Training isthe act of nereasing the skill ofan employe for doing 4 particular job The advancement in technology, wide use of computerisation and related sophistication have increased the need for training by manifold. Development focuses on faure Jobs in the organization while training is present day oriented and Job specific. Pers hy ‘Training and Develo. us Chapter Highlights evelopment, Training. and. Education, Tra See er ee panes of Lari. tmprince «MY Significance of Training, Determining Training Needs. ae Method, one raining Methods, Oftahe-ob Tring Methods, Management Developmen 0 ras Orc petelos Mehads, The Need for Management Dy. uestions to Answer, Indicate True or False. ‘ 9.1 What is Training? : ; ‘An organization needs to have efficient and effective peop), perform the activities that they have to do. If the job occupants cay. this requirement, training is not essential. If the case is differen ; necessary to raise the skill levels and increase the versa) adaptability of employees. ‘As jobs have become more complex, the importance of emp, training has increased. When jobs were simple, easy to learn. influenced insignificantly by technological changes, there Was lity. for employees to upgrade or alter their skill But the rapid chy taking place during the last quarter-century have created incr. pressures for organizations to readapt the products and seryi. produced, the types of jobs required, and the types of skills necesuy | ‘complete these jobs. ‘The complexity of jobs increase the need for training, 7, advancement in technology, wide use of computerisation and rely sophistication have increased the need for training by manifold learning of skills and increase in the level of understanding of employees have become imperative. Training widens job rela knowledge of the employee. He becomes more sharp and updates knowledge through taining. Training provides necessary instruct for performing the current job efficently. Thus Flippo rightly define training as, “the act of increasing the knowledge and skill of y employee for doing a péfticular job." Training differs from educaix and gna 9.2. Training and Development Training involves the change of skills, knowledge, attitudes, «| behavior of employees. Although training is similar to development i the methods used to affect learning, they differ in time frames. Triiy is more present-day oriented, its focus is on individuals’ current jo enhancing those specific skills and abilities to immediately perform th! jobs. Training is job specific and is designed to make employees met effective in their current job. Employee development, on the other ht! generally focuses on future jobs.in the organization.yr Training and Development 03 qraining and Education (> raining differs from education. Training is concerned with increase in saledge, Skill and abilities of the employees in doing a particular job. It "narrow aim limited to increase in knowledge and skill related to a job. eatin, on the other hand, broadens the mental faculties and horizon of wwledge. It is concerned with enhancing general knowledge and wating one to understand the total environment. It is imparted in ‘rons, colleges and universities, Training is vocation orientated and is ‘nat the factory oF at the work place, The difference between training 2 education is minimized when in certain cases both are imparted at the ys0 40 oti sone time 94 Training and Learning € Fraining is often understood as a learning experience. So, if we are to erstand what training can do to improve an employee's job formance, we should begin by explaining how people learn. 95 Theories of Learning Learning brings relatively permanent change as a result of experience. this can take place through direct experience—by doing—or indirectly, through observation. Regardless of the means by which learning takes slice, we cannot measure learning per se. We can only measure the changes in attitudes and behavior that occur as a result of learning. Then ‘ve will emphasize how we learn rather than what we learn. und Two major theories dominated learning research over the years. 1, One position is the cognitive view. Its proponents argue that an indvidua’s pyrposes or intentions direct his or her actions, 2. The other position is the environmental perspective, whose proponents believe that the individual is acted upon and his or her tehavior is a function of its external consequences. 3.More recently an approach has been offered that blends both of these theories—learning is a continuous interaction between the individual ‘ad the particular social environment in which he or she functions. This is called social-learning theory. This theory acknowledges that we can lean 5y observing what happens to other people and just by being told about Something, as well as by direct experiences. The influence of models is central to the social-learning view-point. Rcsearch indicates that much of what we have learned comes from ‘atching models—peers, parents, teachers, actors and so on. Four oresses have been found to determine the influence a model will have ‘an individual: 123 Training is job related but ‘education broadens the horizon of general Inowledge Training is ofien understood as a learning experience. We cannot measure learning per se. We ‘can only measure the changes in. cantitudes and behavior that oceur asa result of learning.124 ‘Human Resource Management A. Attentional process + We tend to be most influenced by are aractive, repeatedly availabe, that we think ae importa, We see as similar to us. h Retention process: A model’ influences will depend on hoy model's action is remembered even after the model is ny m readily available. ns Reinforcement process: Individuals willbe motivated t ey. modelled behavior if rewards are