HUMAN RESOURCE DEVELOPMENT
ORGANIZING TRAINING PROGRAMS
XAVIER INSTITUTE OF SOCIAL SERVICE
Submitted by: Submitted to:
Group IV Prof. Sajeet Lakra
Members Roll No.
1. Premlata Tuti 04
2. Namrata Makhija 13
2. Vijaya Chatterjee 26
3. Rose Manisha Hemrom 36
3. Chetna Kumari 50
4. Namrata Sharon Rao 64
7 Priyanka Priya S5
Success of a project depends on the endeavor put behind it.
Encouragement and patronization perfect an endeavor.
We take this opportunity to express our heartfelt gratitude to our
faculty Prof. Sajeet Lakra, for providing us with the opportunity
of preparing the study material for the fourth chapter “Organizing
Training Programs” of the HRD curriculum and give presentation in
the class. The group’s involvement and team work helped us
understand the chapter in a lucid manner. The group’s
cohesiveness and team work helped us to make this task a success.
We thank all the team members and also all our colleagues for their
S.No. Topics Pg. No.
1. Introduction to Training…………………... 05
2. Important items that the organizer should 06
3. Steps in Organizing Training ………......... 07
4. Assumptions for attaining Training Objectives... 08
5. Management Trainee Scheme………………….. 09-15
6. Management Development Program………….... 16-20
7. Supervisory Training Program….……………… 20-22
8. Workers Education and Training………………. 22-25
9. Conclusion……………………………………. 26
10. Bibliography……………………………………. 27
The term training refers to the acquisition of knowledge, skills, and
competencies as a result of the teaching of vocational or practical skills and
knowledge that relate to specific useful competencies.
Definition: Organized activity aimed at imparting information and/or
instructions to improve the recipients performance or to help him or her
attain a required level of knowledge or skill.
OBJECTIVES OF TRAINING:
Some of the objectives of training are:
1. To impart to new entrants the basic knowledge and skill they need for
an intelligent performance of definite tasks.
2. To assist employees to function more effectively in their present
position by exposing them to the latest concepts, information and
techniques and developing the skills they will need in their particular
3. To build up a second line of competent officers and prepare them to
occupy more responsible positions.
The main areas in which training operate are knowledge, skills, attitudes,
techniques and experience.
Principles of Organizing Training Programs (National
Industrial Conference Board)
Purpose: to meet Organizational objectives, by providing opportunities
for employees at all organizational levels to acquire the requisite
knowledge, skills and attitude
The first step in training is to determine needs and objectives
The objectives and scope of a training program should be defined
before its development is begun in order to provide a basis for
common agreement and co-operation
The techniques and processes of a training program should be related
directly to the needs and objectives of the organizations
The function of training personnel is to assist line management in
determination of training needs and in the development,
administration, conduct and follow up of training plans
To be effective, training must use the tested principles of learning to
make it most effective to the trainees.
Important items that the organizer should consider
• Provision of information to participants and resource persons (before,
during, and following the training session)
• Logistical aspects of course preparation and implementation:
Travel arrangements and transportation
Meals and breaks
Training rooms and infrastructure available
Per diem (Daily Subsistence Allowance)
Equipment, materials and supplies
Certificates (Template provided upon request)
Steps in Organizing Training
Identifies needed functions and activities
Structure of the Training Department
(grouping of activities)
Duties, Functions & Authority
(of each sub element)
Job Descriptions & Organizations and Functions Manual
(of all jobs)
1. Training and development programs must be analyzed and identify
the functions and activities that must be performed if the programs
are to be operated and the objectives attained. Therefore requirements
for managing and supervising requirements , forecasting them,
developing and operating training systems, evaluating them, support
to instruction and marketing training packages and services must be
2. In the next step required functions are placed in logical groupings
under a manager or supervisor.
3. Duties and authorities are then assigned to each functional grouping.
4. The succeeding steps involve the development of a written job
description of every position and also the functions manual. The
purpose basically here is to clarify the relationship between and
among training and training support elements.
