Human resource training and development Essay

1.0 INTRODUCTIONEmployees track down a vital type in composition surgery. Effective didactics and learn atomic number 18 genuinely beta beca substance abuse it git befriend an organization to re stimulate on its proceeding as well as on its productivity. Gil to a great extent(prenominal) and Williams (2009) pointed prohibited that merely the learn hands bathroom efficiently respond to the new ch all in allenges as well as to the existing bingles in their jobs .Basically, skills be capacities and expertise in particular occupation. Gil more(prenominal) and Williams (2009) move reflection that higher productivity is change magnitudely driven by skills. Besides, the form of competitive payoff of a firm depends increasingly on its competent labor1.1 Definition of learn instruct is the modification of behavior by means of nurture (Kisire, 2010). The main gravel of planning progress is to helper employees to do things disagreeently for better performa nce and to increase their tug of job satisfaction. Basically, tuition touches on acquaintance, skills and abilities. Thus prep be should be through strategically in order to equalize the languish term setment of the mint and pass on organizational goals. In fact, it is only when employees beneathstand very well the right(a) way to do their jobs that the employer rear end hope for excellent results.1.2 Justification for formulation by (Armstrong 2011)The screw or skills netnot be take upd satisfactorily in the controlplace or by self order scholarship.Different skills are necessity by a moment of slew which catch to be genuine quickly to meet new demands and cannot be gained by relying on experience.The tasks to be carried out are so specialized or complex that people are un standardisedly to master them on their own initiative at a groundable speed.When a skill need to be common land to a number of people, has to meet that which can readily be dealt with in a breeding event or planme e.g. induction, essential IT skills, and intercourse skills. provision helps the organization to gain competitive advantage. That is, the discipline intrusts have to help the ancestry to grow and remediate customer service by providing employees with the get it onledge and skills they need to be triumphful. educate prepares employees to use newtechnologies, function in new die hard systems much(prenominal) as virtual squads, and communicate and uphold with peers or customers who may be from different cultural backgrounds. train helps organizations house high quality service for specimen through quick responds to clients unavoidably.1.3 organic evolutionBernardin (2010) describes development as skill opportunities visuali exitd to help employees grow. Developing people in organizational context is to help them to progress within their careers. 1 key factor in employee motivation and retention is the fortune employees complimen ts to continue to grow and develop job and career by enhancing their skills understand of performance and productivity .Gary Dessler (2011) describes planning as a operate with 4 step that an employer uses to give new or present employees the skills required for yieldive performance. teaching and development process emphasize on what employees want in cookery and development opportunities. Providing fosterage to employees benefits some(prenominal) organization and employees themselves.2.0 DIFFERENCE between TRAINING AND DEVELOPMENTTraining raises knowledge and skills required for efficient performance of a particular job, musical composition development is a continuous frequent and dynamic expansion of skills and knowledge, and is aimed at long term career suppuration rather than speedy performance.Training localisees on short term (basing on the legitimate job) while development focuses on the long term (the succeeding(a) careers) e.g. finding a mentor within your organization to introduce you to the social organisation and culture at elderberry bush levels in your organization and give you more expo original to senior direction.3.0 DIFFERENCE BETWEEN TRAINING AND EDUCATION dissolve of learning In schooling the employee acquire new skills and knowledge while in gentility the economic consumption is to acquire or deepen expectation or profession. Thus education is general and wider in general dissolve than education.Length of the learning process in education it takes one to quad daylights while in schooling it takes one to five geezerhood or several weeks. Place of delivery Training is generally imparted at the work place while education is imparted in schools or colleges.Training effect Traininghas immediate effect as compared to education.Change In education, change program requires one to be serious at thinking, transformational, deeper and more radical while in schooling needs to be skillful at doing shallower and more sup erficial programs4.0 NEED FOR TRAININGIncreases organizational committednessDevelops the cognitive, physical and spiritual dimensions of the employeeImproves job performanceContri barelyes to flexibility to adapt to changing internal and external factorsDevelops inter individualal skillsCreates an interesting and challenging surroundFosters greater organizational st capability less employee turnover and conflictsHelps reduce bes in the secretariatHeightens employee moraleIncreases knowledge and awareness of the total environsHelps turn over overall organizational objectivesHelps throw a competent and efficient menDevelops creativity and problem solving skillsHelps advance and acquire technical skills.4.1 positioning Strategy and Training. To be stiff, information essential play a strategic role in supporting business. Employers today want to make sure their rearing programs are supporting their firms strategic goals.4.2 Planning and delivering learning events and progra msTraining Needs AnalysisIt involves the determination of the chances and particularised prepare necessary to improve current knowledge, abilities and skills of the work contract. This can be do through personal, task and