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INTRODUCTION Training and Development
The functions of training and development and human resources are only the initial stages in building an effective workforce. Managers, supervisors and employees also require training and continual development (human resource development- HRD) if their potential is to be utilized effectively. The development of human resources, in fact, should be viewed as beginning with their induction and continuing throughout their employment with the organization. This is the essence of HUMAN

REOSURCE MANAGEMENT (HRM).
Increasingly, HRD has become vital to the success of modern organization. Rapidly changing technology requires those employees the knowledge and skills necessary to and the application of those methods and techniques into the organizations up with the new processes and production techniques. The growth of organization into large, complex operations whose structures are continually changing makes it necessary for managers as well as employees, to be prepared for the new and more demanding assignments. In the other cases, downsizing and righting strategies will result in a leaner structure. As organization strategies are renewed, human resource must also are renewed. There has been a definite trend in recent years for the organization to take a broader view of human resources by creating career development programs. Such programs involve attempts to develop employees’ career in a way that benefit both the organization and the individual. Special attention will be given to those programs. The emphasis will be on training and development programs and methods.

Training and Development Literature Review
According to Case and Banahan (2007), the different approaches to training and development need to be explored. It has come to their attention by their own preferred model and through experience with large Organizations. The current traditional training continuously facing the challenges in the selection of the employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the environment of work and by recognizing this, they advising on all the problems, which reiterates the requirement for flexible approach. Usually the managers have the choice to select the best training and development programmed for their staff but they always have to bear in mind that to increase their chances of achieve the target they must follow the five points highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned in his recent studies that it’s easy to implement strategy with the internet supported software. So of the Training theories can be effective immediately on the future of the skill and developments. The “content” and the “access” are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. As per the recent theories to access the knowledge is changing from substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the 1

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training would drop dramatically, me some of the Training theories can be effective immediately on the future of the skill and developments. The “content” and the “access” are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. As per the recent theories to access the knowledge is changing from substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the training would drop dramatically A manager is that what the other members of the organization wants them to be because it is a very popular trend of development training for the managers in the training for the management (Andersson, 2008.

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AN HRM MODEL OF TRAINING AND DEVELOPING EMPLOYEES
Dynamic Environment Vision Strategic business plan Key ` Stakeholders Dynamic Environment Human resource strategy Human resource plans and policies Human Resource development Induction programs Training employees Development & learning

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EVALUATION OF HUMAN RESOURCE DEVELOPMENT
One of the major trends with implications of HRD is globalization. It is fostered not only by the technological change and the continually falling costs of communication and transport to embrace market oriented development strategies and to open their countries increasingly to the world economy. The world is thus fast becoming one interdependent global market place. Globalization impacts on HRD in various ways. Thus, compared to the past, enterprises will need to update much more regularly the skills mix of their employees to respond to the opportunities or threats created by globalization and rapid technological change. Indeed intense global competition is reconfiguring the market place. Enterprises increasingly have to compete by differentiating themselves from their competitors by the quality of the human systems and processes behind their products and services. Competition will be less and less in terms of how the features and benefits of one’s products and service compare with those of another as more products are perceived to be at the parity by customers (product convergence). The development of virtual organizations has HRD implications. Virtual corporations need workers who are highly skilled reliable and educated, able to understand the new forms of information, adaptable and can work efficiently with others. Employees need not just technical skills but also the skills of learning how to learn to cope with continuous and radical change in businesses. New forms of training that are flexible, on demand and interactive will have to be devised for employees for virtual organizations. These work patterns changes are already taking place in the industrialized world. They are also increasingly affecting enterprises in the developing countries. Human resource development policies and programs will have to change in response to these changes. PURPOSE OF THE STUDY: This research study is providing complete information about the importance of training and development in human resource department in organization. This study will also enhance the understanding regarding the value and worth of career development in the eyes of the employees as well as the organizations, which is still being underestimated in many organizations in Pakistan SIGNIFICANCE OF THE STUDY: This research study is providing complete information about the importance of career development in human resource department in organization. This study will also enhance the understanding regarding the value and worth of career development in the eyes of the employees as well as the organizations, which is still being underestimated in many organizations in Pakistan RESEARCH DESIGN: This study is an exploration of training and development facet of human resource management, its detailed discussion with respect to the comparative study on Getz Pharma and its impact on the employees of the chosen organization. The research is designed through (research survey). 4