5. The final step that closes the loop is the periodic organizational
surveys that are made to keep the structure consistent with the
Assumptions for attaining Training Objectives.
1. The first assumption is that the training department must be able to
deal effectively with the environment in which it operates. To do so it
(i) The capacity to identify, evaluate and interpret both internal
and external environmental conditions.
(ii) The flexibility to adjust to changing conditions and
(iii) The capability to perform the tasks required by training and
In order to achieve these conditions, efficient
communication, receptivity to change, innovative ability, top-
notch leadership and built in feedback mechanisms should
2. The second assumption is that changes in the structure of training
and development must aim at improved performance. In other words,
it must be designed in terms of successful accomplishments of the
purposes and the objectives of training. Decisions considering endless
number of possibilities and the alternatives must be based on the
prospect for improved performance.
3. The last assumption is that a sound organization structure is no
guarantee that the training organization will function properly.
Therefore, elements of training organization may develop values and
standards not necessarily related to training department affiliation.
Management Trainee Scheme
In every industry there is a need for managerial staff. From first-line
supervisors to top executives, managers plan and direct the work of the
organization, set policy, establish channels of communication, and evaluate the
work that is done. These functions require knowledge, skills, and judgment
that are most effectively developed on the job.
To prepare individuals for management responsibilities, many companies
use MANAGEMENT TRAINEE positions. These positions are most often
found in finance, trade, manufacturing, and in government agencies.
Depending on the business, the position may also be referred to as
marketing trainee, purchasing trainee, accounting trainee, or management
intern. Whatever the title, the purpose of the position is the same: to qualify
individuals for management functions within the organization.
Specific duties of a Management Trainee vary widely according to the nature
of the industry and the individual firm employing the trainee. Very often, a
trainee's assignments are rotated among the various departments in order to
develop familiarity with the whole organization and its functions. Trainees
may also get classroom instruction in subjects related to their rotational
experience. Instruction may include lectures, guest speakers, projects, oral
presentations, and tests.
A Management Trainee hired by a department store may spend several
months working as a clerk in one or more of the sales departments, followed
by additional time working in customer services, purchasing,
merchandising, and personnel departments, for example. In a bank, the
trainee may work briefly as a teller, handle new accounts, and then work at
one of the loan desks before moving on to other assignments.
Many firms have formal written training programs which lay out the
instruction and types of assignments the trainee will receive. They also
specify times for periodic evaluation of the trainee's performance.
Management traineeships may range in length from six months to five years.
A Management Trainee should be prepared to work in a variety of situations.
Depending on the industry, the setting may be a large office with many
people, a workshop, or a department in a retail store. Trainees may at times
work as members of a team and at other times may work alone on an
assignment. They are under close supervision and constant monitoring of
their performance. Management Trainees employed in a restaurant or
department store are on their feet for most of their shift. Many of them have
to perform some of the same duties of their subordinates, such as lifting
objects that weigh up to 50 pounds, cleaning, shelving, and serving food.
They must deal with all types of customers. Their work schedules may vary
They are under pressure to perform well to qualify for advancement. Travel
and time away from home be part of the job. Management Trainees may
also be required to relocate once they complete their training.
Definition : Management Trainee
According to The Apprentices Act 1961 Section 8 (3A) “management
trainee” means a person who is engaged by an employer for
undergoing a course of training in the establishment of the employer
(not being apprenticeship training under this Act) subject to the
condition that on successful completion of such training, such person
shall be employed by the employer on a regular basis.
Management trainees are low ranking managers who are in the
process of learning management methods. They undergo formal
training to carry management operations.
Management trainee works under the supervision of an experienced
manager while learning. They receive formal training in a variety of
The Management Trainee position is designed to prepare trainees to
work as administrators or managers.
First step of Management Trainee Scheme: Induction
Induction is the process of a formal introduction to a new job or position so
that he can be made aware of each and every facets of the job.