organizational level of abbreviation. The data can come from target participant supervisory programs management, and even from customers, utilize eightfold data gathering regularity actings kindred survey, consultation, observation at work, and performance judgment results. Other possible sources of prep needs are the long- hustle human choice plans of the comp all, practices of otherwise organizations, requests for tuition of affiliate/subsidiary companies, and legislation requirements. The Training Needs Analysis (TNA) results parcel out as important in sets in targeting the education program. TNA should be shame regularly to take in that fosterage would respond to the needs of trainees.Training conceptThis pertains to the planning of the en tire training program. It starts with the identification of the goals and objectives that should be achieved. The topics or confine to be covered and the appropriate training methodologies for adult learning are thusly determined. The corresponding visual aids and learning materials are excessively specified. The training design and the TNA are usually done by the training provide of the organization and sometimes by outside(a) advisers. The services of training consultants are usually availed of the large companies for this purpose. A typical training design will contain these parts Training Title Venue succession Goal Specific Objectives Sequences of Topics Time Allocation Per Topic Methodology preferences necessitate rating The training objectives of the training design are a particular element that should be written properly to be able to check on the contents, methodological analysis, and the eon of tackling the topics.The preset objectives in addition become th e basis for evaluating the success of the program. The standard criteria for objective formulation is SMART. Whether the training will facilitate the learning of cognitive, affective, or psychomotor skills, it is important that the objectives are limited, measurable/observable, attainable, relevant to training goals, and time-bound. On the other hand, the choices of any or a combination of the interest training methodologies will largely depend on the objectives, type of participants, and the duration of the training.Training ImplementationImplementation covers the logistical aspects like venue, food, compute,equipment, imaginativeness persons, transportation, and participants. These should be properly attended to during the existent forego of the training. therefore, training programs are done within the company or outside depending on the nature of the program and the financial capability of the organization. In cases where the organization has earmarked a sufficient budg et for major training program especially for managers, these are done outside of the company with external consultants as trainers.Companies like Fortune Medicare Inc. and Nestle Philippines have this kind of practice. Based on the above-mentioned importance of training, specific training yielded by the organizations may be classified as technical or behavioural training. The skills/technical type focuses on facilitating the learning of competencies tie in to the employees knowledge and skills. The behavioral type, on the other hand, pertains to ensuring the learning of competencies related to the workforce attitudes and habits.Training EvaluationThis last phase of the training process requires the assessment of the conduct of the training activity. The evaluation is concerned with the measurement of the training success or effectiveness to ramp up whether an investment in a particular training has paid off. The training effectiveness is usually determined based on the achievemen t of the previously set objectives and results, considering the needs, methods, and other areas of training administration. According to Kirkpatrick (1998), in that location are four levels of evaluating training programs. These are the (1) reaction (2) learning (3) behavioral change and (4) impact to organization. The reaction level measures the participants feedback right after the conduct of the training. Feedback are taken related to attainment of objectives, processes, methodologies, time, reading materials, resource persons/facilitators, and other logistics of the training.On the other hand, participants learning level determines what specific skills, knowledge or even what they learned is commonly asked at the end of the training period. There are many ship canal by which the training evaluation can be done. The use of the questionnaire form administered at the end of the training is very frequently done to measure the reaction level. However, it should be noted that explo itation a questionnaire form is only one of the methods to evaluate training. Other ways to assess training according to Hargrauesand Jarius (2000) are (1) formal or unceremonious interviews (2) feedback from line managers (3) feedback from the Training Unit (4) meet a cross-section of suppliers or customers (5) discuss with staff who attended (6) wander into offices and tattle to people (7) number of requests to attend other events (8) donnish or pragmatical standards reached (9) formal credential and (10) a cost- benefit analysis.While the paper & pencil or practical test is used to assess knowledge learning of the participants. A effectual pattern of this is the pre-test and post-test method using different designs. The learning is usually also undertaken simultaneously within the reaction level. The behavioural change level assesses the changes on the attitude and/or habits of the trainees after the training that is usually observable at the workplace. This will involve a follow up of the trainees in coordination with the immediate supervisor. Examples of behavioural indicators are attendance, promptness, courtesy, cooperation, and level of participation. The impact to organization level measures the effect of the training on the unit where the trainees belong and on the entire organization. This level can focus on productivity sales profits, and customer satisfaction.4.3 designation of