REPORT ON

TRAINING AND DEVELOPMENT

Subject: Seminar

Subject Code: MMS-457

Submitted in partial fulfillment of the requirement for the award of

Degree of Masters in Business Administration

(Two Year Integrated Course)

2018-2020

Submitted To Submitted By

Prof. Vikram Archana Singh

2018MMB1006

UNIVERSITY BUSINESS SCHOOL

GURU NANAK DEV UNIVERSITY, AMRITSAR

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 ACKNOWLEDGEMENT

I have taken efforts in this project. However, it would not have been possible without the kind
support and help of many individuals and organisations. I would like to extend my sincere thanks
to all of them.
I am highly indebted to Guru Nanak Dev University for their guidance and constant supervision
as well as for providing necessary information regarding the project & also for their support in
completing the project.
I would like to express my gratitude towards Mr.Vikram for their kind co-operation and
encouragement which help me in completion of this project.
My thanks and appreciations also got to my mates in developing the project and people who have
willingly helped me out with their abilities.

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 INDEX
SERIAL NO. TOPICS PAGE NO.
1. INTRODUCTION OF 5
TRAINING AND
DEVELOPMENT

2. DISTINCTION 6
BETWEEN TRAINING
AND DEVELOPMENT

3. OBJECTIVES OF TRAINING 7
AND DEVELOPMENT

4. METHODOLOGY 8

5. PURPOSE 9-11

6. 12
BENEFITS OF
TRAINING

7. DESIGNING A 13-14
TRAINING
PROGRAMME

8. METHODS OF 15-16
TRAINING AND
DEVELOPMENT
9. TRAINING FOR 17-22
DIFFERENT CADRES
10. MANAGEMENT 23-25

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 DEVELOPMENT
METHODS

11. EMPLOYEE 26-27

PERFORMANCE
APPRAISAL

12. RELATIONSHIP 28
BETWEEN
TRAINING &
DEVELOPMENT AND
EMPLOYEE
PERFORMANCE

13. RECOMMENDATION 29

14. CONCLUSION 30

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 INTRODUCTION OF TRAINING AND DEVELOPMENT
Training and Development is the framework that focuses on the organizations competencies at
the first stage, training, and then developing the employee, through education, to satisfy the
organizations long-term needs and the individuals’ career goals and employee value to their
present and future employers. Human Resources Development can be defined simply as
developing the most important section of any business its human resource by, “attaining or
upgrading the skills and attitudes of employees at all levels in order to maximize the
effectiveness of the enterprise”.
Employee attitude are evaluative statement either favorable or unfavorable concerning objects,
people, or events. Employee reflect how one feels about something. When he/she says they
like their job, employees expressing there attitude about work. Attitudes are not the same as
value but the two are interrelated.
In organizations, attitudes are important because they affect job behavior. If workers believe,
for example, then supervisor , auditors , bosses, & time & meson engineer are all are
conspiracy to employees work harder for the or less money, then it make sense to try to
understand how these attitudes ware formed, their relationship to actual job behavior , & how
they might be change.
In our report we are discussing to training & development session how to be continue how to
be developed & how it is attractive to the employee. & what are employee attitude, dimension
& forms. In here include a survey analyses & finding analyses.

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DISTINCTION BETWEEN TRAINING AND DEVELOPMENT
Training DEVELOPMENT

1. Training means learning Development means growth

skills and knowledge for of an employees in all
doing a specific job. respects.
2. It is job-centered in nature. It is career-centered in nature.

3. Role of trainer is very The executives has to be motivated internally for

important. self development.

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 OBJECTIVES OF TRAINING AND DEVELOPMENT

 The main objectives of the study is to find out the influential factors which
pursued by employees in training and development.
 To identify the relationship between employee satisfaction and training
and development.
 To identify the general information of training and development and
employee perceptions.

