. MTD is a training center that uses on screen to provide a
full range of blended learning solutions on sales and management skills development topics,
including videos, podcasts, e-learning and online support solutions. Technical skills development
programs can be included in the onboard training program or can be delivered to any existing
employees who can use a little more development. There is always something new to learn.

4. Soft skills development training

How your employees act is just as important and what they know – that’s why soft skills are so
essential for growth. Soft skills are personal attributes that enable employees to interact
effectively and harmoniously with other people in the workplace, including co-workers,
management, and customers. Studied have actually shown that a gap in basic soft skills among
company employees affects company success and increases turnover rates.

Soft skills trainings are useful for new and existing employees of all levels and are an extremely
effective way to build an efficient, respectful and collaborative culture – ultimately affecting the
bottom line.

Some topics to consider covering in your soft skills training include:

 Communication skills
 Presentation skills
 Problem-solving skills
 Conflict resolution
 Leadership skills
 Emotional Intelligence
 Time management
 Ethics
 Teamwork
 Adaptability

A great example of online soft skills training video content can be found at Leader cast, one of
On screen's best-performing customers Leader cast is a leadership development consultant that
uses Onscreen to host current, relevant and inspiring content for its clients. It is a full suite of
learning solutions designed to meet the leadership development needs of all employee learners
and serves as a solution map throughout the continuous learning spectrum.
5. Products and services training

Product trainings can either be a part of on boarding for new comers or can be available for any
employees who need refreshers on the products and services the organization offers. This type of
training can also be used to educate staff on newly introduced products, services or features so
they are always up to date.

6. Mandatory training

Depending on where your company is located and the industry it operates in, certain employee
preparedness and training regulations may apply. For instance, public-sector employees are often
required to take occupational health and safety trainings and refreshers. Establishments with
liquor licenses need their server employees to be alcohol-safety certified. And a few state laws
require both public and private companies to deliver sexual harassment trainings to employees.
Governments will often provide these trainings themselves, and since it’s 2017, they usually
exist online in the form of slides and videos. With online access to these trainings, you can
integrate them into your online employee training website to consolidate all required training in
one centralized hub.

Hosting company’s employee training online

With 6 different types of employee training programs that company needs to deliver, hosting
your training portal online is the easiest and most cost-effective way to do it. Whether decide to
host all trainings online or start off with just a few, Onscreen is the platform that can serve best.
Onscreen is a video streaming platform that allows you all the flexibility and none of the hassle
of building a video website. Onscreen provides the ultimate personalized video-distribution
platform with a login wall, offering your company the opportunity to host its own customized
training portal to populate with films and videos, case studies, planned readings and quizzes to
bring your employees up to speed.

International training
The international training program offers training to the foreign countries. The followings are the
international training programs-
Sida's International Training Programs are open to candidates from low and middle income
countries. The aim is to support and strengthen the participants' plans for change on
organizational and sectoral levels and should not be regarded as individual competence training.

The methodology is based on the assumption that participating countries wish to carry out
changes and are willing to invest their own resources to achieve these changes. Capacity
development is focused on support to the participants' own plans or projects for change. This is
why the training programmes are designed for persons qualified to participate in reform
processes and who holds a position in their home organisation with mandate to run processes of
change.

The programmes cover areas of strategic importance to the social, environmental and economic
development of co-operating countries and are based on identified priorities and needs. In the
long-term perspective, the programmes shall contribute to institutional strengthening and
capacity development in the co-operating countries.

Commissioned by Sida, the training programmes are organised by Swedish public authorities,
universities, private companies and NGOs.

A multi-phase programme

The programmes include 2-4 weeks of training in Sweden. The participants review and get
started with their plans for change supervised by skilled Swedish colleagues and experts in a
mixture of lectures, workshops, process oriented work and study visits.

Approximately six months later a follow-up meeting takes place in one of the participating
countries. This phase is focused on exchange of experiences and lessons learned concerning
implementation of the plans for change. Support from the programme organisers is given during
the entire programme period and in some cases additional workshops are held in the region
where the participants are located.