S.No. Program Time Facilitator* Point Signature
1 Safety Practices 10:30:00AM Mr. ABC, Head- Safety VTC
Overview of Financial Mr. DEF, Head- Administration
Services Finance Block
4 IT 3:10 PM Mr. GHI, Head IT
6 HR 4:00 PM Mr. JKL Head- HVSC HVSC
8 Time Office 8:00 AM Mr.MNO
Interaction with the
10:00 AM Mr.PQR
9 UNIT HEAD
Mr. STU, Associate
14 Feed Back 10:30 PM Department,
7 Commercial Mr.VWX Block
Orientation at respective department.
Note= * HoDs may depute other executives for the program
GET – INDUCTION
Name of the Trainee: Date :
Name of HR Co-ordinator:
Rating scale:1-Very Satisfied, 2-Satisfied, 3-Neither satisfied nor dissatisfied, 4.Dissatisfied ,5-Very
Kindly rate the sessions on a scale of 1 to 5.
Session Conducted Name of Facilitator Rating
(Yes or No )
1 Was the induction process well managed ?
Overall, what was the most useful part , and why?
3 What was the least useful part, and why?
4 Suggestions for improvement:
5 How would you rate your experience of Induction on a scale of 1 to 5 ?
Components of a Management Trainee Scheme
I. Job Rotation
During the period of training a management trainee is rotated in
different jobs in his specific department. This is done to give him a
practical exposure of all the jobs that he may need to do in future.
II. Training Program
During the period of training the Management trainee is not only
exposed to the various jobs but is also given training is these jobs by
the facilitators under whom he works. This training helps the trainee
to know about the nuances of the job.
III. Self study
The management trainee scheme also provides the incumbent an
opportunity of self assessment where he becomes aware of his own
strengths and areas of improvement related to his job. He becomes
aware of the areas where he can perform his best and add value to the
organization and of all those areas where he needs to work hard to
add to the productivity of the organization.
IV. Live projects
During the period of training the management trainee is asked to
handle live projects under the supervision of his mentor to assess
whether he has the ability to handle real life situation at workplace or
V. Buddy system
During the entire management trainee scheme the incumbent works
under the supervision of a mentor who can instruct and guide him if
he faces any kind of dilemma at his place of work. Buddy system
basically promotes camaraderie between the mentor and the
incumbent, so that the incumbent get accustomed in the organization.
VI. Periodical review and career counselling
This is the feedback phase of the training scheme. Where periodical
review is given by the facilitators under whom the incumbent gets
training so that he can keeps on improving throughout the training
Steps followed in organizing a Management Trainee Scheme
In order to organize a Management Trainee Scheme the following steps need
to be followed:-
1. Defining Objectives
The first step in organizing a Management Trainee Scheme is to define
objectives which are specific, attainable and measurable. These
objectives once defined needs to be well communicated to the
incumbents so that they have a clear picture in their minds as to what
needs to be done to achieve those objectives.
2. Formulating policies
Policies are the broad guidelines that provide the framework within
which the incumbent is expected to work in order to achieve the
defined objectives. So the next step in the process of organizing a
Management Trainee Scheme is to formulate the policies.
The next step of organizing a Management Trainee Scheme is deciding
on the duration of the training .Generally the Management Trainee
Scheme continues for a period of one year but it can extend up to a
period of five years depending on the criticality of the job to be
Once the duration of the training program is decided the
compensation of the incumbent undergoing the organizing a
Management Trainee Scheme should be decided which should be a
proper mix of cash and facilities as it an integral part of the training
scheme which should be at par with the current trends of the market.
5. Training Module
The training module should be a fine blend of different types of
training methods i.e. combination of on-the-job training and off-the-
job-training to suit the needs of the incumbents. The training module
for all trainees shall consist of cross-functional training, specialty
training in related function, on-the-job-training, IT Training, Exposure
to training programs/seminars etc.
6. Review Mechanism
This is the feedback phase of the training scheme. Where periodical
review is given by the facilitators under whom the incumbent gets
training so that he can keeps on improving throughout the training
period. Review mechanism include feedback from the mentor,
supervisor or facilitator etc.