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 METHODOLOGY

The study is basically quantitative in nature. This analysis is based on the primary
data collected from different organizations. Data have been collected from 105
respondents from 5 different sectors namely Pharmaceuticals, Textile, NGO, Banking
and Insurance sectors. The sample technique used is non probabilistic in nature,
more specifically sample is purposively taken from different occupational groups. The
data are collected by using self-administered questionnaires from each respondent. In
this paper all the variables are examined on five point’s scale of Liker. Data are
related to the characteristics of the satisfaction in light of which employees’
performance is tried to evaluate. Here the factor analysis, factor matrices are rotated
by using varimax rotation technique for analyzing the data for identifying the
relationship between job satisfaction and performance of employees.

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 PURPOSE

While some people think of training objective as a waste of valuable time. The
counterargument here is that resources are always limited and the training objectives actually
lead the design of training. It provides the clear guidelines and develops the training program
in less time because objectives focus specifically on needs.
It helps in adhering to a plan. Given bellow the objective of training & development

i) Information:
At its most basic form, a piece of information about something is a “unit of
awareness” about that thing. (A field of philosophy, epistemology, includes analysis of what is
really information and what isn’t. This field might visit the question: “If a tree falls in the
forest, does it make a sound?”) Some people think that this awareness occurs only in the brain
and, therefore, usually comes from some form of thought. Other people also accept
information as a form of realization from other forms of inquiry, e.g., intuition.
Training provides many kinds of information for the employee:
 What’s kind of job
 What’s to be doing to hear?
 Position to the organization.
 Competitor to the organization.
ii) Knowledge:
Knowledge is gleaned by organizing information. Typically, information evolves to
knowledge by the learner’s gaining context, perspective and scope about the information.
Gathering knowledge for employee is the most important objective to organization.
Many kinds of knowledge gather to be hear such like:
 Job knowledge.
 Know to be organization.
 Know to be competitor
iii) Skills:
Skills are applying knowledge in an effective and efficient manner to get
something done. One notices skills in an employee by their behaviors. When employee skill
will be developed then organization will give better output.
 Employee will be gendered professional skill
 In this sector employee will know to the organizational environment.
 Employee will know to how facing to organizational situation.
 Organization build quality employee.
iv) Task:
A task is a typically defined as a unit of work, that is, a set of activities
needed to produce some result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc.
Complex positions in the organization may include a large number of tasks, which are
sometimes referred to as functions.
 What is the organizational objective it will know to the training & development.

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  Organization know to who a perfect to which sector.
 Organization finds out the best employee.
v) Job:
A job is a collection of tasks and responsibilities that an employee is responsible to conduct.
 Employee finds out the best carrier.
 Organization finds out the best employee.
 Employee gander that kinds of knowledge that is suitable for carrier.
vi) Role:
A role is the set of responsibilities or expected results associated with a job. A job usually
includes several roles.
 Organization maintains proper rules & regulation.
 Employee knows to organizational maintaining role.
 Organization can find out to rules breaker.
vii) Learning:
Typically, learning is viewed as enhancing one’s knowledge, understanding or skills. Some
people see learning as enhancement to one’s knowledge, awareness and skills. It’s important to
note that learning is more than collecting information — more than collecting unredeemed
books on a shelf. Depending on the needs of the learner, knowledge is converted to skills, that
is, the learner knows how to apply the knowledge to get something done.
Ideally, the skills are applied to the most appropriate tasks and practices in the organization,
thereby producing performance — results needed by the organization.
 Employee learn to how to doing work.
 Employee know to how maintained rules & regulation.
 Employee learn to job responsibility
viii) Continuous Learning:
Simply put, continuous learning is the ability to learn to learn. Learning need not be a linear
event where a learner goes to a formal learning program, gains areas of knowledge and skills
about a process, and then the learning ceases. If the learner can view life (including work) as a
“learning program”, then the learner can continue to learn from almost everything in life. As a
result, the learner continues to expand his or her capacity for living, including working.
 When training will be continuing than employee will be learn many things.
 System wise gander knowledge.
 Provide best learning things.
ix) Training:
 This term seems to be the most general of the key terms in employee training. Some
professionals view education as accomplishing a personal context and understanding of
the world, so that one’s life and work are substantially enhanced, e.g., “Go get an
education.” Others view the term as the learning required to accomplish a new task or
job. Organization provide training for find out best employee
 Employee takes training to give best out put.
 Organization provides training for maintaining organization perfectly.
x) Development:

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This term is often viewed as a broad, ongoing multi-faceted set of activities (training activities
among them) to bring someone or an organization up to another threshold of performance.
This development often includes a wide variety of methods, e.g., orienting about a role,
training in a wide variety of areas, ongoing training on the job, coaching, mentoring and forms
of self-development. Some view development as a life-long goal and experience.