In many programmes, the participants form networks in order to keep contact after the training
has been concluded. These networks can be global, regional and/or national and also include
participants for every year the programme is open.

Those who successfully complete the programme will be awarded a certificate stating details of
the training undertaken.

Though BITM has established for the development of HR for Local Software and ITES
companies but its success has drawn the attention of the international market. In 2013, Ministry
of Labor and Human Resources of the Kingdom of Bhutan has invited BITM to visit Bhutan
and conduct a two day long workshop. A team of four member of BITM has visited there and
has conducted a workshop at Bhutan where more than 200 participants were present.

Appraising training effectiveness

A properly designed and conducted method of evaluation provides useful insights of the
effectiveness of the training. This also enables an organization to monitor and modify the
training program. Evaluation of training effectiveness is one of the fundamental aspects of
training and development. Without proper evaluation of the effectiveness of training and
development activities, it will be impossible to determine how well the program will achieve the
stated target. The following criterion needs to be developed for the evaluation of training
effectiveness:

1. Reaction of the Participants

It is related to the feeling of the participants about the training and training methods. The
reaction on such training content, process, method, etc. is measured at the end of each training
activity. It brings all the participants to a level of knowledge and experience. It is subjective
rather than objective because every participant is free to react on his/her own way.

2. Changes in Participant’s Knowledge and Skills

The change in participant’s knowledge and skills brought about by the implementation of the
training program is very important in order to evaluate the effectiveness of training. If the
participants are imparted with specific knowledge and skills, the training is said to be effective.

3. Change in Participant’s Attitude

Attitude is the belief or perception of an individual regarding a particular subject matter. This is
another important criterion for evaluating training effectiveness. The changes in attitude and
belief of employees will result in more desirable performance and behavior on the actual
workstation. Thus, managers are always concerned with bringing the change in employee’s
attitudes, beliefs, and perception through the means of behavioral training.

4. Change in Job Performance

It is another useful criterion for evaluating training effectiveness. When an individual shows a
different method of performing the job after attending a training program, it is said that the
training has been effective.
5. Organizational Performance

This criterion indicates the improvement in the overall performance of the organizational
activities. It is concerned with improvements in job performance in terms of productivity and
quality. The training should fulfill the organizational need such as reduced turnover, high
productivity, quality output, improved labor relation etc. Hence, the training program should be
organized basing on these aspects of organizational performance. The training seems to be
effective only if it achieves its stated goals and objectives.

Issues in management development

In the small group and plenary debates, a number of themes and issues were discussed. These
include-

Management development should focus on the basics, functional skills, or specific business
issues. The consensus, unsurprisingly, is that all these components were important. Functional
development was seen as having been rather neglected in the 1990s – the era of generic
competencies. The basics will remain crucial and organizations which had missed out on basic
skills and knowledge. Most of the participating organizations aspired to some clear – usually
modular – structure of management skill training.

The form of management development

Individual or collective?

There is a desire to keep some training collective, partly for reasons of efficiency and
consistency but also because the social aspects of learning are important. Small group learning is
in some way a mid-ground between formal courses and the more solitary models of one-to-one
support or self-study.

Mandatory or voluntary?

Although there was agreement about the need for ‘the basics’ there was an interesting debate
about whether all managers should be forced to attend certain training modules or wheather it
should be voluntary. This is in part a matter of management culture and responsibility for
development as part of wider accountability for people.

Internal or external?

There was a distinct preference for external providers of management training as the more expert
and flexible resource. The internal ‘management trainer’ then needs to shift to a consultant or
procurement role which some find a difficult transition. Some still had large internal provision,
sometimes used mainly for technical or functional training.

Centralized or developed?

Some organizations were re-centralizing management development after a period of devolution

and fragmentation. Even in devolving organizations there was desire to have a fairly corporate
framework for management development. Mergers and demergers presented special challenges
in the integration or separation of management development.

Theory and practice in learning

Although much learning theory has slipped into the vocabulary of management development
there is little evidence that it is used much in practice when it comes to the design of
interventions. For example, does management development really supports diverse learning
styles?