provided. Behaviors », ‘ 4 reinforced will be given more attention, learned better, ang Pern’ more often, | lel « Motor reproduction process + After a person has lear behavior from model, the watching must be converetd to doing Process then demonstrates. that the individual can perfor, ‘modelled activities, | Social-leaming theory offers us insights into what a training egy should include. Specifically, it tells us that training should Provide attractive model , 9.6 Principles of Learning The above processes dervied from social-learnin, 8 theory. frequently presented in more specific terms as principles of leat They are : 1+ Learning is enhanced when the learner is motivated: Whey desire to lean exists, the leamer will exert high level of ct oes ‘There appears to be valid evidence to support the adage, "You on revel of effort take @ horse to water, but you can't make him drink", 2. Learning requires feedback : Feedback, oF knowledge of rely necessary so that the leamer can correct her/his mistakes. On Feedback, or Betting information about how 1 am doing can 1 compare it adn: Anowledge of oat my goals and correct my deviations, And feedback is best when its necessary so that immediate rather than delayed. the learner can oe Feedback can provide intrinsic motivation. When individuals obin mistakes, information on their performance, the task becomes mae nsically interesting and aets to motivate them, ad “3. Reinforcement increases the likelihood that a learned bahavier reinforced will be repeated : The principle of reinforcement tells us thi (rewarded) are behaviors that are positively reinforced (rewarded) are encourge’ encouraged and sustained, and sustained. It is desirable to convey feedback to the leant ‘when they are doing what is right to encourage them to keep dog itTraining and Development | 4, Prsetioe ee ates Performance : When learners actually actice what they have learned they gain confidence and Iy to make errors oF to forge sosegranell og Re eee Set what they have learned. Active jnvolverm '8h Practice, therefore, should be made part of the jeaning PFOCESS earning begins rapidly, then plateaus : expressed a8 a curve that usually begins jncreases at a decreasing rate until a platea ‘ery fast at the beginning, jmproverment are reduced. earning must be transferable to the job : If much of the skill developed in the class room can not be transferred to the job, the organizations suffer. Therefore, training should-be designed to foster transferability. ansfer can be positive or negative, The ability to type on a manual typewriter will aid in learning to type on an electric one. This is a positive transfer, for it improves performance, But knowledge of engineering may impede learning accounting and may act as an illustration of negative transfer, which hampers performance. ‘Management has to be concerned with maximising positive transfer and minimizing negative transfer in any training exercise. 9,7 Importance of Training ia Imparting of training to the employees has become very much important in modern times for better performance of the job. Here it can te said that the question of training does not arise but making choice of the method of training is important, The importance of training can be elaborated as under : 1. Economy in operations : Trained workers make better and economic use of materials and machines. Wastages are minimized, This helps in reducing per unit cost of production 2, Minimization of supervision : The trained worker knows his job well. His work, therefore, requires less supervision. The supervisor can devote his time for more urgent work. 3, Better performance : Training improves quality of work. It also helps in increasing the productivity. So there is an increase in quality and quantity of output. 4. Increase in morale : One of the objectives of traning is to change the attitude and outlook of the workers. A trainined worker's morale increases because of the support and encouragement he gets from his superior at the workplace. His opinion is respected. This makes workers more loyal to the organization. Learning rates can be with a sharp rise, then u is reached. Learning is but then plateaus as opportunities for & 6 125 Learning is very fast atthe beginning, but then plateaus Management has to be concerned swith maximising positive transfer ‘and minimizing negative transfer in any training126 Nowadays the fost sing changes in technology has increased the need for raining. Training has nwo fold advantages The knowledge and stills ofthe ‘employees are to ‘be updated to meet the organisational needs. 9.9 Determining Training Needs Human Resource Management Training provided 10 worker, | S. Uniformity in performance + Ms abe darisation of methods in Pf ‘uniformity in works and stant ps — control : Supervisors can easily delegate their oye, trained personnels for the better managerial control. 9.8. Significance of Training The giant organizations employ large number of human reso, for performing various jobs. Some of them are newcomers. They,” more knowledge and skill for better performance of jobs They ae therefore, in need of proper training to contribute to the achievency the organisational goals. There are some jobs that require litle o training but many of them need to be performed by adequately ang personnels, Now-a-days the fast going. changes in technology j. increassed the need for training. The use of modern technology j, | created new jobs in the organisation which require taining. Even j, ing to perform on sophisticated equipnes, and machines used in the organisation. The burden of providing training to the employees lies on ig organisations. They have to arrange for training within the organisao, or take help from extemal sources. Training has two fold advantages is beneficial