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 BENEFITS OF TRAINING

1. To Organisation:
(a) Improvement in performance.

(b) Improvement in working methods.

(c) Reduction in wastage and spoilage.

(d) Reduction in learning time.

(e) Reduction in supervisory burden.

(f) Improvement in moral and reduction in grievances.

(g) Reduction in accident rates.

(h) Reduction in machine breakdown and maintenance cost.

(i) Improvement in quality of work.

2. To Employees:
(a) Improvement in knowledge and skills.

(b) Increased productivity which results in enhanced earnings.

(c) Lesser chances of accidents.

(d) More opportunity for growth/promotions,

(e) High morale.

(f) Increase in self-confidence.

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 DESIGNING A TRAINING PROGRAMME

Following steps are followed while designing a training programme:

1. Decide training objectives.

2. Deciding the responsibility for organising the training programme. The incharge of the
training programme is required to do detailed planning for organising the programme.

3. Selecting and motivating the target group.

4. Preparing the trainers.

5. Presentation.

6. Practice by the trainee.

7. Follow-up. It is necessary to assess the effectiveness of the training programme.

Principles of Learning:
For developing an effective training programme, following principles are
followed:
1. Every human being is capable of learning.

2. People learn faster by doing than by hearing alone.

3. Learning is active, and not passive.

4. People learn faster when they are informed of their achievements.

5. Learning is a cumulative process.

6. Learning is closely related to attention and concentration.

Principles of Training:
Following principles help to make training more effective:
1. Clear objectives.

2. Clearly defined training policy.

3. Motivated employees.

4. Training is more effective when there is reinforcement in the forms of rewards.

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5. Organised training materials.

6. Several short sessions spread over a long period are more effective.

7. Good trainers should be developed both from inside and outside the organisation.

8. Self-graded tests and programmed learning can be used to provide feed back.

9. Trainees should be allowed to practice himself.

10. Training should be conducted as far as possible in the actual job environment by adopting
appropriate techniques.

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 METHODS OF TRAINING AND DEVELOPMENT

There are various methods of training, which can be divided into mainly two types given
bellow:
 Cognitive Method
 Behavioral Method
Cognitive Method:
Cognitive methods are more of giving theoretical training to the trainees. The
various methods under Cognitive approach provide the rules for how to do something, written
or verbal information, demonstrate relationships among concepts, etc. These methods are
associated with changes in knowledge and attitude by stimulating learning.
Some say it reminds them of the immeasurable potentiality of life, and by analogy, of human
growth. While it seems that the sky is the limit regarding the possibilities for human beings,
Edison’s quote, “Genius is one percent inspiration and 99% perspiration,” applies to the
intricate and challenging process of learning. The root of the word education means to draw
out, suggesting that individual’s potential abilities may be drawn out in an excellent
educational environment, one which meets the challenges of diverse needs. We share a dream
that each student will be able to unfold his or her academic potential in college.
Because education in the community college system is open to all, and learners from all
backgrounds attend college, professors must be ready to make learning opportunities
accessible for all types of learners. In response to this goal, the focus in this section will be on
how people learn, what we can do as teachers to promote student success.