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The word survey indicates the gathering of data considering current condition. It is an organized attempt to analyze, interpret and report the present status of the option under consideration LIMITATION: This is research study is limited to Pharmaceutical industry This study is limited to Karachi Because of its population size, commercial activities and its strong buying power. There is limited time for this thesis because of that we cannot focus on other sectors who are currently involved in training and development. INTRODUCTION This chapter served as foundation for the development of study an overview of the extensive historical research and related to training and development. The main concept of organization conducting the training and development to enhance the skills and knowledge of employees. DEFINITION OF TRAINING AND DEVELOPMENT: “Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people.” It also means that in organizational development, the related field of training and development (T & D) deals with the design and delivery of workplace learning to improve performance.’ Difference between Training and Learning: There is a big difference: 'Training' implies putting skills into people, when actually we should be developing from the inside out, beyond skills, i.e., facilitating learning. people

So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organization's successes and your failures - they will never be skills and processes. Enable and encourage the development of the person - in any way that you can. Give people choice - we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in and offer opportunities for people to develop as people in as many ways you can.

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Training in terms of organization “Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people.” It also means that in organizational development, the related field of training and development (T & D) deals with the design and delivery of workplace learning to improve performance. Difference between Training and Learning: There is a big difference: 'Training' implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning. So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organization’ successes and your failures - they will never be skills and processes. Enable and encourage the development of the person - in any way that you can. Give people choice - we all learn in different ways, and we all have our Strength own and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. A Brief Critique of Previous Approaches to Employee Training It is a classic question in the training field, first raised by human capital theorists, that why firms train their employees. Many attempts have been made to address this question, but the question of why firms provide general-skill training has not been fully understood. There have been two main theoretical approaches towards employee training, namely, the human capital approach and the technology-based approach. The human capital approach regards training as investment in human capital. Training is provided only when the benefit from productivity gains is greater than the cost of training. The technology-based approach regards training as a skill formation process. According to this approach, the expanded training in the contemporary period is driven by the rapidly changing technologies and work reorganization. These two approaches are popular in academic and policy discussions. What they have in common is that they assume an instrumental logic and technical rationality behind training decisions. Training is provided because it satisfies the functional needs of an organization. Studies with these approaches have largely overlooked the content of employee training, as if all kinds of training programs equally contribute to human capital accumulation or skill formation. Moreover, personal development training becomes a puzzle if viewed from these approaches, because it does not seem to follow from an instrumental logic or technical rationality. Importance of Developing a Role in Training Developing a national role in training is important for an employers' organization for several reasons. First, it enables the organization to contribute to the development of a country's human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in 6

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regard to the need for them to invest more in training and employee development - which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization - policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and development as more optional than essential...a viewpoint that can be costly to both short-term profits and longterm progress. The primary reason training is considered optional by so many business owners is because it's viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development aren't focused on producing a targeted result for the business. As a result, business owners frequently send their people to training courses that seem right and sound good without knowing what to expect in return. But without measurable results, it's almost impossible to view training as anything more than an expense. Now contrast that approach to one where training's viewed as a capital investment with thoughtful consideration as to how you're going to obtain an acceptable rate of return on your investment. And a good place to start your "thoughtful consideration" is with a needs analysis. As it relates to training and development, needs analysis is really an outcome analysis--what do you want out of this training? Ask yourself, "What's going to change in my business or in the behavior or performance of my employees as a result of this training that's going to help my company?" Be forewarned: This exercise requires you to take time to think it through and focus more on your processes than your products As you go through this analysis, consider the strengths and weaknesses in your company and try to identify the deficiencies that, when corrected, represent a potential for upside gain in your business. Common areas for improvement in many companies is helping supervisors better manage for performance. Many people are promoted into managerial positions because they're technically 1 qgood at their jobs, but they aren't trained as managers to help their subordinates achieve peak performance. Determining your training and development needs based on targeted results is only the beginning. The next step is to establish a learning dynamic for your company. In today's economy, if your business isn't learning, then you're going to fall behind. And a business learns as its people learn. Your employees are the ones that produce, refine, protect, deliver and manage your products or services every day, year in, year out. With the rapid pace and international reach of the 21st century marketplace, continual learning is critical to your business's continued success. To create a learning culture in your business, begin by clearly communicating your expectation that employees should take the steps necessary to hone their skills to stay on top of their professions or fields of work. Make sure you support their efforts in this area by supplying the resources they need to accomplish this goal. Second, communicate to your employees the specific training needs and targeted results you've established as a result of 7

