TYPES OF TRAINING (also sometimes referred as Techniques)

Training can be classified into many types, depending upon several bases. On the
basis of purpose, several types of training programmes, which are not mutually
exclusive, are offered to the employees. They invariably overlap and employ many
common techniques. Some of the important types of training programmes are as
follows:

 Orientation or Induction Training

 Job Training
 Apprenticeship
 Internship
 Refresher Training
 Training for Promotion

1. Orientation or Induction Training

Induction relates to introducing or orienting a new employee to the organization.

When a new employee joins any organization, he needs to be acquainted with its
procedures, rules and regulations. He must be helped to familiarize himself with the
work environment and with his fellow employees. It is better to give him a friendly
welcome when he joins the organization, get him introduced to the organization and
help him to get a general idea about the rules and regulations, working conditions,
etc. of the organization. Employee orientation or induction training basically deals
with the introduction of the organization to the newly employed person. The purpose
is to give a „bird‟s eye view‟ of the organization where he has to work. It is a very
short and informative type of training given immediately after recruitment. It creates a
feeling of involvement in the minds of newly appointed employees.

2. Job Training

When an employee joins an organization, he undergoes job training, which relates to

the specific job, which the worker has to perform. It gives information about
machines, process of production, instructions to be followed, methods to be used
and so on. It develops skills and confidence among the workers and enables them to
perform the job efficiently. Job training is the most common form of the formal in-
plant training programmes. It is necessary for the new employees to acquaint them
with the jobs they are expected to perform. It helps in creating interest of the
employees in their jobs

3. Apprenticeship Training

Apprenticeship training programmes are more inclined towards education than

merely on the vocational training. Under this, both knowledge and skills in doing a
job or a series of related jobs are involved. The usual apprenticeship programmes
combine on the job training and experience with classroom instructions in particular
subjects. The trainees receive wages while learning and they acquire valuable
skills, which command a high wage in the labour market. Apprenticeship training is
desirable in industries, which require a constant flow of new employees expected to
become all round craftsmen. It is very much prevalent in printing trades, building and
construction, and crafts like mechanics electricians, welders, etc.

4. Internship Training

Under this method of training, the educational or vocational institute enters into an
arrangement with an industrial enterprise, or any organization which can utilize their
knowledge, for providing practical knowledge to its students. Internship training is
usually meant for such vocations where advanced theoretical knowledge has to be
backed up by practical experience on the job. The period of such training varies from
six months to two years. The trainees do not belong to the business enterprises, but
they come from the vocational or professional institutions. It is quite usual that the
enterprises giving them training absorb them by offering suitable jobs after
completion of their trainings.

5. Refresher Training

As the name implies, the refresher training is meant for the old employees of the
enterprise. It is also called retraining. The basic purpose of refresher training is to
acquaint the existing workforce with the latest methods of performing their jobs and
to improve their efficiency further. While explaining this, Dale Yoder has rightly
remarked, “Retraining programmes are designed to avoid personnel obsolescence”.
The skills with the existing employees become obsolete because of technological
changes and because of the tendency of human beings to forget.

6. Training for Promotion

The talented employees may be given adequate training to make them eligible for
promotion to higher jobs in the organization. Promotion of an employee means a
significant change in his responsibilities and duties. Therefore, it is essential that he
be provided sufficient training to learn new skills to perform his new duties efficiently.
The purpose of training for promotion is to develop the existing employees to make
them fit for undertaking higher job responsibilities. This serves as a motivating force
to the employees.
METHODS OF TRAINING
Different training methods are suitable for different categories of people in the
organization. There can be several categories of personnel in an organization, e.g.
managerial and non-managerial, technical, administrative, skilled, unskilled, senior,
junior etc. Each organization has to choose the methods and techniques of training
which are relevant for its training needs. Various methods of training may be
classified into the following categories:

 On the Job
 Off the Job
 Vestibule Training (classroom)

On-The-Job Training
On-the-job training is considered to be the most effective method of training the
operative personnel. Under this method, the worker is given training at the work
place by his immediate supervisor. In other words, the worker learns in the actual
work environment. It is based on the principle of „learning by doing‟. On-the-job
training is suitable for imparting skills that can be learnt in a relatively short period of
time, It has the chief advantage of strongly motivating the trainee to learn. It is not
located in an artificial situation. It permits the trainee to learn on the equipment and
in the work-environment. On-the-job training methods are relatively cheaper and less
time consuming. Another important factor about on-the-job training is that
supervisors play an important part in training the subordinates.