Management Development Program
Management Development has become very important in today’s competitive
environment.According to a survey, those companies that align their
management development with tactical planning are more competitive than
the companies who are not. It has also been indicated that 80% of the
companies report MDP, compared with 90% that provide executive
For most of the companies 37% of the training budgets go to management
development and learning programs. Therefore, it is important to consider
management development as an important part of organizational
(MDP) is a program designed to provide students and graduates with the
training and experience they need to become future business leaders. The
system is based on over 27 years of entrepreneurial knowledge and success.
The program gives students opportunities to gain practical management
experience and learn valuable skills through different franchise options.
Our simple business models and mentorship make successful business
The Management Development Program (MDP) is a program designed for
managers at all organizational levels who want to develop and enhance their
understanding and practice of fundamental management principles in the
context of today's challenging environment.
This program attracts an audience from a wide diversity of backgrounds,
experience, and managerial levels who come together to discuss
fundamental issues facing managers in today's complex organizations. The
program is highly interactive and participant-centered. Instructors utilize a
variety of teaching methods to actively involve participants and facilitate the
learning process. The program focus is on the practical application of the
management principles discussed.
Graduates of the program return to their workplace with a written action
plan to transform their learning into increased managerial effectiveness in
What does MDP systems training include?
Accounting, planning and budgeting
Sales and marketing systems and techniques
Interpersonal skills development (negotiation techniques, conflict and stress
Business administration procedures
Equipment, tools, products and supplies
Production methods and techniques
What methods and techniques are used to facilitate training?
Operational Training manuals (hard copies and electronic versions)
Product seminars (conducted by suppliers)
Consultation Services provided by Senior Management including Regional
and District Managers
How can an MDP option benefit me now and for the future?
Practical business knowledge
A résumé builder that is second to none
Credibility and credit building
Access to corporate networks
Achievements of which you can be proud
Many of our students have gone on to adapt their skills and experience with
MDP in a multitude of professional capacities including careers as doctors,
lawyers, pharmacists, engineers, teachers, accountants and other types of
Some of the reasons behind the management development
It is managements’ responsibility of ensuring the success of the
It is the management who deal with people of different background,
culture, language, etc
Mergers and acquisitions, downsizing, etc are all under management’s
It is managements’ responsibility to ensure that the employees obtain
the required KSAs to perform the tasks
It is managements’ responsibility to ensure that right people is hired
for the right job, at the right time for the right place
Manager’s job is complex i.e. for the managers understanding the
training need is not easy because his training need is determined by
how well his department is meeting its objective and goal.
It is the management who makes decisions on the basis of judgment
It is the manager who performs several routine duties as well as
handling the exceptions in their own as well as subordinates’ routine
Managers are engaged in varied, discontinues, and brief activities
It is the management that understand the organization, its vision,
mission, ethics, values, strategies, capabilities, and how his
organization fits into the industry, and how his behavior will influence
people outside the organization
Therefore, managers must be able to get the required knowledge, skills, and
attitudes (KSAs) to meet the challenges as soon as they arise.
What does MDP system training include?
• Management and Leadership Excellence
Examines basic principles and practices of management as they apply to
today's workforce and explores management behaviors that contribute to
personal and interpersonal effectiveness.
• Personal Preferences and Leadership
Provides participants an opportunity to discover personal preferences,
relate them to their management styles, and maximize their advantages
in the workplace.
• Communication in the Workplace
Explores the art of effective communication in a diverse and ever
changing workplace. Describes verbal language that promotes positive,
supportive and inclusive communication.
• Working Together Effectively
Identifies the fundamentals of team development and characteristics of
effective team leaders. It also explores the sources and consequences of
conflict and identifies methods to approach it constructively.
• Managing Performance
Introduces coaching as a management tool and identifies strategies
managers can use to improve employee performance.