Training NeedsAppraisal SystemsMany organizations see performance appraisal schemes as an integral part of their employee development strategy. Schemes vary considerably from one organization to another, and nowadays may have a variety of names, only if al or so all of them include the identification of training needs as a key component. Most also consider the longer-term career options open to employees, and allow them to express their preferences. It follows that anyone with responsibility for training and development should influence the design of the scheme an d ensure that notice is taken of the information generated by it. This is not always readily achieved. roughtimes the scheme will focus on short-term performance issues, and line managers may not regard the status of developmental issues as important.The appraisal may also be considered to be confidential within the department concerned. Sometimes the section covering training and development needs is detachable, so that the training function only gets to see the appropriate information. This approach has its merits, merely excludes the underlying performance issueswhich contribute towards identifying the training and development needs. There are many issues to be addressed when innovation and implementing an appraisal scheme, and some of the aims of the process may conflict with each other. For example, a scheme linked to the determination of pay increases may inhibit the appraisee from universe honest about aspects of the job that he or she finds difficult, whereas it is prec isely these aspects that must be discussed to identify training needs. Care is required to minimize these conflicts. refresh MethodsSurveys can be very reusable in the gathering of data, including information on attitudes. People usually participate willingly if the completion of a survey form is not too complex or extended and if they think some frank will come out of the exercise. When conception a survey you must make up ones mind on 1) the size and nature of the sample 2) the format of the questions 3) requirely how the survey is to be conducted.InterviewsInterviewing is a technique that can appear to be very undecomposable when used by an experient practitioner. Although some people are naturally better at interviewing, the key skills of a good investigative interviewer are all qualified of being learned. The first two skills are common to all types of interview questioning and audition. These two investigative skills are inseparable one supports and reinforces th e other. For trainers these skills are crucial not only at the stage of identifying training needs but also during commandment and evaluation. Many trainers who recognise that the ability to talk well is vital often underestimate the importance of questioning and listening.Hearing, which is an ability that may be difficult to improve, is not the same as listening which is a skill that can be significantly enhanced by training. Questioning is something that everyone can do, but which some people learn to do much more effectively than others. In an interview to determine training needs, the interviewer may be delving into very emotive and sensitive areas. To ensure that the interviewee feels commodious in talking about these issues, the interviewer must appear to be listening. To ensure that full understanding is attained, the interviewer must not only appear to listen, but must truly do so with real concentration.Job and labor AnalysisThere are many backgrounds for analyzing job s and tasks. One common reason is to provide a basis for job evaluation another is to be precise about requirements in a selection situation. There are also many different systems of analysis. Some seem to generate a multitude of documents others use highly problematic and sophisticated methodology. Different types of analysis are Job analysis Task analysis Skills analysis and error analysis.5.0 TRANSFER OF TRAININGBe relevant, avoid difficult material. Transfer is more likely if systematic training and just in time training approaches are used.5.1 Systematic TrainingWe have to ensure that training is specifically designed, planned and implemented to meet defined needs. It is provided by people who know to train and the impact of training is evaluated. Systematic training follows five steps ADDIE) model. Effective training uses the systematic approach with an emphasis on skills analysis. The focus of training should be to develop transferable skills. The training should be evaluat ed on the basis of the extent to which it has achieved its purpose.5.2 Just in Time TrainingIt is delivered as close as possible to the time when the activity is taking place. The training will be based on an identification of the latest requirements, priorities and plans of the participants.5.3 Types of TrainingArmstrong (2012), indicates that training programs or events can be concerned with any of the followersManual skills including apprenticeshipInformation Technology(IT) skillsTeam leader or supervisory training heed trainingInterpersonal skills such as leadership, teambuilding and group dynamicsPersonal skills for example assertiveness, coaching, communicating and time management.Training in organizational results or practices such as induction, health and safety, performance management, equal opportunityor managing diversity policy and practice.6.0 IMPLEMENTING TRAINING PROGRAMS (TRAINING METHODS)6.1 On the Job TrainingOn-the-job training is training that takes place whi le employees are actually working. It means that skills can be gained while trainees are carrying out their jobs. This benefits both employees and the business. Employees learn in the real work environment and gain experience dealing with the tasks and challenges that they will meet during a normal working day. The business benefits by ensuring that the training is specific to the job. It also does not have to meet the increaseal costs of providing off-the-job training or losing working time. Requirements for effective On the Job Training (OJT) programs by (CIDP 2008a)A policy