There are four methods of on-the-job training explained below:

(i) Coaching.

Under this method, the supervisor imparts job knowledge and skills to his
subordinate. The emphasis in coaching or instructing the subordinate is on learning
by doing. This method is very effective if the superior has sufficient time to provide
coaching to his subordinates.

(ii) Understudy.

The superior gives training to a subordinate as his understudy or assistant. The

subordinate learns through experience and observation. It prepares the subordinate
to assume the responsibilities of the superior‟s job in case the superior leaves the
organization. The subordinate chosen for under-study is designated as the heir-
apparent and his future depends upon what happens to his boss. The purpose of
under study is to prepare someone to fill the vacancy caused by death, retirement,
promotion, or transfer of the superior.

(iii) Position Rotation.

The purpose of Position rotation is to broaden the background of the trainee in

various positions. The trainee is periodically rotated from job to job instead of sticking
to one job so that he acquires a general background of different jobs. However,
rotation of an employee from one job to another should not be done frequently. He
should be allowed to stay on a job for a sufficient period so that he may acquire the
full knowledge of the job.

Job rotation is used by many organizations to develop all-round workers. The

employees learn new skills and gain experience in handling different kinds of jobs.
They also come to know the interrelationship between different jobs. Job rotation is
also used to place workers on the right jobs and prepare them to handle other jobs in
case of need.

For the executive, job rotation takes on different perspectives. The executive is
usually not simply going to another department. For managers being developed for
executive roles, rotation to different functions in the company is regular carried out.
This approach allows the manger to operate in diverse roles and understand the
different issues that crop up. If someone is to be a corporate leader, they must have
this type of training.

Benefits of Job Rotation

Some of the major benefits of job rotation are:

➢ It provides the employees with opportunities to broaden the horizon of
knowledge, skills, and abilities by working in different departments, business
units, functions, and countries
➢ Identification of Knowledge, skills, and attitudes (KSAs) required
➢ It determines the areas where improvement is required
➢ Assessment of the employees who have the potential and caliber for filling the
position

(iv) Mentoring

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the
organization goes to achieve its vision and mission to the junior employee.

The meetings are not as structured and regular than in coaching. Executive
mentoring is generally done by someone inside the company. The executive can
learn a lot from mentoring. By dealing with diverse mentee‟s, the executive is given
the chance to grow professionally by developing management skills and learning
how to work with people with diverse background, culture, and language and
personality types.

Executives also have mentors. In cases where the executive is new to the
organization, a senior executive could be assigned as a mentor to assist the new
executive settled into his role. Mentoring is one of the important methods for
preparing them to be future executives. This method allows the mentor to determine
what is required to improve mentee‟s performance. Once the mentor identifies the
problem, weakness, and the area that needs to be worked upon, the mentor can
advise relevant training. The mentor can also provide opportunities to work on
special processes and projects that require use of proficiency.

Some key Points on Mentoring

➢ Mentoring focus on attitude development

➢ Conducted for management-level employees
➢ Mentoring is done by someone inside the company
➢ It is one-to-one interaction
➢ It helps in identifying weaknesses and focus on the area that needs
improvement

Importance of On-the-job training

On-the-job training techniques are most appropriate for teaching knowledge and
skills that can be learnt in a relatively short time and where only one or a few
employees are to be trained at the same time for the same job. But the success of
the training depends almost entirely on the trainer. If he understands training
principles and methods and if he takes an interest in proper training of new
employees, chances are that it will be done properly.

On-the-job training is the most effective method of training the employees because it
is in complete accord with the three basic laws of learning:

1. The law of readiness: When a person is confronted with a job which he is

potentially able to do and is interested in learning how to do a job in order to hold it;
the law of readiness is definitely satisfied. Such a situation presents a good incentive
for learning.

2. The law of exercise: The second law of learning is that of exercise and it is
satisfied when a person is trained on the job. He has the chance to immediately
apply what he has been trained to understand and to do.

3. The law of effect: The law of effect is likewise satisfied through on-the-job
training. If the training is good and new employee is intelligently dealt with by his
supervisor, he will get satisfaction out of his work and feel secured in the job. He will
be better satisfied than he would have been if he had been left to learn by trial and
error method.