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your needs analysis. Third, provide a sound introduction and orientation to your company's culture, including your learning culture, to any new employees you hire. This orientation should introduce employees to your company, and provide them with proper training in the successful procedures your company's developed and learned over time. Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership that's most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then you're more likely to be happy with what you spend on training. But if the training budget isn't related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training that's not significant to the organization, and in bad times, the pendulum swings to the other extreme and training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors. To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and you'll reap rewards that pay off now and for years to come

Beyond Training: Training and Development
Training is generally defined as "change in behavior" - yet, how many trainers and managers forget that, using the term training only as applicable to "skills training"? What about the human element? What about those very same people we want to "train"? What about their individual beliefs, backgrounds, ideas, needs and aspirations? In order to achieve long-term results through training, we must broaden our vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term "training" without linking it to "development" narrows our concept of the training function and leads us to failure. When we limit our thinking, we fall into the trap of: Classifying people into lots and categories Thinking of "trainees" as robots expected to perform a job function Dismissing the individual characteristics of people and the roles they play 8

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Focusing only on "what needs to be done" without adequately preparing the trainees involved to accept and internalize what is being taught. We are dealing with human thoughts, feelings and reactions which must be given equal attention than to the skill itself. We thus create a double-focus: people development and skills training. These two simultaneous objectives will give us the right balance and guide our actions to reach our goal. To clarify our training and development objectives, and identify our criteria for success, we must ask ourselves a few questions: Do we expect an automatic, faultless job performance? Does attitude count? Does goodwill count? Do loyalty and dedication count? Does goal-sharing count? Does motivation count? Do general knowledge and know-how count? Do people-skills count? Does an inquisitive mind count? Does initiative count? Does a learning attitude count? Does a sense of responsibility count? Do team efforts count? Do good work relations count? Does creative input count? Do we want employees to feel proud of their role and contribution? How can we expect such qualities and behavior if we consider and treat our personnel as "skills performers"? However, we could achieve the desired results if we address the personal development needs of the employees involved. When we plan for both "training" and "development", we achieve a proper balance between the needs of the company and those of the trainees. The synergy created takes us to new levels, to a continuing trend of company growth. Our consideration of the people involved results in work motivation, goal-sharing, and a sense of partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the company and its customers their hidden individual gifts and talents, and this reflects itself in the quality of service. Customers feel and recognize efficient performance, motivation and team-work. They become loyal customers. We can learn from the case of a small restaurant operator who had become desperate at the negligent attitude of his servers, resulting in customer complaints. He decided to seek professional expertise to help him replace his employees with "motivated, trained" people fresh out of a waiter's training school. Following some probing questions it came to light that, besides hourly pay, he did not offer much to attract and retain loyal and dedicated employees. Through professional consultation, he came to realize that even if he paid higher wages to new "trained"

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Employees, the problem would persist because employees want more than wages from their work place. They want: Organization and professional management Information regarding the business and its customers Recognition for their role in the company's success Acknowledgement of their individual capacities and contributions Positive discipline / fairness A say in the way the business is run. The restaurant operator realized that until then he had treated his employees as "plate carriers" and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organization, planned new operational strategies, a human resources strategy, training and development guidelines, disciplinary rules and regulations. He communicated and shared these in a meeting with his employees and handed out the employee handbook prepared for that purpose. He also reminded them of their responsibilities towards the business, the customers, and themselves (taking charge of their own training, development, and work performance). They were more than pleased when he asked them to express their opinions, make comments and suggestions. He was surprised at the immediate transformation that took place. He began receiving excellent reviews from his customers, the employees worked as a team, their motivation skyrocketed and he never had to replace them! All this was accomplished by extending the previous concept of training to that of training and people development. Training and Development represents a complete whole that triggers the mind, emotions and employees' best work performance. It is not only business managers and owners who must do this shift in thinking, but Human Resources Directors and Training Managers (whose title should be "Training and Development" Managers). By their actions, they should offer a personal example, coaching and guiding all the people in an organization to think "beyond training" and invest efforts in people: NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training & development is… it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employee’s performance deficiency, computed as follows:

Training & Development need = Standard performance – Actual performance Though training and education differ in nature and orientation, they are complementary. An employee, for example, who undergoes training, is presumed to have had some formal education. Furthermore, no training programmers are complete without an element of 10