Why Cognitive Method is important

Both learning style and cognitive testing indicate that several pathways to
learning exist. Professors who teach in the way they best learn appeal most effectively to
students who learn in a similar manner. Unfortunately, other students whose learning styles
differ often miss out on gaining knowledge and mastering the content. This section gives
teachers an opportunity to build on their knowledge gained from the learning style inventories
in other parts of this online course and relate it to their own teaching styles. In addition, this
section points out how different people learn cognitively, and how this surfaces in everyday
teaching-learning situations. You will see how to pinpoint possible causes of student error.
You will read about research-based instructional methods for insuring access to all students.
You will also have an opportunity to explore methods for promoting student success culled out
of the fire of everyday teaching experience by peers. This section ends by giving you a chance
to practice solving some problems that may arise in the course of the term.
The various methods that come under Cognitive approach are given bellow:
 DISCUSSIONS
 COMPUTER BASED TRAINING (CBT)
 INTELLEGENT TUTORIAL SYSTEM(ITS)
 PROGRAMMED INSTRUCTION (PI)
 VIRTUAL REALITY

Behavioral Method

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 Behavioral methods are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.
Behaviorism, along with several newer variations that have names like information processing
theory, emphasize the learning of facts and skills that authorities, such as teachers or school
boards, have decided are important. While these theories have many different names we will
use the term behaviorism here. Another American psychologist who had a tremendous impact
on education in the 1950s and 1960s. Behavioral approaches to teaching generally involve the
following:
 Breaking down the skills and information to be learned into small units.
 Checking student’s work regularly and providing feedback as well as encouragement
 Teaching “out of context.” Behaviorists generally believe that students can be taught best
when the focus is directly on the content to be taught. Behavioral instruction often takes
the material out of the context in which it will be used.
Direct or “teacher centered” instruction. Lectures, tutorials, drills, demonstrations, and other
forms of teacher controlled teaching tend to dominate behavioral classrooms.

Types of behavioral theories

Behavioral theories support a number of different approaches to teaching.
Almost all of them fall under the general category of “direct” or “teacher-centered” instruction.
The approaches include tutorials, drill and practice, behavioral simulations, and programmed
instruction.
An approach that combines all these teaching strategies into one “system” is called an
“integrated learning system”.
The sections below explain several popular types of behavioral instruction. The explanations
are, however, very brief. You may want to explore the links in each section that take you to
examples of the different types of software.
The various methods that come under Behavioral approach are:
 GAMES AND SIMULATIONS
 BEHAVIOR-MODELING
 BUSINESS GAMES
 CASE STUDIES
 EQUIPMENT STIMULATORS
 IN-BASKET TECHNIQUE
 ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different
means.

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 TRAINING FOR DIFFERENT CADRES
In an industry, the training of the following cadre of employees is essential:
(A) Craftsmen.

(B) Supervisors and Foremen.

(C) Executive.

Training procedure for each cadre of employee is as under:

(A) Craftsmen Training:

Craftsmen, i.e., technician’s or artisan’s or operator’s training is now-a-day very important. This
is also called skilled worker’s training.

This is the actual manpower, who works on the machines for production. Hence apprentices will
be given instructions about the jobs, operations, quality, output and about activities of other
departments.

A person under training is called Apprentice.

To train apprentices, the following methods are in use:

1. By Experienced Workers:
In this method, new worker is put to work with the experienced worker. New worker learns from
experienced worker by watching and then copying him. Whenever necessary, experienced
worker gives him necessary instructions. This method is useful where experienced or skilled
worker requires a helper.

Limitation:
1. Skilled worker may not have skill of imparting instructions.

2. Skilled worker’s own work is likely to suffer and hence quality and output may reduce.

3. Skilled worker may not be interested to train the new worker, because he has no incentive for
that job.

2. On the Job Training:

Under this method, supervisor gives instructions to the new worker about the job to
which that worker is attached. He explains the use of machines and tools and the procedure for
the performance of the job. The new worker is then put on the job on a separate machine nearer
to some skilled worker’s machine. While working, whenever new worker feels any difficulty, he
can take the help and guidance of skilled worker.

Advantage:
This is inexpensive method.

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Disadvantages:
1. New worker is likely to pick up some of defective methods of the fellow workers.

2. Every skilled worker may not have skill in imparting instructions.

3. If his earnings are on piece wage system, he will not be interested to devote his own time.

3. Training by Supervisor:
In this method, it is the duty of supervisor to train the new workers as and when
they are sent to his department.