Some business challenges require careful thinking about whether they can be ‘taught’ or are
better learned in another way.

Competencies and frameworks for development

A framework for describing ‘basic’ management skills was seen as very important, both as a
means of providing a definition of management and also as a means of structuring delivery.
However, the continual updating of competence frameworks was a ‘core and a distraction’.
Perhaps we should aim to make such frameworks more robust and stick with them for longer.
Definition and training modules can always be adjusted within a more stable over-arching
framework.

Reinforcing behavior change after the course

The old chestnut of supporting learning once people get back to their jobs was discussed. In part,
learning closer to the job should reduce this gap. One organization provided a useful illustration
of how other faces of culture change were supporting the espoused change in leadership style
and accountability.

From passive to active learners

The public sector organizations still felt managers were too passive about their
development and ‘waited to have it done to them’. Others felt that wider societal
change would, in time, create more demanding, and self-motivated learners. There
was agreement that all employees, especially managers, needed to become active
learners.

Other concerns included:

i. The need to ensure that development centers and other forms of feedback
really do lead to development not just assessment
ii. The equal opportunity issues raised by informal personal support such as
mentoring. Equal access to such support is hard to ensure and had arisen in
legal disputes
iii. Approaches to development are fragmented and there is an issues about
making the frameworks processes simpler, clearer and easier for everyone to
understand
iv. A major concern with the evaluation of all development activity.

Managing career and proportional development

Career management is the combination of structured planning and the active management
choice of one's own professional career. Career management was first defined in a social work
doctoral thesis by Mary Valentich as the implementation of a career strategy through application
of career tactics in relation to chosen career orientation (Valentich & Gripton, 1978). Career
orientation referred to the overall design or pattern of one's career, shaped by particular goals and
interests and identifiable by particular positions that embody these goals and interests. Career
strategy pertains to the individual's general approach to the realization of career goals, and to the
specificity of the goals themselves. Two general strategy approaches are adaptive and planned.
Career tactics are actions to maintain oneself in a satisfactory employment situation. Tactics may
be more or less assertive, with assertiveness in the work situation referring to actions taken to
advance one's career interests or to exercise one's legitimate rights while respecting the rights of
others.
Valentich and Gripton defined success as managing one's career effectively through the
attainment of desired positions and other rewards. The outcome of successful career management
should include personal fulfillment, work/life balance, goal achievement and financial security.
A career includes all types of employment ranging from semi-skilled through skilled, and semi
professional to professional. Careers have often been restricted to an employment commitment to
a single trade skill, profession or business firm for the entire working life of a person. In recent
years, however, a career now includes changes or modifications in employment during the
foreseeable future.
The following classification system with minor variations is widely used:

1. Development of overall goals and objectives,

2. Development of a strategy (a general means to accomplish the selected goals/objectives),
3. Development of the specific means (policies, rules, procedures and activities) to
implement the strategy, and
4. Systematic evaluation of the progress toward the achievement of the selected
goals/objectives to modify the strategy, if necessary.

Proportional development

Equal and balanced distribution of development activities throughout the country and providing
similar standard of services and facilities to all the people living in every part of country is
called proportional development.

The managers at the lower and middle levels need to be developed through proper in-company
and off-the-job training programs. There should not be any compromise on the quality of
efficient managerial manpower. The expenditure on management development is a profitable
investment. The development of lower and middle level managers shall build up second and
third line of defense who remain ready to take charge in the event of vacancy created by
retirement, death, transfer or resignation of senior executives. The aim of management
development program is to increase the management efficiency, thereby contributing to the
growth of country’s economy.

Conclusion

Managers are the most valuable assets of any organization. They must, therefore, be retrained
and reeducated for survival and growth of organization. The increased productivity and total
quality depends upon the drive, initiative core competence, skill and technical knowledge of
managers. The well developed managerial manpower can change the face of the organization and
can take it to any height. But efficient managers are always in short supply. They are to be
conserved. To conserve these rare resources, a rare substantial efforts for their development are
needed.