• Managing Personal & Organizational Change
Describes the human reaction to change and the impact of response to
change. This session provides a toolbox for managing change and
strategies for increasing resilience.
Management Development Program( Out House)
Letter/ Invitation to Participants & reporting officers
Venue ( of putting up & of the training)
Number of Participants
Topic of training
Resource Personnel ( generally outside)
Participation of the executives
Food ( Special care due to age factor)
Visual Aids and Films
SUPERVISORY TRAINING PROGRAM
• A supervisor is the lowest, or most-junior, management position. It is
usually a step above lead (Accounting Supervisor is senior to Lead
Accounting Specialist), but below Manager.
• A supervisor is responsible for the day-to-day performance of a small
group. It may be a team, or a shift. The supervisor has experience in
what the group does. The supervisor's job is to guide the group toward
its goals, see that all members of the team are productive, and resolve
problems as they arise.
Supervisor, being the manager in a direct contact with the operatives, has
got multifarious function to perform. The objective behind performance of
these functions is to bring stability and soundness in the organization which
can be secured through increase in profits which is an end result of higher
productivity. Therefore, a supervisor should be concerned with performing
the following functions -
• Planning and Organizing
• Provision of working conditions
• Leadership and Guidance
• Grievance Handling
• Introducing new work Enforcing Discipline
• A new promotion means more challenges and more responsibilities.
The Supervisor Training curriculum targets newly promoted foremen
and supervisors or include training program in your organizational
quality improvement plan and recommend it to experienced
supervisors who need to brush up on fundamental skills.
• After an effective training program, the supervisors will be able to:
• Discuss the concepts and skills that a first-level supervisor uses in
their daily responsibilities including: managerial concepts, how to
plan, organize, and control; the process of motivation; employee
relations; training, communication, and coordination; cost control and
• Sharpen their verbal communication skills.
• Write effective letters, reports, and proposals.
• Be a contributing leader/member of an organizations quality
improvement team, by understanding and communicating the
accepted concepts and techniques.
• Learn and implement the principles of statistical process control
within their organization.
• Learn and understand the use of quality measurement tools and
measurement inspection methods.
Key Issues to Address
• How to integrate into the entrenched culture and survive resistance to
you and your authority.
• How to handle the challenge of maintaining authority and building
personal friendships with employees.
• How to motivate people to want to show up for work.
• How to motivate individual initiative and personal responsibility with
respect for following procedures and regulations.
• How to develop the judgment to know when to follow written
procedures and when to adapt.
• How to give clear instructions and verify recipient’s understanding.
• How to give performance feedback to employees that motivates them
to want to improve.
• How to mediate and resolve most employee disputes.
• How to set goals, monitor behaviors and progress, and connect these
things to performance feedback and organizational Success-o-Meters.
• How to manage your own stress while managing the stress of others.
Other Important Issues to be Addressed
• Contract Documents and other Legal Compliances
• Planning and Scheduling
• Cost Awareness and Production Control
• Accident Prevention and Loss Control
• Managing the Project: The Supervisor’s Role
• Productivity Improvement
• Company’s Statutes and Policies
Organizing a Supervisory Training Program
Selection of the participants ( voluntary / nominated)
Letter to the reporting officers of the participants
Briefing Letter to Participants
Topic of Training
Timing ( so that it does not affect the production/service providing
Number of Participants
Staffing ( from within generally)
Involvement of Participants ( with the resource person)
Visual Aids and Films
WORKER’S EDUCATION AND TRAINING
It is important to distinguish between education and training. Education is
a process whereby people learn about something in order to draw their own
conclusion. Training , by contrast, provides information and skill for a
particular purpose. Providing education and training is especially important
to ensure freedom of association.
Worker’s education is a means of providing workers and their
representatives with the training, the need to play an effective role in the
economic and social life of their societies.
At the same time it can also make a significant contribution to the
dissemination of information on the various aspects of the work of
international labour organization which affects the interest of workers.
Why is it needed ?
• To keep new and young workers safe on the job.
• And prevent painful and costly work related injuries.