to the employee for better performance of the job and aly sshe gets a chance to move upward through promotion, It is beneficial» the organisation as well since the trained employees perfrom better sad help in increasing the output, In fact trained personnels are an asset 0 the organisation, The organisations are now widely adopting automation, mechanisation and electronic data processing as an attempt t0 keep pate with the “changing technology. The knowledge and skills of the employees are to be updated to meet the organisatonal needs, The employees are the human resources needing development in their competency. The special training programmes need to be designed for the selected employees showing creativity, potentials, talent and mnovativeness, The immense benefits accrue to the organisation through such programmes, The employees trained through such programmes c= be promoted to hold the challenging assignment. senior employees need tri Managers can use four procedures to determine the training needs & uals in their organization or unit: 1, Performance appraisal : Each employee's work is measured «gsi the performance standards or objectives established for his or her jo : - infj Training and Development annalysis of job requirements : The skills or knowledge specified in dhe appropriate job description are examined, and the employees Mahout necessary Skills or knowledge become candidates for a gaining PBFA. Organizational analysis : The effectiveness of the organization and ig success in meeting its goals are analyzed to determine where Tierences exist. For example, members of a department with a high turnover rate or a ow performance record might require additional training. Employee survey + Managers as well as non-managers are asked t0 esoribe what problems they are experiencing in their work and what agtions they believe are necessafy to solve them. 9.10 ‘Training Mett once the orgamiZation's training needs have been identified, the yoran resources manager must initiate the appropriate training effort. Managers have available @ variety of training approaches. The most common-of these are on-the-job training methods, including job rotation, ia which the employee, over a period of time, works on a series of jobs, they learning a broad variety of skills; internship, in which job waining js combined with related classroom instruction; and apprenticeship, in | hich the employee is trained under the guidance of a highly skilled co- yorker. q Off-the-job training takes place outside the workplace but attempts to simulate actual working conditions.This type of training includes vestibule training, in which employees train on the actual equipment and in a realistic job setting but in a room different from the one in which they will be working, The object is to avoid the on-the-job pressures that might interfere with the learning process. In behaviorally experienced training, activities such as simulation exercises, business games, and problem- centered cases are employed so that the trainee can learn the behavior appropriate for the job through role playing. Off-the-job training may focus on the class room, with seminars, lectures, and films, or it may involve computer-assisted instruction (CAI), which can both reduce the lime needed for training and provide more help for individual trainees. 2.0n-the-Job Training Methods (? A comprehensive on-the-job training programme may contain ‘multiple methods. The training is imparted on the job and the employee els training under the same environment where he has to work. This system is very cost effective and popular, The following methods of Naining fall under this cat ~— 127128 Human Resource Management + Thi involves teaching by & Superior abou Coaching : This method to the junior or subordinate, 7, knowledge and skills of @ job : superior ais out the mistakes committed by the trainee and may, essary’ suggestions wherever and whenever nec ' Tauardtidy method : This method Ds a ae Providi, i i i his understudy. The chosen traing, training to his subordinate as : ; subordinate is most likely to be promoted t0 the igs pos ater tg fetiement or promotion of his superior under whom Ke Is receiv training. The trainee is the boss under making, It is a kind op tmentoriag to help the employee 0 lear the skills of super position. ‘ ie Position rotation or job rotation : This method involves moveren gy ledge and functioning 9 employees to different jobs to gain know! various jobs within the organisation. The incumbent thus realises i, problem and working of the job and develops respect forthe fell employees, Banks and insurance companies among service sector ayy follow this approach, This method is also known as cross training Job instruction training (JIT) : In this method a supervisor explin, the knowledge, skills and the method of doing the job to the tring. employee. The supervisor then asks the trainee to do the job himse ‘The supervisor provides the feedback. This is an effective method of training for the operative staff in the industrial establishment. Committee assignment : In this method a committee consisting of g group of employees are given a problem and are invited to give solution. The employees solve the problem and submit the solution, ‘The objective of this method is to develop a teamwork among the employees. Apprenticeship training : This type of training is essential for filling up positions requiring technical skills. The trainees are known 3s apprentices. The object is to improve them to perform efficiently the assigned job. The period of training ranges from one year to fou years. The technical knowledge is given to the trainees in variow trades. If there exists a vacancy in the unit the trainee is absorbed During the training period a stipend is paid