statement that describes the purpose of OJT and emphasizes the companys support for it.A clear specification of who is accountable for conducting OJT. If managers conduct OJT, this is mentioned in their job descriptions and is part of their performance evaluationA thorough review of OJT practices (program content, types of jobs, length of program, cost savings) at other companies in similar industries. Traini ng of managers and peers in the principles of structured OJTAvailability of lesson plans, checklists, procedure manuals, training manuals, learning contracts and progress report forms for use by employees who conduct OJT Evaluation of employees levels of basic skills (reading, computation, and writing) before OJT. The virtual classroom This is another training technique as presented by Dessler (2011).It uses special collaboration frailware to enable multiple remote learners, using their PCs or laptops to participate in live speech sound and visual discussions, communicate via written text and learn via content such as PowerPoint slides. Informal learning Informal learning occurs e.g. through capitalizing on work related discussions, for example, to place tools in strategic areas like cafeteria to take advantage of the work-related discussions taking place. Apprenticeship Training An apprenticeship program combines on-the-job training with academic instruction for those entering th e workforce.Also called dual-training programs because of the combined occupational and in-class components, apprenticeships help individuals put their academic skills to practical use in unlike careers. Whereas internships are oftenshort-term, rarely lasting more than a year, apprenticeships can last as many as four or five years. Apprenticeships also differ from internships in that most apprentices are paid, with salary increasing as the apprentice completes parts of the program.. Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teach manual skills or procedures the trainer is usually an employees supervisor but can be a co-worker. Lectures Dont start out on the wrong foot. For instance, dont open with an irrelevant antic or by saying something like I really dont know why I was asked to speak here today. transmit your listeners signals if for example you have a list of items, start by saying something like, There are four reasons why the sales reports are necessary.the first. Again be alert to your audience, maintain eye butt against with your audience during your presentation, and break a long talk into a serial of 5 minutes talks Programmed learning It is a learning methodology or technique first proposed by the behaviorist B. F. Skinner in 1958. According to Skinner, the purpose of programmed learning is to manage human learning under controlled conditions. The medium can be a textbook, Personal Computer (PC), or internet. Programmed learning is a step by step, self learning method that consists of three parts presenting questions and facts to the learner, allowing the person to respond, and providing the learner feedback on the accuracy of answers. The advantage is that it reduces training time Computer based training (CBT) A type of education in which the student learns by executing special training programs on a computer.CBT is especially effective for t raining people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Training via the internet and learning portals. The training may include posting videos, written lectures or strength point slides or sophisticated simulations. This method may be utilize in colleges where the employer use internet based learning to training. Companys also convey their employee training through their internal internet portals for example by contracting with service providers such as skill soft (www.skillsoft.com) or for health and safety training, pure safety (www.puresafety.com) to deliver online training courses to the firms employees. Mobile learning This refers to deliveringof learning content on demand via devices like cell phones and i-phones whenever the learner wants to access it.Audiovisual and traditional place learning techniques Audiovisual tools including DVDs, films and closed circuit TV e.g. firms use various distance learning methods for training which may include traditional correspondence courses as well as video conferencing and internet based classes. Behavior simulation It involves showing trainees the right (or Model) way of doing something, letting each person practice the right way to do it and providing feedback regarding performance. The basic behavior modeling procedure isModeling first trainee watch DVDs, showing model persons behaving effectively in a problem situation.Role playing the trainees are given roles to play in a stimulated situation.Social reinforcement the trainer provides praises and structural feedback based on the trainee performs in the role play. Transfer of training in the end trainees are encouraged to apply their new skills when they are back on their jobs In summary Training and development applies both On-the-job and Off-the-Job training methods On the Job Training Methods On the job training takes various forms inc luding apprenticeships, job rotation, creation of assistant to positions, orientation, delegation, vestibule training, promotion and transfers and self directed training programs Off the Job Training Methods include training by management institutions, lectures, seminars and conference, case study, brainstorming, management games and role playing6.1 Advantages of Off-the-job Training methodNon production error the employees are trained outside the work environment therefore they are not involved in production process as in on the job training method.Economy A large group of trainees are trained simultaneously at a time.Free on production when the trainees are not involved in production process, the production activities can be carried without any interruption hence, it runs freely, moreover, dearly-won errors and injurious can be avoidedLess time of training training will take less time because the trainees are not involved