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education. In fact, the distinction between training and education is getting increasingly blurred nowadays. As more and more employees are called upon to exercise judgments and to choose alternative solutions to the job problems, training programmer seek to broaden and develop the individual through education. For instance, employees in well-paid jobs and/or employees in the service industry may be required to make independent decision regarding their work and their relationship with clients. Hence, organization must consider elements of both education and training while planning there training programmers. Development refers to those learning opportunities designed to help employees grow. Development is not primarily skill-oriented. Instead, it provides general knowledge and attitudes which will be helpful to employees in higher positions. Efforts towards development often depend on personal drive and ambition. Development activities, such as those supplied by management developmental programmes, are generally voluntary. To bring the distinction among training, education and development into sharp focus, it may be stated that “Training is offered to operatives”, whereas “developmental programmes are meant for employees in higher positions”. Education however is common to all the employees, there grades notwithstanding. AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resource – the people it employs. Training means investing in the people to enable them to perform better and to empower them to make the best use of their natural abilities. The particular objectives of training are to: Develop the competences of employees and improve their performance, Help people to grow within the organization is order that, as far as possible, its future needs for human resources can be met from within. Reduce the learning time for employees stating in new jobs on appointment, transfers or promotions and ensure that they become fully competent as quickly and economically as possible. Inputs in Training and Development Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of training and development are as follows: Skills Education Development Ethics Attitudinal Changes Decision making and problem solving skills

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Skills: “Training is imparting skills to the employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. Basic skills without which the operator will not function.” There is also a need of motor skills or psychomotor skills as they are refer to performance of specific physical activities .These skills involve learning to move various parts of their body in response to certain external and internal stimuli. Employees particularly like supervisors and executives, need interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing an understanding of others feelings. Education: The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. That any training and development program must contain an element of education is well understood by the HR specialist. In fact, sometimes, organizations depute or encourage employees to do courses on a part time basis. Chief executive officers (CEO’s) are known to attend refresher course conducted in many Business schools. The late Manu Chabria, CMD, Shaw Wallace, attended such a two month programme at the Harvard business school. Education is more important for managers and executives than for lower-cadre workers. Development: Another component of a training and development programme is development which is less skill – oriented but stress on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of a company. Development programme should help an employee to be a self-starter, build sense of commitment, motivation, which should again helps him being self generating. It should make their performance result oriented and help them in being more efficient and effective. It should also help in making the employee sensitive towards the environment that is his work place and outside. This programme should keep the employee aware of him i.e. his potentials and his limitations. Help him see himself as others see him and accept his self image as a prelude to change. It helps teach an individual to communicate without filters, to see and feel points of view different from their own. Also helps them understand the powers in their hands and thereby develop leadership styles which inspire and motivate others. And finally helps install a zest for excellence, a divine discontent, a nagging dissatisfaction with the status quo. Ethics: There is a need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked about in the personnel function this does not mean that the HR manager is absolved if the responsibility. If the production, finance or marketing personnel

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indulge in unethical practices the fault rest on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need for ethical behavior. Attitudinal Changes: Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes needs to be converted into positive attitudes. Changing negative attitudes is difficult because of: 1. 2. 3. 4. Employees refuse to change They have prior commitments and Information needed to change attitudes may not be sufficient. Decision making and problem solving skills

Decision making and problem solving skill focus on methods and techniques for making organizational decision and solve work related problems. Learning related to decision making and problem solving skills seeks to improve trainee’s abilities to define and structure problems, collect and analysis information, generate alternatives. Training of this type is typically provided to potential managers, supervisors and professionals “Importance of Training and development for the organization” There are many benefits of Training and Development to the organization as well as employee. We have categorized as under: Benefits for the organization          Improves communication between group and individuals Aid in orientation of new employee and those taking new job through transfer promotion. Provides information on equal opportunities and affirmative action. Provides information on other government laws and administration policies. Improve interpersonal skills. Makes organizational policies, rules and regulations viable. Builds cohesiveness in group. Provides a good climate for learning, growth and co ordination. Makes the organization a better place to work and live.

Benefits for the individual        Helps and individual in making better decision and effective problem solving. Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized operationalised. Aid in encouraging and achieving self–development and self confidence. Helps a person handle stress, tension, frustration and conflict. Provides information for improving leadership, knowledge, communication skills and attitudes. Increases job satisfaction and recognition. Moves a person towards personal goals while improving interactive skills. 13

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     Satisfies personal needs of a trainee. Provides the trainee an avenue for growth in his or her future. Develops a sense of learning. Helps eliminate fear in attempting new task. Helps a person improve his listening skill, speaking skills also with his writing skills.

