Training presents a prime opportunity to expand the knowledge base of all employees, however many employers discover that the development of employees through training is very costly. It also increases absenteeism allowing production to reduce momentarily, despite this disadvantage training employees helps them to feel confident in what their job entails, allowing them to be more effective and efficient both to the external and internal customers. Training is an investment that all organizations should provide, most organizations have their own culture, routines and policies, no two organizations are alike and it can be difficult for a new employee to fit into an organization without being trained properly. An employee who receives the necessary training is better able to perform their duties, since they become more aware of the proper procedures. Therefore, training can be described as a variety of experiences that intend to enhance and develop skills and knowledge in order to accomplish organizational objectives, to improve and change organizational aspects within the work place (Bramley 1996) (Broad & Newstorm 1992).
In all organizations there are employees with weaknesses in their work skills, a training programme allows the employee to strengthen those skills while eliminating the weak areas, as it seeks to improve knowledge and skills on a higher level. If all employees are crossed trained, it makes it easy for replacement if needed, since each person will have an idea of what the other person does on a daily basis, employees can work as teams or they can maintain their autonomy. This also builds the employee’s confidence as they become versatile while understanding the industry, as it keeps them on the cutting edge of the industries’ development. If employees are competent and on top of the industry as the environment keeps changing and evolving, the standards of the organization are maintained as a strong competitor.
According to Ivancevich (2004), training and development are processes that provide a person with information and skills they need in order to understand the organisation and its goals. They are designed to help a person continue to make positive contributions in the form of good performance. Training helps personnel do their current work better while development prepares them for the future. It is a systematic process in which an individual is aided to alter his behavior in a direction that will achieve the organization’s goals.
In any training situation, it is important to appreciate the variety of ways that people learn, and to use techniques, which will meet the needs of a diverse group of learners. While some individuals may learn kinesthetically, others may be more receptive to visual or auditory techniques. The organization must therefore design a program to incorporate elements which will be useful to all types of learners, also taking into consideration the employee’s technical skills. It is vital for organisations to focus on an employee capability to foresee, adapt and respond to sudden changes in the environment. Training and development will have to be joint with corporate goals. It must be accurate with what the business is trying to achieve.
In order for training to seem more appropriate, its programme will revolve around business related matters for the future. In practice, its achievements will carry on developing clear training objectives from the tactical issues of the business.
Effective managers are created in an environment where there is continuity in the learning manner. A high level of experience, expertise and mind power of the internal as well as external trainers is essential, along with their commitment and capability to maintain a healthy relationship committed to management. Though typically the training process, remains true to its defined objectives, and facilitate the transfer of knowledge. Coordinating the logistics of a training program is a detailed and essential step in planning a successful training program. As (Van Wart, Cayer, and Cook, 1994) pointed out, "careful planning results in substantially fewer problems, headaches, and even disasters." Countless items such as facilities, room set-up, scheduling, registration, snacks, name tags, audio-visual needs, correspondence with trainees, social events, and the compilation of training materials must be taken into account to ensure a successful program. In addition, it is important to plan in advance how to open and close a training session, to avoid awkward transitions and a poor climate during the session (Nadler & Nadler 1994).
Another important consideration is the materials and kit which will be used to communicate information to the participants. Handouts, textbooks, manuals, and other visual aids (VanWart, Cayer, & Cook 1994) enhance the training environment and give participants tangible records of their training to take away and refer to when a refresher is necessary. There should be plenty of materials for all of the participants and extras for those who may register at the last minute, and finally, as with most things in life, it never hurts to have a contingency plan.
A training program may incorporate many different types of strategies for communicating information and fostering a learning environment. Lectures, group activities, discussions, videos, games, guest speakers, case studies, presentations, panel discussions, outdoor interventions, and hands-on skill training are but a few examples of the variety of methods which exist for use in training situations.
Some theorists suggest that trainers should use questions in training to serve as icebreakers to determine knowledge levels and attitudes this helps to stimulate discussion, share knowledge, make transitions, and build teams. For example, a group of scientists may not be impressed by rhyming skills, while a group of writers might find it very refreshing.
In addition to those presented here, there are hundreds of other useful approaches to conducting effective training programs. The important thing to recognise is that each method and strategy has strengths and weaknesses, and that there is not one method or strategy that will result consistently in a flawless training program. A combination of methods, strategies, and techniques makes for a rich, diverse, cooperative, and instructive training situation.