in production.It is free from pressures of working environ mentRisk free of change organizations valuable equipment. This is becausethey are not trained using organizations facilities. Off- the- job development techniques remove individuals from the stresses and ongoing demands of the work place, enabling them focus fully on the learning experience. In addition they provide opportunities for meeting people from other departments or organizations. Thus individuals are exposed to useful new ideas and experiences while they make potentially useful contacts.6.2 Disadvantages of Off-the-job training methodLack of feedback there is lack of feedback to employees because they are trained away from the organization work environment. Expensive organization has to prepare unornamented place for training outside the actual environment.No production employees are kept away from the actual work place, thusly the organization bears cost without output.Outside the work station employees are unknown with actual machines and equipment thus transfer of tra ining is sometimes difficult.Not effective as employees are trained in an artificial classroom they are unfamiliar with actual environment as result of which it requires long time for them to learn.6.3 Advantages of on the job Training MethodOrganization doesnt have to pay a training company or college therefore it is less costly.Senior highly experient and experienced staff can teach new staff the exact skills needed for a particular jobThe business can acquire an experience in house training team hence no need for trainees to adjust to real work situations and trainersIt builds relationships/bonds between learner/ instructor in the work place.6.4 Disadvantages of On-the-Job Training MethodProductivity can be interruptedSenior highly skilled and experienced staff has to leave their job to teach/train.Skills learned are job specific leaving staff less flexible to changing roles.Working environment can be busy, noisy and not conducive for learning.It may lead to high rate of spoila ge of material and damage of valuable equipment7.0 IMPLEMENTING counselling DEVELOPMENT PROGRAMS counsel information and training is any attempt to improve managerial performance by imparting knowledge, changing attitudes or increasing skills. It thus includes in-house programs such as courses, coaching and rotational assignments, professional programs such as management seminars and university programs such as executive MBA programs. The ultimate aim of such development programs is to enhance the future performance of the organization itself. For this reason the overall management development process ideally consists of assessing the companys needs for example to fill the future executive openings, appraising the managers performance and thence developing managers themselves (CIDP 2008a).The program should make sense in call of the companys strategy and goals. This means involving top management in formulating the programs aims and in specifying competencies and knowledge outcom es. The most popular development methods include classroom based learning, executive coaching, 360-degree feedback, action learning, mentoring and job rotation.7.1 The perplexity Development ProcessIt includes assessing the companys strategic needs for example to fill future executive openings or to boost competitiveness, appraising managers current performance and developing the managers and future managers. Development programs aim to fill specific positions, such as chief executive officer, for example, GE Caterpillar Company spent years developing, testing, and watching potential replacements for CEO before finally choosing Jeffrey Immelt (Dessler 2011). In any case, assessment is usually part of development programs.8.0 METHODS OF MANAGEMENT TRAINING PROGRAMS8.1 On-the-Job MethodsOn the job methods are usually preferred in management development programs. Often such training is informal. The supervisor trains the worker as he performs the work. David (2009), says there are fo ur major on-the-job development methodsCoaching/understudy Approach here the trainee works directly with senior manager or with a person he or she is to replace. The training of mangers by his or her immediate supervisors- is by far the most effective management development technique unfortunately, many managers are either inefficient or unwilling to coach those they supervise. On- the jobcoaching must be tempered with considerable restraint- managers who cannot develop unless they are allowed to work out problems in their own way.Job rotation It involves shifting mangers from position to position so they can broaden their experience and familiarize themselves with various aspects of the firms operations.The trainee can be a recent college graduate, and spend several months in each department, learning the departments business by actually doing it. Or can be a senior manager being groomed for CEO by being exposed to a range of domestic and strange challenges.Training positions Tra inees are given staff posts immediately under an experienced manager, often with the title of assistant. Such assignments give trainees a chance to work with and model themselves after outstanding managers who might otherwise have little contact with them.Planned work activities This involves, giving trainees important work assignments to develop their experience and ability. Trainees may be asked to head a task force or participate in an important committee meeting. Such experiences help them gain insight into how organizations operate and also improve their human relations.8.2 Off-the-Job MethodsThe most common off the job development methods are in-house classroom instruction and management development programs sponsored by universities and organizations such as American counselling association. Almost every management development program includes some form of classroom instruction in which specialists from inside or outside the organization teach trainees a particular subject. Classroom instruction is often supplemented, with case studies, role playing and business