Benefits for personnel and human relation, intra group and internal group relation and policy implementation.
         Improves communication between group and individuals. Aid in orientation of new employee and those taking new job through transfer promotion. Provides information on equal opportunities and affirmative action. Provides information on other government laws and administration policies. Improve interpersonal skills. Makes organizational policies, rules and regulations viable. Builds cohesiveness in group. Provides a good climate for learning, growth and co ordination. Makes the organization a better place to work and live

TRAINING PROCESS
       Steps in training process ; Organizational objectives Assessment of Training needs Establishment of Training goals Training programs. Implementation of training programme Evaluation of results

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I. Organizational Objectives and Strategies:
The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.

II. Needs Assessment:
Needs assessment diagnosis present problems and future challenges to be met through training and development? Organizations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at two levels- group and individual. An individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. Faulty selection, poor job design, improving quality of supervision, or discharge will solve the problem. Assessment of training needs must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills. It is necessary that the employee be trained to acquire new skills. This will help him/her to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging tasks. Individuals may also 15

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require new skills because of possible job transfers. Although job transfers are common as organizational personnel demands vary, they do not necessarily require elaborate training efforts. Employees commonly require only an orientation to new facilities and jobs. Jobs have disappeared as technology, foreign competition, and the forces of supply and demand are changing the face of our industry. Assessment of training needs occurs at the group level too. Any change in the organization’s strategy necessitates training of groups of employees. Needs Assessment Methods: How are training needs assessed? Several methods are available for the purpose. As shown below some are useful for organizational- level need assessment and others for individual need assessment Definition A training goal is a short, concise, general statement of the overall purpose of a training program or activity. Examples Here are some examples of training goals: In this course, the trainees will gain a basic understanding of the Multi-strategy method and will learn how to apply the method in an adult literacy class. The goal of the primer workshop is to write a primer series for the Oromlanguage.

Non-example Here is a non-example of a training goal: The trainees will learn how to become teachers. Implementation of Training programs Program implementation involves actions on the following lines: Deciding the location and organizing training and other facilities. Scheduling the training programmed. Conducting the programmer. Monitoring the progress of the trainees. Evaluation of results: The last stage in the training and development process is the evaluation of the results. Since huge sums of money are spent on training and development, how far the programme has been useful must be judge/determined. Evaluation helps determine the results of the training and development programme. In the practice, however organizations either overlook or lack facilities for evaluation.

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METHODS OF TRAINING
A multitude of techniques are used to train employees. Training techniques represent the medium of imparting skills and knowledge to employees. Training techniques are means employed in the training methods. They are basically of two types

Lectures:
It is the verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess knowledge about the subject. A virtue in this method is that it can be used for large groups and hence the cost of training per employee is very low. However, this method violates the principle of learning by practice. Also this type of communication is a one- way communication and there is no feedback from the audience because in case of very large groups it is difficult to have interactive sessions. Long lectures can also cause Boredom.

Audio Visuals:
This is an extension of the lecture method. This method includes slides, OHPs, video tapes and films. They can be used to provide a range of realistic examples of job conditions and situations in the condensed period of time. It also improves the quality of presentation to a great extent.

On- the – Job- Training:
It is used primarily to teach workers how to do their present jobs. Majority of the industrial training is on the job training. It is conducted at the work site and in the context of the job. Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of trainer’s focus is on making a good product and not on good training technique. It has several steps; the trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is given to the trainee, the transferability to the job is very high. Then the employee is allowed to mimic the trainer’s example. The trainee repeats these jobs until the job is mastered.

Programmed Instruction (PI):
In this method, training is offered without the intervention of the trainer. Information is provided to the employee in blocks, in form of books or through teaching machine. After going through each block of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is provided after each response. Thus PI involves: Presenting questions, facts, and problems to the learner. Allowing the person to respond Providing feedback on the accuracy of the answers 17

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If the answers are correct, he proceeds to the next block or else, repeats the same However it is an impersonal method and the scope of learning is less as compared to other methods of training. Also the cost of preparing books, manuals and machinery is very high

Computer Assisted Instruction (CAI)
This is an extension of the PI method. In this method, the learner’s response determines the frequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data manipulation capabilities of the computer.

Simulation
It is any equipment or technique that duplicates as nearly as the possible the actual conditions encountered at the job. It is an attempt to create a realistic for decision-making. This method is most widely used in Aeronautical Industry.

Vestibule Training
This method utilizes equipment which closely resembles the actual ones used in the job. It is performed in a special area set aside for the purpose and not at the workplace. The emphasis is placed on learning skills than on production. It is however difficult to duplicate pressures and realities of actual situations. Even though the kind of tension or pressure may be the same but the employee knows it is just a technique and not a real situation. Also the employees behave differently in real situations than in simulations. Also additional investment is required for the equipment.