Advantages:
1. Supervisor can explain clearly and in a better way to the workers.

2. As the new work is allotted for his department, therefore, he will take interest in his training,
so that in future his department products should be of good quality and quantity.

3. In this system, no additional equipment for training is required.

Disadvantages:
Because supervisor has to do the work of training, therefore, his normal work is likely to suffer.

4. By Apprenticeship Method:
This system is applicable in medium size factory, where mass production carried on
with the help of large number of operations. Generally for this type of training, persons having
Matric or Industrial Training Institute certificate in the required trade are placed for 1 to 2 years’
training. For this training, special Instructors are employed to give training.

These trainees first learn about the theory and practical, and then they gradually start working on
the production machines. While working, the training is given by the special Instructors.

Thus, the trainees become skilled in a particular trade together with a general idea about the
other works.

5. By Special Schools:
This system is applicable in large industries, where mass production is carried with the
help of most modern automatic machines. Generally for this type of training, persons having
Matriculation or Industrial Training Institute certificate in the required trade are placed for 2 or 3
years’ training.

These schools are preliminary training industries, organised by the employer through which new
employees are taken before being allowed to work in actual production shops. In these schools,
machines are similar to those of actual plant but of smaller capacities. In these schools, they are
taught about different operations, tools, safety and small exercise jobs. Theoretical and practical
training is imparted simultaneously.

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The cost of such schools is high, because expensive equipment’s are required. Therefore, this is
used only by big concerns. In this type of training, theoretical as well as practical knowledge is
imparted through lecture classes, model demonstrations and actual working on the machines.

At the supervisor’s main duty is to get the things done in a proper way from the workers,
therefore, they are supposed to be expert in the trade because generally workers respect their
foreman, only when he is master of his trade.

(B) Supervisor or Foreman Training:

A foreman or supervisor has to perform a large number of duties.

A foreman of today has to do more difficult jobs due to the following reasons:
(a) As there is increase in the size of industrial units;

(b) As there is more precise factory production;

(c) As there is increase in skill and representation of workers; and

(d) As there are large number of complex government rules and regulations.

For supervisors and foreman training, basically qualified persons such as mostly diploma holders
or engineering graduates in the desired trades are taken. Mostly the duration of training may be
kept 3 months to 2 years. The trainees are required to execute bond with the management that
they will serve the company for a specified period (usually 3 to 5 years) after the completion of
training.

The qualitative requirement for the position of foreman or supervisor is as follows:

1. Technical Qualifications:
He must have required qualifications and experience to understand the plant and
equipment, the materials to be handled, and the process worked in this department.

2. Knowledge of Responsibility:
He must have an understanding of the responsibilities of supervision.

3. An aptitude of leadership:
4. Skill in imparting instructions.
5. Controlling Power:
He must be able to solve various problems which arise due to the relationship of workers.

6. Supervision and Control of Workers:

He must be able to supervise and control the worker s under him.

He should give due considerations to the following:

(a) Supervision relating to money;

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(b) Supervision relating to time; and

(c) Supervision relating to quality.

Today’s supervisor must consult his subordinates for their opinions, respect their rights and
obtain their co-operation.

In addition:
(i) He has to inform workers about company’s policies,

(ii) He has to give a face to face leadership to his workers,

(iii) He has to judge the quality and quantity of work done by workers, and

(iv) He influences worker’s attitude and affect their morale.

Therefore, the training programme of supervisors or foreman should be organised in such a way
that after due training, they can perform their task quite satisfactorily as mentioned above.

T.W.I. Scheme for Training Supervisors:

The term supervisor is used to apply to any person who is responsible for
directing the work of others from the senior executive to the operative employees.

During World War II, a large number of civilian workers who had been working for years in
civilian factories required to be employed in war factories. They required special training of
precision jobs. To supervise the trainees, the whole scheme needed a large number of supervi-
sors.

Therefore, in Britain, a scheme was introduced under the name of T.W.I. Three ‘J’ programmes
were developed to train supervisor and then multiply this effort in training workers as rapidly as
possible.

