Training is the continuous process for human development. The policy makers suggest that skillful manpower is able to produce training. Training makes the worker more confident of the production mechanism. The following literature explains the background of training.
Teacher's Training: Yoges Kumar Singh and Ruchika Nath (2005)1 express that nineteenth century saw numerous experiments in diverse direction in the field of curriculum change all over the country. They also express about the teachers training direction to the preparation of primary, secondary, and higher secondary collegiate courses. In the context of Bangladesh the training scenario of primary education is comparatively smooth, secondary is medium and the higher educational training is hardly taken by the teachers of the institutes.
Educational Administration and Management, Subject and pedagogy, Computer training are conducted for the heads and subject teachers of the secondary and higher secondary level institutes. The aims and objectives of HSTTIs (according to HSTTIs’
Training Brochure) are to ensure proper educational plan at all levels of post primary education, to provide professional and technical support to the education sector for improving institutional capacity on education and to promote increased efficiency and effectiveness of the educational planning of the post primary education sub-sector.
According to Sing and Nath (2005), the aims of the training course are to give the teachers an all-round preparation for their work from both theoretical and practical points of view. On the other hand, they need knowledge of the subjects which they have to teach, an acquaintance with the nature of the mind of the trainees/students and of the principles, which underlie the teaching art and some knowledge of the history of education in the past. They learn by actual practice in the classroom to control and teach the class. In the management training the heads of the institutes are the participants/ trainees. The trained teachers learn different types of mechanisms on how to develop the institutions along with developing the public examination results, how to increase the manner and attitude of the teachers and students, how to satisfy the demand of the community, how to build the future nation of a country through the educational institutions. In the management training, the heads of the respective institutions are treated as master trainers in their working places. After training they achive many things from the training through motivational activities. But in observation trained-up heads of the institutions are able to achieve many things through motivation.
Most of the trained teachers reduce punishment for better results in public examination, change the positive attitude, increase the classroom attendance, manners and etiquette etc.
1 Y.K. Singh and R. Nath. Teacher Education A.P.H Publishing Corporation New Delhi, (2005), pp. 30-33.
N. Romaswmi (1992)2 in his book A Handbook of Training & Development, about the importance and relevance of training, preparation for training, methods of training communication of training, motivation of training, problems and solutions, relationship in training, and training and development. HSTTIs follows the above mentioned events during the training course.
Training is a pre-planned process to change and enrich the trainees knowledge, skill, attitude, behavior, etc through learning to acquire effective performance in an activity or range of activities. The past motto is "training begins where education ends:" but it is now "training with education." Training makes a man community perfect. Training makes the man competent, perfect, proper, useful, workable etc., in communities or workplaces. A man may not possess the skills to do the required job at a required standard of performance. Training is always a purposive approach. It is a means for maintenance and improvement of the level of performance of a person in a section or department. Training is always updated. In the management training, participants or the heads of the institutions are unable to know the updated knowledge for the survival in the working places. The demands of the social values, norms, rules and regulation etc., are always changing. For the adaptation of the new events and facts, training has to be conducted. Through proper training a man can change his attitude to apply the new events and facts for the need of the society or to fulfill the stakeholder's satisfactions.
Training always is purposeful. This is a means for maintenance and improvement of the level of performance of person/participants in a section or a department. Training is a performance e.g. improved layout of plan and equipment, improved systems and procedures, restructuring of jobs etc. The basic theme of the training is permanent change of attitude and behaviors. The participants of training are adult persons and they have already earned some norms and values of personal experiences, form their existing environment. It is so difficult to break their existing norms, values, belief etc.
Training manager uses the different mechanisms for the adult learner for how to adopt the new knowledge, which changes their existing beliefs. For his fulfillment, trainer should consider the functions such as
(i) Identification of training needs, (ii) Design of plans,
2 N. Ramaswani. A Hand book of Training and Development, T.R Publication private Ltd. T.
Nagar, Madras (1992), pp. 12-16.
(iii) Implementation process
(iv) And the assessment of training effectiveness. Planning, organizing, learning and controlling are the four functions of training management. These are the basic functions that characterize the work of the trainer/teacher who conducts the training.