to the trainee Special meetings of the staff : Special meetings of the staff of the department are held periodically to discuss the problems faced by the employges at work and suggestions are invited to improve performance of the job. These meetings are conducted by taking + retreat from the work for a shortwhile. Here employees and supervisors provide feedback.y ‘Training and Development 7 | :the-Job Training Methods (~ 2 pder this system of training a trainee is taken off from the job and sported from pat situation 0 that he can fully concentrate on waing and acquiring the knowledge and skills related to the \e if job in a free vi emance of j © environment, He is allow: ; ‘he 'g methods under off-the-job tegory " : ‘vestibule training : Under this method, training is provided in a Under his method, training * Gjassroom where the actual working situation is created. The tools and ipments, files and other related isk see equip' flee lated materials are used in imparting classroom where knowledge and skills related to the job by actually performing it at the he actual working yestibule school. This system of training is mostly suitable for the staff “avian * | of clerical and semiskilled grades. The theory and practical knowledge“ related with the job performance is taught to the employee. The {uration of training ranges from a week to a fortnight. 3, Lecture method : Lecture is an age old and a direct method of The lecture providing instruction, Through lecture the information relating to nel rules, policies, procedures and methods is provided to the trainees. A transmission of large group of trainees canbe addressed through the lecture method. ideas, concepts, yeories, and the } Iris a low cost method. The lecture concentrates on transmission of | ™"éi.en 4 ideas, concepts, theories, and the related knowledge. The major knowledge. 4 limitation of this method is that it does not provide for active involvement of the trainees. Role playing : This method of training is used for improving human relations and development of leadership qualities. The trainees get a Thesrainees get « description of a situation and a role of a managerial character they “escrievon of« a pie. They lve. to play. thoi role god, pepvide nanintion,indie: “emateata grievances or any such problem faced by supervisors in day to day character they have activities. This method helps the trainee to develop insight into his "Plax behaviour and deal with others accordingly. It is an effective method | of learning human relations skill required for the employees working in sales, marketing and purchasing and for the supervisors who have to work with people. 4. Conferences and seminars : Conferences and seminars are the, Grn common methods of training. Participants gain knowledge and imum i understanding by attending these conferences and seminars and nd opinions tte actively participating in the proceedings. Group discussions, exchange place wich lp of ideas and opinions take place which help the participants develop portcints leadership qualities. Two-way communication in this method proves to festa } be effective. This system is more effective for employees of clerical, qualities. ] professional and supervisory levels. 1444417 al 1 elci ‘Human Resource Management i ive technique of trainin, ww: This is an effective 7 5. babe eaters which information, Lesbo and skills Tea im : iz job rerformance with demonstration a fadsern ~ effectively than in other methods. Mittimedi we under this method. 1 Tis isthe recently developed teria, 6. Programmed instructions ich is gaining popularity. The subject mae es be learned ee condensed into logical sequence. The participant has to answer, 1. cesaeeee special feature of tis teachniue is that it provides instant fea, ee it correct or not, instant feedback The trainee thus knows whether his answer is Tada umber of books and manuals are available in the market, — University and college courses : Many colleges and universities, part time and evening specialized courses to suit the working ¢j,,, ‘These courses include the areas of finance, accounting, personny management, markéting and materials management, compu, The employees can be sponsored for doing sug, yy their establishements ianagement Development Programs ‘Management development is designed to improve the overay ~ effectiveness of managers in their present positions and to prepare then software ‘Management devigprenris f0F greater responsiblity when they are promoted. Managemen designed 10 development programs have become more prevalent in recent yeas bi eased because of the increasingly complex demands on managers and als) babes because training managers through experience alone is a tine ae consuming and unreliable process. The investment for many companiy in management development is quite large. Similar levels of training continue after this initial involvemen Some companies, however, do not rely on costly formal training approaches. Most employees, therefore, prefer to nurture new talent by providing practical job experience 9.12 On-the-job Methods On-the-job methods are usually preferred in managemest development programs. The tcaining is far more likely, than off-the;ib training, to be tailored to the individual, to be job-related, and to ke conveniently located. ‘There are six major formal on-the-job development methods 1. Apprenticeship : People seeking to enter skilled trades—to becom® IT specialist or computer programmer, for example, are often required t undergo apprenticeship training before they are elevated to mar position. Apprenticeship programs put the trainee under the guidance ¢ ‘an expert. Complex jobs require that such trainees remain, for a particu period, as understudy of a superior.