These were:
(i) Job Instruction Training (J.I.T.).

(ii) Job Relation Training (J.R.T.)

(iii) Job Method Training (J.M.T.).

Features of T.W.I. Scheme:

The main features of this programme are as under:
Under the scheme, it is stated that good supervisor must have the following five essential
qualities:
i. Knowledge of technical work;

ii. Knowledge of responsibilities, organisation, policies and regulations etc.;

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iii. Skill in imparting instructions;

iv. Skill in handling the workers;

v. Skill in improving the methods of production.

About quality:
(a) Trainee already gets sufficient knowledge in technical institutions, where he has studied.

(b) Trainee can be supplied printed literature of the firm, since it varies from one factory to
another factory.

About rest of the three qualities, he is trained in the factory under T.W.I, scheme, which
has devised the following three programmes:

i. The Job Instruction Programme.

ii. The Job Relation Programme.

iii. The Job Method Programme.

1. The Job Instruction Programme:

(a) It shows how the supervisor prepares himself to give instructions and to give them in such a
manner that these can be easily understood by learners.

(b) It shows how to breakdown a job into convenient stages for teaching purpose and how to
identify key points which are essential for quick and easy learning.

(c) It demonstrates how the directions can be clearly given to ensure understanding and observe
the necessity of repeating them.

2. The Job Relation Programme:

It deals with technique of handling men and removal of grievances etc. It is a sort of code
to be followed by supervisors, if serious human problems are not allowed to crop up. It is
difficult and most essential problem.

3. The Job Method Programme:

It includes a plan to improve the methods of production by dealing with improvements in
material, time or labour established practices and how these should be studied, watched and
implemented.

Value of supervisory training:

Training develops:
(E1) Knowledge—This in turn increase E2 and E3
(E2) Right attitude

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(E3) Skill.

Executive Training:
For this training, graduates with high intelligence are selected and generally trained
for one year. During this training for first few weeks, they are taught about organisation, leaner-
ship, factory rules and regulations and other official routine works.

In the rest of duration of training they are posted in different departments to get full knowledge
about working of the factory.

After completion of training, they are posted as Engineers or on similar posts.

During their working as engineers, a full record about their capabilities, attitude, temperament,
intelligence and leadership is maintained. This record would be helpful for future promotions.
Executives are trained by inviting them to listen regular conference of various senior executives.
These conferences are helpful to broaden the outlook of the trainee by listening discussions on
various planned lectures of senior executives. In these conferences more stress is given on
quality, stability of equipment, design of product, investigation into complaints, sales, labour
welfare, budgetary control procedure etc.

The executive trainee should be made to understand the economic objectives of the company and
his role in that. He must also have the ideal of planning and control in relation to manufacturing,
marketing distribution etc.

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 MANAGEMENT DEVELOPMENT METHODS

The more future oriented method and more concerned with education of the employees. To
become a better performer by education implies that management development activities.
Management development method is further divided into two parts:

On the job training

Formal OJT programs are quite different from informal OJT. These programs are carried out by
identifying the employees who are having superior technical knowledge and can effectively use
one-to-one interaction technique.

The procedure of formal on the job training program is:

 The participant observes a more experienced, knowledgeable, and skilled trainer
(employee)
 The method, process, and techniques are well discussed before, during and after trainer
has explained about performing the tasks
 When the trainee is prepared, the trainee starts performing on the work place
 The trainer provides continuing direction of work and feedback
 The trainee is given more and more work so that he accomplishes the job flawlessly the
development of a manager’s abilities can take place on the job.
The four techniques for on the job development are
 COACHING
 MENTORING
 JOB ROTATION
 JOB INSTRUCTION TECHNIQUE (JIT)

Off the job training:

There are many management development techniques that an employee can take in off the
job. The few popular methods are:

 SENSITIVITY TRAINING
 TRANSACTIONAL ANALYSIS
 STRAIGHT LECTURES/ LECTURES
 SIMULATION EXERCISES
Training need Assessment
A training need assessment is a set of nationally-endorsed standards,
qualifications and guidelines used to recognizes and assess the skills and knowledge people
need to perform effectively in the workplace. Training packages are developed by industry