The disadvantage of using OJT is that there is a tendency to fit OJT in when it is
convenient for office routine rather than at the optimum time for learning. Also, too
much training can be delivered in one session leading to „information overload‟ and
trainee fatigue. If immediate practice is not accompanied by feedback the trainee can
feel abandoned after the initial experience.

Vestibule Training
Vestibule means a cabin and the term „vestibule training‟ are used to designate
training in a cabin (or a classroom) for semi-skilled jobs. It is more suitable where a
large number of employees have to be trained at the same time for the same kind of
work. Where this method is used, there should be well-qualified instructors in charge
of training programme. Here the emphasis tends to be on learning rather than
production. It is frequently used to train clerks, machine operators, typists, etc.

Vestibule training is adapted to the same general type of training problem that is
faced by on-the-job training. An attempt is made to create working conditions, which
are similar to the actual workshop conditions. The learning conditions are also
carefully controlled. Vestibule training is particularly suitable where it is not
advisable to put the burden of training on line supervisors and where a special
coaching is required. Their activities do not interfere with the regular processes of
production. Moreover, trainees get an opportunity to become accustomed to work
routine and recover from their initial nervousness before going on to actual jobs.
Vestibule training has certain demerits also. The artificial training atmosphere may
create the adjustment problem for the trainees when they return to the place of job.
Vestibule training is relatively expensive because there is duplication of materials,
equipment and conditions found in a real workplace.

Off-The-Job Training
The biggest merit of on-the-job training methods is that they do not require the
worker to be absent from his work place. There is no disruption in the normal
activities. However, when the training is specialized, or needs the use of
sophisticated equipment, or needs a specialist trainer, it might not be feasible to
provide the training while on job. For such situations, off-the-job training methods are
used by the organizations.

Off-the-job training methods require the worker to undergo training for a specific
period away from the work-place. These methods are concerned with both
knowledge and skills in doing certain jobs. The workers are free of tension of work
while they are learning. There are several off-the-job methods of training and
development as described below:

(i) Special Lecture cum Discussion.

Training through special lectures is also known as „classroom training‟. It is more

associated with imparting knowledge than with skills. Some executives of the
organization or specialists from vocational and professional institutes may deliver the
special lectures. Many firms also follow the practice of inviting experts for special
lectures for the staff on matters like health, safety, productivity, quality, etc. There
are certain aspects of nearly all jobs that can be learnt better in the classroom than
on the job. Orientation about organization and safety training can be accomplished
more effectively in the classroom. The standard instructional method suitable for
operative employees is a „formal lecture‟ by in instructor to the trainees. The lecturer
possesses a considerable depth of knowledge of the subject at hand. He seeks to
communicate his thoughts in such a manner as to interest the class and cause the
trainees to retain what he has said. The trainees generally take notes as an aid to
learning. The lecture method can be used for providing instructions to large groups.
Thus, the cost per trainee is low. However, it has certain limitations also. The
learners may be passive. It violates the principle of learning by doing and constitutes
one-way communication. But if the learners are permitted to ask questions, they will
provide feedback to the instructor. Lectures can easily be combined with other
techniques. Thus, a teacher may conduct a class by the combined lecture-cum-
discussion method. He may lecture only to add new information that the group does
not possess. Formal reading assignment may be given, demonstration may be
presented and video films may be shown along with the lecture.

(ii) Conference / Seminar Training (also webinar)

In practice, conference implies sharing some information with an audience of a large

number of people. It is conducted in a big hall where the participants are allowed w
exchange their views and raise queries. The proceedings of the conference are
conducted by the chairman who is also responsible for summing up the proceedings
of the conference. These days video conferencing is also gaining popularity under
which people can participate in the conference through link via satellite.

A conference is a group meeting conducted according to an organized plan in which

the members seek to develop knowledge and understanding by oral participation. It
is an effective training device for persons in the positions of both conference member
and conference leader. As a member, a person can learn from others by comparing
his opinion with those of others. He learns to respect the viewpoints of others and
also realizes that there is more than one workable approach to any problem.
Seminars are also used for bringing various people to a platform where they discuss
various issues relating to work. This helps them in understanding others‟ viewpoints,
making them understand and seeking solutions to the problems, which they might
not be able to solve themselves. Seminars offer brainstorming platforms where more
than one brains work on solving work-related problems. Seminars can include
lecturing by external experts as well. Seminars can be within the organization or the
trainees can be nominated to participate in those being organized by other
institutions.

(iii) Case Study.