Case study
It is a written description of an actual situation in the business, which provokes the roeader to think and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions, select the best one and implement it. It is an ideal method to promote decision making skills. They also provide transference to an extent. They allow participation through discussion. This is the most effective method of developing problem solving skills. The method /approach to analysis may not be given importance. Many a times only the result at the end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage since case studies must primarily be used to influence or mend the attitude or thinking of an individual.

Role Playing and Behavior Modeling:
This method mainly focuses on emotional (human relation) issues than other ones. The essences are on creating a real life situation and have trainees assumed parts of specific personalities (mostly interchanged roles of boss and subordinate to create empathy for one another). The consequence is better understanding of issues from the other’s point of view. Concept of Behavior Modeling:

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Fundamental psychological process by which new patterns of behavior can be acquired and existing ones can be altered. “Vicarious process” learning takes place not by own experience but by observation or imagination of others’ action. It is referred to as “copying”, “observational learning” or “imitation” implying that it a behavior is learned or modified through observation of other’s experiences. This change may be videotaped and showed to the trainee and he can review and critique it. It also helps him see the negative consequences that result from not using the Behavior as recommended.

Sensitivity Training:
It uses small number of trainees usually less than 12 in a group. They meet with a passive trainer and get an insight into their own behavior and that of others. These meetings have no agenda and take place away from the workplace. The discussions focus on why participants behave the way they do and how others perceive them. The objective is to provide the participants with increased awareness of their own behavior, the perception of others about them and increased understanding of group process. Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily used to enhance interpersonal skills. It can be used to develop desired behaviors for future job responsibilities. A trained professional serves as a facilitator. However once the training is over employees get back to being the way they are.

Apprenticeships and Coaching:
It is involved learning from more experienced employee/s. This method may be supplemented with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of participation and facilitates transferability. Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR department. The person being trained is called understudy. It is very similar to on the job training method. But in that case, more stress is laid on productivity, whereas here, the focus is on learning. In this method skilled workforce is maintained – since the participation, feedback and job transference is very high. Immediate returns can be expected from training – almost as soon as the training is over the desired outcomes can be seen in the trainee.

RESEARCH METHODOLOG
This study is based on the Quantitative research techniques which included the following proceedings: A questionnaire was developed and questions were structured consistent with the research objectives.

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It was ensured that information collected through questionnaires should reflect objectivity, reliability and validity. The interviews were conducted by using the questionnaire on the face-to-face basis. The interviewer ensured that all the requisite information desired, is solicited through questionnaire. While conducting the interview it was ensured that the interview must remain objective and unbiased.

RESEARCH PURPOSE:
The main purpose of the study is to provide complete information regarding the impact and challenges in the organizations practicing training and development in human resource management. The main source of gathering data will be books, newspapers, magazines and interviews of concerned autho5rities. Another major source of data collection was the websites of various authenticated organizations

SAMPLING:
For the data collection purpose, both “primary and secondary” sources were used. Primary sources: Included data gathered from the interviews and detailed consultation sessions with professional teachers and experts of the concerned organizations. Secondary sources: Included printed materials from books, newspapers, magazines and internet. TREATMENT OF DATA: The data collected during the study has been analyzed in the quantitative framework. The interviews were conducted by using the questionnaire on the face-to-face basis. The interviewer ensured that all the requisite information desired, is solicited through questionnaire. While conducting the interview it was ensured that the interview must remain objective and unbiased. Once filled out questionnaires were collected the data processing and analysis commenced. During the phase of processing the questionnaires were thoroughly reviewed in terms of its completeness and consistency. Subsequently the data was analyzed professionally and findings of the study are presented in the form of project reports. As it is known that the human resource department has an immense importance in the success and failure of the organization. If the organization is not capable of monitoring, controlling and motivating employees then how the organizations will be able to combat with the foreign 20

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market? Hence the information gathered from the sources will then be analyzed and summarized according to the project requirements.