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 through Industry Skills Councils or by enterprises to meet the training needs of an industry or
group of industries. Training packages prescribe outcomes required by the workplace, not
training or education.
A Training need assessment contains three compulsory endorsed components—
1. Competency Standards
2. Qualifications Framework and
3. Assessment Guidelines.
Competency Standards
Competency Standards are a set of benchmarks used to assess the skills and
knowledge that a person must demonstrate in the workplace to be seen as competent. These
benchmarks are packaged into combinations to form Units of Competency.

Units of Competency
Units of Competency consist of—

i) Unit Code

A Unit Code is made up of letters and numbers. Using the unit code TAADES401A as an
example, units must contain—
Training Package identifier: “TAA” refers to the Training Package in which it resides—in this
example, the Training and Assessment package.
The next three letters identify the industry field: “DES” refers to the industry field of Learning
Design. Sometimes the industry field identifier can be more generic, allowing use of the unit
across various sectors and training package e.g. “COM” often refers to Communication.
The first number is called the “AQF indicator”, which indicates the AQF qualification in
which the unit was first packaged, e.g. the “4” represents the Certificate IV in Training and
Assessment (noting however that Roman numerals must always be used in Certificate
qualification titles). AQF indicators are indicative only and not prescriptive. As such it is
common to see units with various AQF indicators packaged into a qualification. A unit with an
AQF indicator of 3 should not be considered a “level 3 unit”, as units do not have levels. A
unit of competency describes the skills and knowledge required to undertake the job function
described. As such, assessment of a unit should not vary depending on the level of
qualification in which it is packaged. Assessments must be established to determine whether a
learner/worker is competent in the function.
The next two numbers (11) are call the sequence identifier and identify where the unit is in the
sequence of units, e.g. 01 is the 1st unit in the Learning Design sequence of units in the TAA
training package.
The last letter in the code is the version identifier: “A” shows it is the first version of the unit
describing a competency outcome. Should the training package be updated and the
competency outcome of the unit not change, the unit will be recoded as “B” (Note: When
NTIS functionality permits, newly allocated codes will not include this—see Transitional note
under “Coding maintenance”).

ii)Unit Title

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 The Unit Title is a brief statement of the outcome of the Unit of Competency for example
“Maintain workplace safety”.

iv)Unit Descriptor

The Unit Descriptor broadly communicates the intent of the Unit of Competency and the skill
area it addresses.

v)Pre-requisite units

These are units that should be completed before commencing the unit.

vi)Unit application Statement

This component describes the unit’s application within the work place. It indicates the
environments in which the skills and knowledge may be applied and sets out the parameters of
the unit, its potential audience and its relationship to other units in the Training Package.

vii)Elements

This describes the activities that make up the broader function or job.

viii)Performance criteria

This further specifies what is to be assessed and the required level of performance of the
activities.

ix)Required skills and knowledge

This details the requirements of pre-existing skills or knowledge i.e. language and literacy or
specific industry knowledge.

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 EMPLOYEE PERFORMANCE APPRAISAL

An employee performance appraisal, employee appraisal, performance review, or (career)

development discussion is a method by which the job performance of an employee is evaluated
(generally in terms of quality, quantity, cost, and time) typically by the corresponding
manager or supervisor. A performance appraisal is a part of guiding and managing career
development. It is the process of obtaining, analyzing, and recording information about the
relative worth of an employee to the organization. Performance appraisal is an analysis of an
employee’s recent successes and failures, personal strengths and weaknesses, and suitability
for promotion or further training. It is also the judgment of an employee’s performance in a job
based on considerations other than productivity alone.

Why Employee Performance:

Generally, the needs of a performance appraisal are to:
 Give employees feedback on performance
 Identify employee training needs
 Document criteria used to allocate organizational rewards
 Form a basis for personnel decisions salary increases, promotions, disciplinary actions,
bonuses, etc.
 Provide the opportunity for organizational diagnosis and development
 Facilitate communication between employee and administration
 Validate selection techniques and human resource policies to meet federal Equal
Employment Opportunity
 To improve performance through counseling, coaching and development.