The case method is a means of simulating experience in the classroom. Under this
method, the trainees are given a problem or case which is more or less related to the
concepts and principles already taught. They analyse the problem and suggest
solutions which are discussed in the class. The instructor helps them reach a
common solution to the problem. This method gives the trainee an opportunity to
apply his knowledge to the solution of realistic problems. Cases may be used in
either of the two ways.

Firstly, they can be used subsequent to the expansion of formal theory under which
the trainees apply their knowledge of theory to specific situations.

Secondly, the trainees may be assigned the cases for written analysis and oral
discussion in the class without any prior explanation of pertinent concepts and
theory.
The case study places heavy demands upon the trainees and requires that they
should have a good deal of maturity in the subject-matter concerned. The
comprehension of cases can also vary. The trainer has to put forward the underlying
idea of the case so that it is understood in a proper perspective.

(iv) Role Playing

In this technique, the trainees are made to experience what others feel of a particular
situation. They understand the viewpoint of others and come to know of constrains
within which others are working. Such an interaction and understanding helps in
reducing the dysfunctional conflicts within the organizations. Many times, various
departments of the organizations disagree because they do not understand each
others‟ viewpoint. Role playing is an effective training technique to bridge the
differences between them. Besides, this, it is an effective method to prepare the
trainees to face the situations that they are likely to face while discharging their
duties. For example, the sales staff is often asked to play the role of the customers to
understand how they might behave in a given situation. They become trained
enough to face the likely situations. Role-playing is a very flexible training method. It
may be elaborately pre-planned, with each task specified. Usually, a discussion is
done at the end to sum up the situation after role-playing. This planning helps in time
management otherwise the exercise can go uncontrolled.

(v) Behavioural Simulation Games

These focus primarily on the process of inter-personal relations, on how decisions

are made, and with what consequences, rather than on the substance of the
decisions. Sometimes, structured exercises are used to connote all types of
simulations, but there exists a distinction between a game and an exercise. Games
have set rules and have predictable results. Often, their design is hidden in order to
highlight a behavioural process and to dramatize its effects. The repetition of the
game becomes meaningless once the trainees learn the secret of the game. On the
other hand, exercises simulate a process that can be repeated until learning is
assured. They provide scope for improvisation, adaptation, and redesigning
according to the personal and situational needs.

(vi) In-basket Exercises

These are more elaborate simulation exercises in which a complex organization is

created in the form of an office environment. The trainees work in an office setting
with their in-basket full of interdepartmental memos, letters, reports, forecasts and
other data on their desks, as one receives in an office. The normal phone calls,
emails and face to face meetings also keep on happening to give a real office-like
environment. Such a simulation of the office in-basket familiarizes the trainees with
the role that they are expected to play. They also get acquainted with the nature of
communication that they have to perform in the work settings. Critical incidents are
also included in the in-basket to familiarize to the trainees. While this is one of the
most real-life experiences, the trainees might get carried away with the enactment of
the scene and might not achieve the desired goal, i.e. learning.

(vii) Laboratory training

Laboratory training provides the participants with an extensive experience of how

various groups and individuals interact in group situations. Laboratory is a controlled
environment for training where the external factors are not allowed to interfere with
the training process. The biggest advantage of laboratory training is its effectiveness
and the limitation is that controlled conditions might not provide a real-life enactment
of the situations.

(viii)Presentation

The presentation of extension talks and the skill teaching plans by the participants
forms one of the important techniques adopted in all the courses. These
presentations may either be an individual or a group activity. The extension talks
delivered by the participants would invariably be supported by some kinds of visual
aids which they would prepare by themselves in consultation with the faculty
members. The participants are requested to present their talk plans and skill plans,
after proper planning & practice/rehearsal.

(ix) Demonstration

The demonstration step gives trainees the opportunity to see and hear the details
related to the skill being taught. Those details include the necessary background
knowledge, the steps or procedure, the nomenclature, and the safety precautions.
The repetition step helps the average and slow learners and gives the trainees an
additional opportunity to see and hear the skill being taught. The performance step
gives all trainees the opportunity to become proficient. In short, this method is
recommended because it leaves nothing to chance.

This method is a visual display of how something works or how to do something. As

an example, trainer shows the trainees how to perform or how to do the tasks of the
job. In order to be more effective, demonstration method should be should be
accompanied by the discussion or lecture method
To carry out an effective demonstration, a trainer first prepares the lesson plan by
breaking the task to be performed into smaller modules, easily learned parts. Then,
the trainer sequentially organizes those modules and prepares an explanation for
why that part is required.