DATA ANALYSIS In this chapter the researcher had analyzed the collected data through SPSS software. DESCRIPTION OF RESPONDENTS Respondents which helped in collecting this data are In Karachi. In order to have better from the same field understanding the research the data had been collected from the inside employee’s of Getz Pharma. The total Size sample of 100 consist of approx 20% of female which belong to the different departments and remaining 80% of male. DATA ANALYSIS METHOD The data was analyzed with the help of software SPSS which include means correlation and regression which gave better idea to the researcher about the turn over dependency TEST USED IN TEST In this research t-test for equality of means in used as a statistical hypothesis test. A t-test in any statistical hypothesis test in which the test statistic has a student distribution if the null Hypothesis is true. It is applied when the population is assumed to be normally disturbed but the sample sizes are small enough that statistics on which influence is based is not normally distributed because its relies on uncertain estimate of standard deviation rather than on precisely known values. REGRESSION ANALYSIS It is statistically technique used to find relationships between variable for purpose of predicting future values. In other words it predicts the behavior of a dependent variable by analyzing one or more independent variable. Independence variable in this study are training and development programs and dependent variable is performance of employees. CORRELATION ANALYSIS It is statistical analysis used to determine the extent to which changes in value of an attribute are associated with changes in other attributes. The correlation coefficient r is a measure of the linear relationship between two attributes or columns data. Descriptive Descriptive Statistics

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N OG TD Valid N (list wise) 20 20 20 Minimum 4.44 4.00 Maximum 5.00 5.00 Mean 4.7889 4.6333 Std. Deviation .15672 .30874

According to respondent’s opinions the rating on dependent variable training and development system was highest with a mean of (4.7889). The rating of awareness about training and development was second highest with a mean of (4.6333) The standard deviation of respondents’ opinions on “organization growth was the least (0.15672), as compared to the other dimensions. This indicates that there is highest Participation in training and development. (30874). this indicates that there is a low involvement of organization growth.

Correlations
The data was analyzed through spss software by using correlation significant. The correlation test indicates that shows the correlation between the variables. The correlation values show that there is a positive correlation of training and development. Correlations OG OG Pearson Correlation Sig. (2-tailed) TD N Pearson Correlation 20 -.576** 1 TD -.576** .008 20 1

Sig. (2-tailed) .008 N 20 **. Correlation is significant at the 0.01 level (2-tailed).

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The dependent variable “training and development “ has the strongest correlation .with Pearson correlation 0.576 and second strongly correlation with rating with 0.576

Regression
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Variables Entered/ Removed Variables Entered TD
a

Model 1

Variables Removed .

Method Enter

a. All requested variables entered. b. Dependent Variable: OG

Model Summary
Adjusted Square .295 R Std. Error of the Estimate .13161

Model 1

R .576
a

R Square .332

a. Predictors: (Constant), Training and development ANOVAs Model 1 Regression Residual Sum Squares .155 .312 of Df 1 18 19 Mean Square F .155 .017 8.942 Sig. .008a

Total .467 a. Predictors: (Constant), TD b. Dependent Variable: OG Coefficients’

Standardized Unstandardized Coefficients Coefficients Model 1 B (Constant) 6.144 Std. Error .454 .098 -.576 Beta t 13.530 -2.990 Sig. .000 .008

TD -.292 a. Dependent Variable: OG

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ANNEXURE

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Questionnaire
This questionnaire is developed to reduce the employee of training and development The last few months the researcher has been working on this thesis taking a very close look at ways to reduce the employee training and improve the organization effort. Your age a. 20 – 30 years Gender a. Male b. Female b. 31 – 40 years c. 41 – 50 years d. 51 – 60 years

For the following statements, please make whether you: (5) Strongly agree (4) agree (3) neutral (2) disagree (1) strongly disagree Organizational Growth OG1 I understand the long-term strategy of my company

5

4

3

2

1

OG2 I am satisfied with the objective of my company.

5

4

3

2

1

OG3 I am given enough authority to make decisions I need to make

5

4

3

2

1

OG4 I like the type of work that I do

5

4

3

2

1

OG5 I believe my job is secure

5

4

3

2

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OG6 I feel confidence in the leadership of my company.

5 4 3 2 1 OG7 The company has adequate safety & health standard.

5

4

3

2

1

OG8 Our company is concerned with the long term welfare of the employees.

5

4

3

2

1

OG9 My Superior recognizes my performance.

5

4

3

2

1

Training and Development TD1 I am satisfied with all trainings given to us.

5

4

3

2

1

TD2 My supervisor treats me fairly

5

4

3

2

1

TD3 I receive regular Job performance feedback.

5

4

3

2

1

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TD4 I am totally satisfied with the training procedure

5

4

3

2

1

TD5 My superiors are concerned for providing quality product and services.

5

4

3

2

1

TD6 Management takes keen interest to provide trainings to improve the performance of employees.