games or simulations. For example managers may be asked to play roles on both sides in simulated labor- management dispute. Some organizations send selected employees to university-sponsored management programs. Many major universities have such programs, which range in length from one week to three or more.Off-the-Job instruction Training and Development TechniquesThe case study Method The case study method presents a trainee with a written description of an organizational problem. The trainee then analyses the case, diagnoses the problem and presents his or her findings and solutions in a discussion with other trainees. E.g. offensive investigation, ucan write a script showing all the procedures. The scenario aim is to develop specific training skills, such as interviewing witnesses.Management games Management games are effective people learn best by being involved. With computerized manage ment games trainees divide into five or six person groups each of which competes with the others in simulated marketplace. Each group must decide for example how much to spend on advertising, how much to produce, how much chronicle and how many of which product to produce. Thus they make computerized decisions.Outside seminars Many universities and companies protract web-based and traditional classroom management development seminars and conferences. E.g. specialized associations such as Society of Human Resource Management, provide specialized seminars for their professional members.University related programs Many universities provide executive education and continuing education programs in leadership, supervision etc. these can range 1 to 4 day programs to execute development programs lasting 1 to 4 months. The advanced Management Program of Harvards graduate school of Business administration is a well known example according to (Dessler 2011). Students are experienced managers from somewhat the world. The school uses cases and lectures to provide them with the latest management skills.Role playing The aim of role playing is to create a realistic situation and then have the trainees assume the parts or roles of specific persons in that situation. The role play can trigger the discussions among the role players/trainees. The aim is to develop trainees skills in areas like leadership and delegating.Corporate Universities Many universities particularly the larger ones establish in-house development centers IBM is one of the examples. In-house development centers typically offer a inscription of courses and programs aimed at supporting the employers, management training and development program providers and web-based education portals to create packages of programs and materials. For example Brain and Company, a management consulting firm, has such a web based virtual university for its employees. It provides a means not only for coordinating all the compan ys training efforts but also for delivering web based modules and cover topics from strategic management to mentoring.Executive Coaches Firms retain executive coaches to develop their top managers effectiveness. An executive coach is an outside consultant who questions the executive boss, peers,subordinates and sometimes family in order to identify the executives strengths and weaknesses and counsel the executive so he or she can take advantage on those strengths and overcome the weaknesses. The Society for Human Resource Management (SHRM) acquirement System SHRM, encourages HR professionals to qualify for certification by taking examinations. The order of magnitude offers several preparatory training programs. The self-study option includes text and DVD. The college/university option provides classroom interaction with instructors and other students.8.3 Other MethodsPanel countersignSkill employmentProblem-Solving drillQuestionnaireRole PlayPhysical ContinuumPresentationSyner gy actLecturetteObservationProjectFishbowlFull- convention DiscussionExperiential bodily functionFeedback ActivityStoryInter-group Discussion or ExchangeInterviewingIndex Card morning starInformation SearAnonymous cardDemonstrationDyadic Discussion or ExchangeGamesGroup InquiryContractingCreative ActivityChecklistClosing CircleBrainstormingCase StudyReference deuce-ace Discussion or ExchangeWriting TaskSelf-Assessment and Self-EvaluationSmall Group DiscussionWhipPeer ConsultationPeer Teaching assumptionRead and DiscussRead and Teach GroupMental resource9.0 CONCLUSIONOrganizations make arrangement for development of its executives so as to improve efficiency of management. Managers need generalized knowledge in lieu of technical skills on particular job. Therefore, training of executives is often known as development. It is good to focus both on Training and development to ensure that our team members are able to perform to the best of their ability, not only in short term (their current job) but also in the long term (their future careers).REFERENCESBernardin, H. J. (2010). Human Resource Management An Experiential Approach.5th Ed. natural York McGraw-Hill. Dale Carnegie and Associates (2006), Managing Through People, hot York, USA David M.(2009), Human Resource Development. UK. Oxford University Press. Dessler G. (2011), Human resource Management. 12Th Ed, USA, Florida International University Prentice Hall. Dessler, G. (2011). A Framework for Human resource Management. 6th Ed. Delhi Dorling Kndersley. Kisire, S. J. (2009). Simple Revision Guide Human Resource Management. capital of Kenya Bernard Bongo DPW. Noe A.R. (2002), employeetraining and development 2nd ed. New York, McGraw-Hill. Swart Juani et al (2005) Human resource Development Strategy and Tactic UK, Jordan Hill Oxford. stone A et al (2009), Management 6th edition, Pearson Education, New Delhi. Williams, S. (2009). Human Resource Management. New York Oxford University. Wright M. P et al, (20 03), Human Resource Management,Ggaining a Competitive Advantage. New York, McGraw-Hill Irwin. CIDP (2008a), Developing Senior Managers Fact Sheet (revised in January 2008). CIPD (2008b) Management Development Fact Sheet (revised February 2008)