(x) Field Trips

Field Trips or tours may or may not be participative learning experiences. The trip
motivates and instills the learning process. The team is given a questionnaire and
asked to find the answers on the field trip. These field trips tend to be more
interesting and informative than a classroom environment

(xi) Simulation

Simulation is training techniques that attempt to bring realistic decision making

situations to the trainee. Likely problems and alternative solutions are presented for
discussion. The adage there is no better trainer than experience is exemplified with
this type of training. Experienced employees can describe real world experiences,
and can help in and learn from developing the solutions to these simulations. This
method is cost effective and is used in marketing and management training.

(xii) Games

T & D specialties feel that the gamed simulations increase the energy and
commitment of the participants. When people participate in games, may behaviors
manifest themselves.

Some of these behaviors may be defined as contributive to or counterproductive to

group goals. Thus games are sometimes used in organization development
programs as both diagnostic and training tools.

Games can be used to develop specific skills also.

(xiii) Fishbowl

A useful way to study group processes is the fishbowl method. It is carried out with
two teams. Team A is assigned a topic which is to say, for 30 minutes. The task is
unstructured and the team can elect a leader or it can cover the topic in a free
discussion. Team B seated around team A and observes the process. Its members
are not free to interrupt the discussion, but when it is finished they are given about
15 minutes in which to criticize and comment on Team A‟s performance in process
terms only. Team A does not have the right to reply or even to comment on any
criticisms at this stage.

The roles of the two teams are then reversed, team B being given the topic to
discuss and Team a taking up positions around team B as observers. After Team A
has given its judgment, the two teams come together in a full group session and
notes are exchanged on the processes which were observed in the two parts of the
exercise.

(xiv) Computer-Based Training

CBT- adds a valuable dimension in speeding up decision-making and also

compressing the training time-scale. As the cost of computer hardware has gone up,
micro-technology promotes its use in the training area. Time-sharing requires a link-
up of the terminal to a remote computer by telephone line. The micro-computer can
be accommodated in a limited office space and the complete system is under the
user‟s control. Computers are used for the teaching and training program

(xv) Brainstorming

It is a sort of problem solving situation. It is used to teach learners to suspend

judgment until a maximum number of ideas have been generated. It is also used to
train people to listen positively to the ideas of others, refraining from negative
comments.

Brainstorming requires people of a group to think of ideas and express them after
suspending everything else for a while.
Training Need Assessment
Performance is completion of a task with application of knowledge, skills and
abilities.

‘The idea that training can solve all productivity problems can lead an organization to
failure.’

Many organizations share a common assumption that if an employee isn‟t doing

something “right,” then he or she needs more training. This assumption, and others
that immediately look to training as the go-to solution, may sound like job security to
learning professional or an easy solution to upper leadership.

However, the idea that training can solve any and all behavioral or productivity
problems can lead an organization to failure, which may result in a loss of support for
training programs altogether.

If it‟s not a training issue, then training won‟t solve the performance problem, no
matter how stellar the training solution is.

Training Need Analysis Performance Need Analysis

A *Training Need Analysis* is the A *Performance Need Analysis* is the

process of identifying the gap between process of identifying the gap
employee skill/knowledge and between desired performance and actual
skill/knowledge necessary to successfully performance.
perform the job functions.

The scope of the training needs analysis A Performance Need Analysis is a much
is limited compared to the broader analysis as it identifies
scope of a performance needs analysis. several possible performance issues
including lack of motivation, lack
of resources, lack of knowledge, or
A training needs analysis is a process ineffective processes.
designed to determine what
knowledge or skill(s) is lacking. It Performance need analysis is a
establishes the difference between much more comprehensive method that
the employee‟s current level of skill or also addresses motivation,
knowledge and the desired level resources, and processes
of skill and knowledge. It also addresses
what is needed to attain the
desired level of skill or knowledge. Performance Needs Analysis is a
process that systemically identifies and
addresses performance issues and
opportunities by examining the
performance gap, root cause, and
possible interventions
Training needs analysis is a systematic process of understanding training
requirements. It is conducted at three stages - at the level of organization,
individual/human resource and the job/task, each of which is called as the
organizational, individual/human resource and job/task analysis.

Once these analyses are over, the results are collated to arrive upon the objectives
of the training program.