Training is designed with a variety of learning styles in mind that should greatly encourage trainees to incorporate the knowledge into their own way of thinking, and transfer the training into the workplace.
After logistics and strategies are determined, the designer must decide the most appropriate method for gathering evaluations and feedback from the participants. This step can be used to identify opportunities for further training, to enhance learning, to identify problems and possible solutions, to assess the impact of the training, and to monitor changes in thinking related to the training.
Such information can be obtained through observation of reactions to training programs, through learning reviews provided by participants, or through pre and post-testing of skills, attitudes, and behaviours. In addition, there are a variety of questionnaire types which can be utilised for evaluations. Regardless of the type of questionnaire, which is used, however, it is crucial to gather feedback from as many of the participants as possible, to give them a forum for providing the most honest and detailed feedback possible, and to take future action based on the responses.
Another valuable method of gaining feedback from participants is to speak with them individually, perhaps at some point during the program, or in a scheduled meeting or discussion group held shortly after the program takes place. It is vital to remember that changes in attitude do not necessarily equal change in behaviour. While information about attitudes may drop light on trainees' immediate reactions and learning, such information alone is not necessarily a good indicator of long term changes in behaviour or overall results of training.
Previously, training has been seen as needless expense rather than an integral part of achieving organisational efficiency. But as for now situation has changed dramatically. According to some theorists, many organisations have increased their training budget and intensified their training programs; the efforts have mainly focused on quantitative aspects such as increasing the number of staff trained. The quality improvements in training process have often been limited to improving the subject-matter contents.
There has been less concentration towards the support, which is been given to enhance trainers' mastery on innovative and cost-effective learning process and methods. The prestigious and successful training programs will require well-trained trainers not only to master subject matter contents and also to develop well-planned training strategy and curriculum, implement a systematic learning process which is needs-based and learner-centred, and apply appropriate educational technologies and methods.
According to the recent research, findings on individual and group learning behaviour and processes, especially among adults, combined with the wide availability of computer and communication technologies, have contributed to new and innovative training methods, such as peer learning, internet, web-based distance education, collaborative learning, case-teaching, on-line tutoring/coaching, virtual information networking, (Ivancevich, 2004).
The changing perception of the nature of managerial jobs has had profound implications for management trainers and developers. Some manager’s role has evolved from task managers to people and role player. Trainers can no longer rely solely on provision of the task-related management training; rather they are expected to become familiar with people, self and career development skills and expertise. The need for positive transfer has placed yet another obligation on management trainers. Nowadays, they are expected to acquire relevant skills and expertise, which enable them to empower the trainees to transfer the acquired knowledge skills, values, attitudes and behaviour to the workplace. (Ivancevich, 2004)
In addition to the rationale approach, which also applies to development process, there are other factors such as the nation failing economic performance is one major feature. There is an imbalance between the skills the qualifications required by employers and the ones available in the work force within the nation. The investment in personnel development is seen as in adequate in respect to quality and quantity. The role of personnel management has changed from one, which was primarily to ensure the welfare of personnel and to manage the relationships between personnel and employers. New technology has brought with it new aids to learning. The concept of self-study packages, which includes videos and audios, are added to the system, (Ivancevich, 2004).
In conclusion, although the need for training is now recognized, many companies are still reluctant to invest in this scheme, notwithstanding the fact that training and development is an essential procedure in building an effective work team that can improve organizational productivity. By investing in training, employees acquire skills, knowledge, and abilities that increase the likelihoods of their success within the organization, so both employees and organizations benefit from training. If organizations are not to be constantly disappointed in their effort to implement new techniques and increase their performance, then they ought to not only provide training, but also ensure that it is the right training.

Referencing:
Bramley, P. (1996). Evaluating training effectiveness. Maidenhead: McGraw-Hill.
Broad, M.L., & Newstrom, J.W. (1992). Transferring training: Action-packed strategies to ensure high payoff from training investments. Reading, MA: Addison-Wesley.
Van Wart, M.Cayer, N.J & Cook, S 1993, Handbook of Training & Development for the Public Sector
Ivancevich, John M, (2004) Human Resource Management, 9th Edition
Leonard Nadler, Zeace Nadler (2004), Designing Training Programs, Building Blocks of Human Potential Series