| 4 5 Training and Development job Instruction Training (JIT) : Preparing the trainees and tellin them about the job and Overcoming their uncertainties can . nsured through instructions. Trainees are given essential faformation and are allowed to demonstrate their understandin Goaching # The taining of an employes by hs or her immediate supervisor, is by far the most effective management development technique. Unfortunately, many managers are either unable of {inilling 0 coach those they supervise, To be meaningful, on-the- ‘ab coaching must be tempered with considerable restraint— }mployees cannot develop unless they are allowed to work out oblems in their own Way. Managers too often fee! compelled to tell their employees exactly what to do, thereby negating the effeciveness of coaching. In addition, some managers feel threatened when asked to coach an employee, fearing they are creating a rival. ‘Actually, the manager has much to gain from coaching, since a manager frequently will not be promoted unless there is a successor gvailable to take his or her place, {Job rotation : The job rotation refers to transfer of managers from ‘ne job to another or from one department to another or from one section to another in a planned manner. The transferred executive to new job has to assume the full responsibility and duty. The object is to broaden the outlook and acquire the diverse skills and knowledge needed to perform the various jobs in the organisation, The manager will learn new ideas and gain new information underlying verious jobs. It will motivate him and help him acquire comprehensive {nowledge and skills. It will free him from the monotony of working in the same position. Job rotation may be horizontal or vertical. The horizontal job rotation is a lateral transfer while vertical is a promotion. This technique is not cost effective. On the new assignment the manager may commit mistaks which add to costs. Understudy + It is a dévelopment technique to prepare a manager for tuking over the charge of his senior after his retirement, transfer, promotion or death, This technique provides an equally competent suocessor to a senior manager who is currently holding the post. The ‘executive who is understudy acts as assistant to the superior executive whom he will succeed, The senior executive teaches him all the skills and imparts complete knowledge for the performance of the job and gives him a feel of what his job is. The understudy is given an ‘opportunity to see the job in toto in absence of senior manager who is on leave. Only a care is taken by the under study that the decison making in critical matter is delayed and is left to the manager currently holding the post. 131 In UT trainees are ‘given essential information and are allowed 10 demonstrate their understanding Coaching implies training of an employee by his or her immediate “superisor. The job rotation refers to transfer of ‘employees from ‘one jab to another ina planned manner, Understudy is @ development technique to prepare ‘manager for taking over the charge of, his senior aftr his retirement, transfer, promotion or death132 Multiple ‘management is also known as ‘committee ‘management This isthe technique of bringing about a change in behaviour of the executives through roup processes, In simulation training is given through the creation of a duplicate work situation Cases based on ‘actual business situations are repared and given othe trainee ‘managers for discussion and arriving at a proper decision. Human Resource Management 2 anagement iS also kno, e mana; m : cg mg nl She ng ee ee ipa recommendations to the top management. The a Sti managers to the committees Ea rol cr amare tog organisation and widens thei outlook and provi shen wig excellent opportunity to develop themse a acquit, knowledge of different aspects relating to business and indust, to interact with the group. 9.13 Off-theJob Methods “ On-the-job development techniques are insufficient for the igy development of executives of any organisation. Tis gap can be big by adopting off-the-job development techniques. The importan «: the-job development methods are the following. ; 1. ‘Sensitivity training : This isthe technique of bringing abo Ghange in behaviour of the executives through group proces. According to Edwin B. Flippo the objective of this technique i yy “development of awareness of and sensitivity to behavioural patterns oneself and others." This technique is also referred to as laboratoy taining. The trainee executives participate and influence each ong through unstructured group interaton, The participants here s: Provided open environment where they discuss freely among temselves. The enviornment is ereated by a professional behaviousi They openly express ther ideas, concepts, attitudes and get opperang, {0 know about themselves and the impact of their behaviout on the, fellow participants. This technique helps in creating mutual text a respect. It thus develops managerial sensitivity, 2, Simulation exercises : Simulations are popular techniques of management development. In this technique a duplicate work sittin Similar to the actual job siutation, is created and the trainee is given a Particular role to find out solutions to the problem and take decision te Bets a feedback of his performance, It sharpens the decision makig Quality of the trainee. Case study, management games and role playing are the usual ways of training through simulation Case study : Under this technique the cases based on actul business situations are prepared and given to the trainee managers for discussion and arriving at a proper decision. Managers are svt opportunity to find out the latent problems and suggest alternatives 1 tackle them. This technique helps in improving the decision-making Skills by making analytical judgement. Case study