5

4

3

2

1

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Conclusion
The results of this study are research based on measurement of training employee’s reaction toward various component of training and development. Evaluation of training and development has been suggested to include different components. An employee reaction to training and development has been suggested by researchers has been as being one of the components important to the acceptance and use of training and development in organization. The inclusion of these factors in the evaluation process in the study strengthens the conclusion that the results find out this organization e of employees prefer the training and development process and this is a important factor of training and development.

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RECOMMENDATION
The researcher recommends that routine evaluation of this training and development system be conducted to generate additional information regarding perceptions of training and development. The researchers recommend that the organizations employee a systematic approach to routinely trainees the employees. ,first t would provide more timely information to decision makers charged with managing the system and salutation service to operationalize evaluation of the system as part of the training and development process. Secondly, it would provide supervisors with real time data regarding their employee’s training and the success of the process. Thirdly it would serve as an intervention itself by allowing employee input and feedback to the process. The researcher recommends additional research be conducted to investigate actual training and development of the employees expectations.

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REFERENCES
Acland, J. (1982) An Analysis of Development Training at Brathay Hall (Unpublished research report) Brathay Hall Trust, Ambleside Allcock, R.S. (1988) Development Training Endeavour Training, Birmingham Beeby, J.M., and Rat born, S. (1983) "Development Training - Using the Outdoors in Management Development" Management Education and Development 14 3, 170-181. Bill C. and Greenaway R. (1989) The Competences of Development Trainers, The Training Agency, Manpower Services Commission ISBN 0 86392 300-3 Doughty, S. (1991) "Three Generations of Development Training" Adventure Education and Outdoor Leadership 7 4, 7-9 Elkin, S. (Ed.) (1996) Development Training Beyond 2000, Conference Report, Brathay Hall Trust Everard, K.B. (1987) Development Training - Progress and Prospects, Development Training Advisory Group Everard, K.B. (1993) The History of Development Training published by the author, chair of DTAG (the Development Training Advisory Group) funded by DTAG and ICI Greenaway, R. and Crowther, S. (1984) "Development Training" Bulletin Winter 1984, 9-12, Group Relations Training Association. Greenaway, R. (1985) "The Mapping of Development Training as Distinctive Approach in Education and Training" (unpublished research report) Brathay Hall Trust, Ambleside Greenaway, R. (1986) "The Training and Development of Development Trainers" Research Project presented to the Manpower Services Commission for Brathay Hall Trust, Ambleside Holroyde, G. (1986) "Development Training" (The Chairman of the Governing Body of the Brathay Hall Trust proposed this definition at a meeting of the Developing Development Trainers Steering Group, Dunchurch). 31

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Loyne’s, C. (1990) "Development Training in the United Kingdom" in Miles, J. and Priest, S. (Eds.) Adventure Education Venture Publishing Inc. PA. Springiest, N.R. (1987) "The Evaluation of Development Training Courses" M.Sc thesis (in occupational psychology) MRC/SSRC Social and Applied Psychology Unit Resources management, 107-1ale, hj, Lawrence erbium. Citizenship journal of applied psychology, 76,845-855 Agnew, P. W., Keller man, A. S. & Meyer, J, M. (1996). Multimedia in the classroom. Boston: Allyn and Bacon. Alden, J. (1998). A trainer's guide to Web-based instruction. Alexandria, VA: Amer Society Training & Dev. Alessi, S. M. & Trollip, S. R. (1985). Computer-based instruction methods and development. Englewood Cliffs, NJ: Prentice-Hall. Ambron, S. & Hooper, K. (1988). Interactive multimedia. Redmond, WA: Microsoft Press. Ambron, S. & Hooper, K. (1990). Learning with interactive multimedia: developing and using multimedia tools in education. Redmond, WA: Microsoft Press. Ambon, S. & Hooper, K. (1988). Interactive multimedia; visions of multimedia for developers, educators, and information providers. Redmond, WA: Microsoft Press. Angling, Gary J. (1999). Critical Issues in Instructional Technology (Instructional Technology Series).Englewood, CO: Teacher Ideas Press. Anderson, R. H. (1976). Selecting and developing media for instruction. New York: Van Nostrand Reinhold. Anderson, C.J. & Veljkov, M.D. (1990). Creating interactive multimedia. Glenview, IL: Scott, Foresman. Anglin, G. J. (Ed.). (1995). Instructional Technology: Past, Present, and Future (2nd ed.). Englewood, CO: Libraries Unlimited. American Society for Training & Development (1999). ASTD Trainers toolkit job descriptions in workplace learning and performance. Alexandria, VA: American Society for Training & Development.

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