Measuring of Employee Performance:

A common approach to assessing performance is to use a numerical
or scalar rating system whereby managers are asked to score an individual against a number
of objectives/attributes. In some companies, employees receive assessments from
their manager, peers, subordinates, and customers, while also performing a self assessment.
This is known as a 360-degree appraisal and forms good communication patterns.
The most popular methods used in the performance appraisal process include the following:
 Management by objectives
 360-degree appraisal
 Behavioral observation scale
 Behaviorally anchored rating scales
Trait-based systems, which rely on factors such as integrity and conscientiousness, are also
commonly used by businesses. The scientific literature on the subject provides evidence that
assessing employees on factors such as these should be avoided. The reasons for this are two-
fold:

1) Because trait-based systems are by definition based on personality traits, they make it
difficult for a manager to provide feedback that can cause positive change in employee

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performance. This is caused by the fact that personality dimensions are for the most part static,
and while an employee can change a specific behavior they cannot change their personality.
For example, a person who lacks integrity may stop lying to a manager because they have been
caught, but they still have low integrity and are likely to lie again when the threat of being
caught is gone.

2) Trait-based systems, because they are vague, are more easily influenced by office politics,
causing them to be less reliable as a source of information on an employee’s true performance.
The vagueness of these instruments allows managers to fill them out based on who they want
to/feel should get a raise, rather than basing scores on specific behaviors employees
should/should not be engaging in. These systems are also more likely to leave a company open
to discrimination claims because a manager can make biased decisions without having to back
them up with specific behavioral information.

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 RELATIONSHIP BETWEEN TRAINING & DEVELOPMENT
AND EMPLOYEE PERFORMANCE
Training & Development:
The formal or traditional approach, to employee training often includes
a member of management sending a memo to each associate. The informal, and often more
appealing approach to a visual learner, is to send a one-page information sheet to staff. This
information sheet, called a training alert, should be informative and presented in a non-
threatening manner. Therefore, if the policy or procedure changes the informal approach
would better prepare the department to receive this presentation

Employee Performance
Performance appraisals are an instrument for social control. They are
annual discussions, avoided more often than held, in which one adult identifies for another
adult three improvement areas to work on over the next twelve months. You can soften them
all you want, call them development discussions, have them on a regular basis, have the
subordinate identify the improvement areas instead of the boss, and discuss values. None of
this changes the basic transaction… If the intent of the appraisal is learning, it is not going to
happen when the context of the dialogue is evaluation and judgment.
Actually this two are related with each other. Training & development enhanced the
performance of the employee and employee performance appraisal evaluated the performance
level.

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 RECOMMENDATION

 The training & development program can be made effective & successful if the following
hints are considered:
 Top management support & active involvement is essential to make training &
development program successful.
 Outlining specific training & development objective on the basic of the type of
performance needed to achieve organizational goal.
 Making attempts to determining it the trainee has the intelligence & skills & movement to
successfully complete the training & development programs.
 Increase employee interest in training by making him/her award of the personal benefits
of training that he /she can attend through better performance.
 Planning training & development program an such a way so that it is related to the
trainees previous experience & background.
 Making attempt in order to create organizational condition that are conductive to a good
learning environment
 Selecting a combination of methods to permit in the training.
 Rewarding the trainee for better performance.
 Ensuring active participation of the trainee in the training program.

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 CONCLUSION

Training & development is a dynamic process where continues adjustment are necessary to
make it relevant & useful. In this context the establishment ministry maintains a policy to
design, develop organize & import training to meet the expectation & need of the employees.
Field administrator has close relation with training because of its constant need & wide
application. To meet the day to day work performance & to face the field realities Training &
development has a greed impact & role to play. In time of national disasters like drought,
floods industries accidents the field officials have to face a very hard reality where they need
official type of training. Without proper training internal office management & external field
work would not have been possible to complete in right manner.

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