Another view of the training need is that, it is the discrepancy between „what is‟ and
„what should be‟.

Definitions:

According to Allison Rossett, “training need assessment is the systematic effort that
we make to gather opinions and ideas from a variety of sources on performance
problems or new systems and technologies”

According to T. Deb, “identification of training needs is the method of determining if a

training need exists and if it does, what training is required to fill the gap”.

Smith, Etiling and Diamond (1991) defined the need assessment as “the systematic
identification of the needs and problems of a specific target group”.

Levels and Components of Needs Assessment

The needs analysis / assessment is carried out at three levels - organizational,

Individual and Job. We now take up each one of them in detail.

Organizational Analysis
The organizational analysis is aimed at short listing the focus areas for training within
the organization and the factors that may affect the same. Organizational mission,
vision, goals, people inventories, processes, performance data are all studied. The
study gives cues about the kind of learning environment required for the training.

Organizational analysis is basically a systematic study of an organization‟s

objectives, resources, resource allocation and utilization, growth potential and its
environment. Its purpose is to determine where training emphasis should be placed
in the organization for increasing organizational effectiveness. Organizational
analysis involves the following elements:

(a) Analysis of Objectives.

The long-term and short-term objectives and their relative priorities should be
properly analyzed. Specific goals for various departments should be stated
which will serve as means for achieving the overall organizational objectives.
The management would have to examine what are the specific training inputs
that would contribute towards the achievements of these objectives.
 (b) Resource Utilization Analysis.
The allocation of human and physical resources and their efficient utilization in
meeting the operational targets should be analyzed. In order to examine the
need for training, it should be found out whether adequate number of
personnel are available to ensure the fulfillment of the goals or not. Also, it is
important to know whether the personnel performance is upto the required
standards.

(c) Climate Analysis.

An organization‟s climate reflects the attitudes of its members with regards to
trust, loyalty, openness, commitment to organizational goals. Analysis of an
organization‟s climate determines whether the environment, when analyzed in
different departments is conducive to the fulfillment of their goals. This will
help in knowing areas where training is needed to improve the climate of the
organization.

 What are the mission and goals of the organization in regards to employee
development?
 What support will the senior management and managers give toward training?
Is the organization supportive and on-board with this process?
 Are there adequate resources (financial and personnel)?

Job/Task Analysis

The job analysis of the needs assessment survey aims at understanding the „what‟ of
the training development stage. The kind of intervention needed is what is decided
upon in the job analysis. It is an objective assessment of the job wherein both the
worker oriented - approach as well as the task - oriented approach is taken into
consideration. The worker approach identifies key behaviours and ASK for a certain
job and the task - oriented approach identifies the activities to be performed in a
certain job. The former is useful in deciding the intervention and the latter in content
development and program evaluation.

It is a systematic analysis of jobs to identify job contents, knowledge, skills and

aptitudes required to perform the job. Particular attention should be paid to the tasks
to be performed, the methods to be used, the way employees learn these methods
and the performance standards required of employees. Questionnaires, interviews,
personnel records, observation and other methods can be used to collect information
about jobs in the organization.

In task analysis, the main focus is on the job or task. Task analysis requires the
study of various types of skills and training required to perform to the job effectively.
  What tasks are performed?
 How frequently are they performed?
 How important is each task?
 What knowledge is needed to perform the task?
 How difficult is each task?
 What kinds of training are available?

Individual/Human Resource Analysis

As evident from the name itself, the individual analysis is concerned with who in the
organization needs the training and in which particular area. Here performance is
taken out from the performance appraisal data and the same is compared with the
expected level or standard of performance. The individual analysis is also conducted
through questionnaires, 360 feedback, personal interviews etc. Likewise, many
organization use competency ratings to rate their managers; these ratings may come
from their subordinates, customers, peers, bosses etc. Apart from the above
mentioned organizations also make use of attitude surveys, critical Incidents and
Assessment surveys to understand training needs.

The quality of manpower required by the organization has to be carefully analysed. It

has to be done in the light of both internal and external environment of the
organization. The economic, social, technological and political environment of the
organization should be properly scanned to determine the quality of human
resources desired.

To achieve these quality standards, specific training needs should be determined on

the following lines :

(a) specific areas where individuals need training,

(b) the capability of present workforce to learn new skills and behaviours,
(c) the time frame within which training must be imparted, and
(d) job designing and redesigning, introduction of new work methods and
technology.