Why focus on young and new workers?
• Young workers, are at a much higher risk of injury than other
workers. More than half of workplace accidents involving workers aged
15 to 24 occur during their first 6 month on a job: nearly 20 percent
occur during the first month.
• Young workers generally have less experience in recognizing
hazardous situations than older workers. Many are also eager to
please and afraid they will look dumb if they ask question, so they
take risk that could be avoided.
• It’s not just only young workers are getting hurt. Starting a new job
can be risky for workers of any age, including experienced workers.
The basic steps that will help employers and supervisors accomplish this
1. Provide safety orientation, and train workers on the
When one hire new and young worker, it’s essential to include safety
issues as part of their orientation to the worksite on the first day of
work, before they start working.
The three topics which must be included in every orientation program
a) Rights and responsibilities.
Everyone has the right to a safe work environment. Employers,
supervisors, and workers all have responsibilities to make sure
work is performed safely.
b) Workplace hazards.
All workers and supervisors need to be alert to hazards so that
they can correct any unsafe work conditions or report them to a
supervisor or the employer.
Never assume that new and young workers will be able to recognize
hazards that could cause injury, disease or death. For each job,
inform workers of all hazards, even if they seem obvious. Explain
system that are in place to eliminate or minimize hazards, such as
local exhaust ventilation, PPE etc.
c) Safe work procedure.
Some tasks require workers to follow a specific safe work procedure
to eliminate or minimize risks. For example, in a workplace, one
may have developed procedures for locking out machinery. (
Lockout is the use of locks to prevent machinery from being started
up accidently when maintenance work is being done).
2. Train workers for tasks specific to their jobs.
All workers especially young workers need supervised, hands-on
training in the tasks they will perform. For example, if a worker is
required to operate a tool or machine, that worker has to be properly
trained in using the equipment safely. Workers must be properly
trained before they start a job.
Specifically, you need to train workers in how to:
• Perform tasks safely
• Operate machines and equipment safely
• Use and maintain any required PPE such as gloves or goggles
• Follow safe work procedure
3. Provide supervision and ongoing training for all workers
to ensure that they continue to work safely.
The most important part of training is the follow-up supervision.
Adequate supervision includes the following:
• Ensure proper instruction and training of workers.
• Follow up training with regularly scheduled observation to ensure
that workers continue to follow safe work procedures. Document
• Make information inspections on a daily basis to ensure that
workers understand and are following safe work procedures,
including proper lifting techniques and the use of protective
equipment, devices, and clothing.
• Enforce safety rules and work procedures.
• Conduct informal discussions (crew talks) with workers to discuss
specific safety issues as they arise.
• Encourage worker feedback.
Innovative approaches and methods for flexible training delivery
• For workers to be able to adapt to the diverse skill needs of rapidly
changing labour markets, they will need a greater capacity to learn
and develop broader skills as a platform for continuous training,
rather than acquiring fixed and narrow technical skills during a single
period of training.
• To match these needs, a diversified supply of good quality training
will have to be available, offering combinations of information and
guidance services and interconnected paths of initial training.
• Emphasis needs to be placed on competency-based training and the
development of competence standards and certification systems for
the recognition of the experience and skills acquired in formal and
• In this context, training content and methodologies have to be flexible
to increase labour mobility and the employability of new entrants to
the labour market and displaced workers.
• However, to be in a position to respond to these needs, constituents
require greater knowledge of the possible options, combined with
assistance in analysing and identifying those that are most
appropriate to their specific situation.
When you are organizing a training program for your employees,
you would primarily focus on designing a training program that
would impart the desired skills to your employees. Your primary
focus would be on the ‘what to teach’ aspect of it. And you may
overlook the other crucial aspect, i.e., ‘how to teach’. However,
you need to respect the fact that a single pedagogical strategy
cannot cater to the needs of all learners. You need to devise a
multi-pronged instructional strategy to suit your learners’
learning styles and preferences. In short, if you want your
training program to be effective, you need to recognize the
different types of learners.