was made populi the Harvard Business School.Training and Development re Management games : givided into rival groups assuming the management of simulated companies. Each rival group has to discuss « Biven subject relating to group has 0 discuss oction, marketing, pricing ete. and anive are eo, They’get «sen sable n their performance, tuilding team spirit among executives, ole playing ¢ It is also a simulated exe assume different roles in the simulated s one another in the similar manner as ¢ manager in real situation. Participants points which they have to use during exe, They can take the help of videos for i skills. Through this technique the e, jnsteresting manner. b Inmanagement ‘game each rival s reise. The participants have to ‘utation. They have to react to In ole playing hey would be doing a job as Ma"ipants have are given a list of learning —aigerentroles in cutive subordinate encounter, the simulated siulation. improvement in management ecutives are trained in an 3, Workshop + Under this technique a group of executives meet as per plan and discuss a problem of common interest. The members of the group lear through others’ viewpoint and develop their knowledge by yy workshop a group comparing their opinion with others, It is the most effective method ofesccuives meercr when a problem is to be analysed and tested through different angles Per plan and discuss a ar viewpoints. The workshop has a leader who leads the discussion and Prem o¢ lesa takes due care that the participating members are not moving away ‘olution, from the main problem under discussion, The executives learn how to motivate people through discussion, Every participant is given an opportunity to express her/ his opinion freely. This is a very common method of developing executives, . 4. Lectures : It is a very popular and simple method. The concepts, ideas, theories, principles are explained through lectures, The speaker is an Inlecture method expert who collects the materials and delivers a lecture to the trainee saree executives. It is a time saving low cost method of explaining and “GPviwhecolcs Presenting a viewpoint on any problem or subject to the trainees in a. delivers alecre10 face-to-face situation. poe Programmes by academic institutions : Some training institutions and universities run management courses. They include degree as well as short term diploma courses. These institutions / universities also hold conferences, seminars, workshops, lecture series and other related Some raining Programmes which help in management development, The —‘tiionsand ffectivness of these programmes depend upon their quality, response management from the companies and implementation, Organisations can sponsor courses. their executives to join these courses. 5134 The transactional analysis aims at liberating the adult from the parent and child state, ‘The expenditure on ‘management development is a profitable investment, Human Resource Management + The transactional analysis (TA) jg , Isis i 6. Transactional anay he trainees personality thoy atte! stand and analyse son : eo “Imeration, The interaction between individual human beings is viewed as transcations, for instance, jo ths for you ay you do that for me." TA holds the view thatthe humtin Personal constiued by thre ego states ie, parent, child and adit All these ego states are reflected in hevfis personality when she communica, with others. Parent state is reflected when s/he behaves and interacts likg, parent and offers "do's" and "don'ts" e.g. do this, don't delegate Author, to him etc, Parent state reflects dominance. An individual reflects a chy state when his interaction is characterised by an impluse that is natu ‘An individual reflects his adult mode or state when his interaction rational. The transactional analysis aims at liberating the adult from y,, parent and child state. The adult state is rational and deals with realy, collects information and sees reasons and takes decisions. Agu), behaviour and interactions are expected from executives and Manager who ate decision-makers, Transactional analysis is an importa psychiatric technique for executive development of recent origin used by ‘many organisations. 9.14 The Need for Management Development Managers are the most valuable assets of any organisation, They must, therefore, be retrained and readucated for survival and growth ¢ organisation, The increased productivity and total quality depends upg, the drive, initiative core competence, skill and technical knowledge ¢ ‘managers, The well developed managerial manpower can change the fe of the organisation and can take it to any height, But efficient manages are awalys in short supply. ‘They are to be conserved. To conserve the rare resources, a rare substantial efforts for their development are needed The managers at the lower and middle levels need to be develop through proper in-company and off:the-job training programmes. Thet should not be any compromise on the quality of efficient manageti manpower, The expenditure on management development is a profitable investment. The development of lower and middle level managers shi build up second and third line of defence who remain ready to tut charge in the event of vacancy created by retirement, death, transfer resignation of senior executives. The aim of management developmet programme is to increase the managerial efficiency, thereby contributing to the growth of country's economy. The cause of low rate of econonit growth in the undeveloped countries can be singled out as lack of efficient management. The presence or absence of this single factor ct make the difference. The management development enables in boost up the morale of the managers and increase their versatility. They guint analytical ability and creative thinking. _-