Manpower training constitutes one of the most dynamics and corner stone of human resource management. It remains both complex and multi-dimensional. Remaining human focused and human centric, training, primarily and essentially, helps in the growth and advancement of the depth, breadth and bandwidth of the knowledge of the individual. When appropriately deployed in any organization, training helps to improve the operational efficiency and quality of services rendered by the said organization. Organisations use the mechanism of training, for facilitating employees learning about organizational objectives or goals . Looking at the entire context, it can be, observed that manpower training includes and involves a well-defined process, based on large number of activities, performed by multiplicity of actors involving employers, employees, organization, institutions and trainers. The activities and objectives of training invariably involve and include ; skilling, knowledge sharing, capacity building, human development, behavioral change, operational efficiency, promoting effectiveness, promoting understanding, analyzing and problem solving, advancement, better placement, efficient execution of functions etc. Undergoing training should not be seen as a privilege but as the basic right of every employee right from the day of employment. Creating a transparent, objective and transparent criteria of evaluating the impact of training is another vital aspect of effective manpower training and development. Capacity building of training institutes having support of quality and trained manpower and professionally managing the training institutes, shall invariably and essentially form the corner stone of manpower training. Key words; Skilling, capacity building, empowering, efficiency, productivity

1. Role and Importance of Training in Making Value
Addition and Empowering Human Resource
**Jit Kumar Gupta
Introduction
Quality of human performance , productivity, skilling, operational
efficiency and problem solving capacity/capability invariably depends
upon the training to which human beings are subjected to. Training is
known to have enormous capacity and capability to empower human
beings in the art and science of rendering quality services . Training is
also known for its positivity in furthering the objective of the organization
and achieving its defined vision and laid down goals, with which one
remains connected. Accordingly, training is valued by organizations for
skilling manpower on its roll for making value addition and productivity
of the institutions with which human beings are connected. To achieve
the objective of imparting desired knowledge, creating appropriate
skills/abilities and commitment among the employees and improving
their operational efficiency requires, focused, effective and
quality training because quality manpower Training and Development
is considered the key for achieving organizational goal.
However, many organisations today, have either neglected or
haphazardly implement it. the important place of Manpower Training
and Development in the achievement of organisational effectiveness
and goal.
. It was discovered that the important place of Manpower Training in any
organisation cannot be over-emphasised as it prepared new employee
for the task ahead of them, and keep the older one’s alert for new
demands or challenges on their job, which might be due to new
problems arising, change in science and technology, new reforms
among others. It also leads to high morale, increases production and
performance, reduces conflicts between organisation/employee, and
enhances staff retention. Therefore, its systematic planning; execution
and evaluation are crucial to organisational existence. Management in
organisations should make it a top priority and it should be on a
continuous basis. Finally, as lack of training is dysfunctional to

2. organisational performance, adequate care should be taken to
recognise when training is needed.
Introduction
The role and importance of human resources in the long term viability of
any organisation whether profit or non-profit oriented cannot be over-
emphasised. Even do, other resources, such as financial, information,
and other materials are also essential, human resources remains
virtually boundless in the potential impact of the organisation. Thus,
manpower is the basis of all resources. It is the indispensable means of
converting other resources to mankind’s use and benefit, and therefore,
the pivot in every human institution.
Manpower is also fundamental in deciding how much a nation
accomplishes. Even in the developed and industrial nations of the world,
where the use of machines and technological is at an advanced stage,
manpower is still very essential. Countries like Japan, Korea, Germany,
etc., have experienced a high level of growth and development, despite
the absence of any natural resources, because of her highly developed
manpower resources. As Kuznet (1950) has rightly observed:
The major capital stock of an industrially
advanced country is not its physical equipment;
it is the body of knowledge amassed from tested
findings and discoveries of empirical science,
and the capacity and training of its population to
use this knowledge
Organisations today are facing many challenges in the management of
their human resource challenges that ranges from constant changes in
the organisational environment through unmotivated workforce to
shortage of skill manpower, even in the face of heavy unemployment
syndromes. In the words of Onah (2003:1) what sets most successful
organisations apart is how to manage their human resources.
However, in recent time, the overwhelming and pervasive roles of
manpower resources in the organisation seem to have been
compromised to the extent of misplacing its role in the achievement of
organisational objectives. Many organisations paid little or no attention
to issues of training and development of adequate manpower for the

3. achievement of organisational goal or objectives. Even in organisations
where this is done, the exercise is often either inappropriate, or
haphazardly done, or premised on a faulty diagnose of organisational
training needs. In other situations where training happens to occur,
deployment of staff so trained may be without regard to the skills
acquired leading to frustration of the trainee and general inefficiency in
the system (Onah: 2003: 123).
Trained and well-developed manpower is the essential ingredient for
efficiency and effectiveness in any organisation. An untrained staff
constitutes a nuisance to his organisation. This is because they not only
applied the wrong skill but will also impact such to others who are
unfortunate to be under them.
For example, in Nigeria, the important place of manpower training and
development had long been realised and emphasised in the various
public service reforms. For instance, the Public Service Review
Commission (PSRC) popularly called “Udoji Reform Report of 1974”
emphasised the need to recruit and train specialised personnel to
ensure a result- oriented public service... and that of all the aspects of
personnel management, the most important is training (Udoji, 1975:5-
11). However, it is pathetic that the experience of manpower training
and development in the Nigerian public service had been more of a ruse
and waste, despite its recognition as expressed in the white papers of
the various reforms (Okotoni and Erero, 2005: 20).
Therefore, an essential instrument for achieving an organisational
objective is the availability of adequate and effective manpower. Any
organisation whether public or private can only boast of effective
operation if it is blessed with trained and developed manpower. The
above assertions informed the need for this paper. That is examining
the proper role of manpower training and development with a view of
identifying its importance in the achievement of organisational goals or
objectives.
The paper is in four sections, the first being the introduction which as
already been discussed. The second section discusses the conceptual
issues of manpower training and development as well as the theoretical
basis of the paper. The main issue of the paper, which is the essentials
of manpower training and development in achieving an organisational
objective, is discussed in the third section. In the final section is the

4. conclusion and recommendations of this paper. The paper relies solely
on secondary data obtained from books and journals. The data collected
are quantitative in nature and therefore, they were analysed using the
content analysis.
 As per Jennifer, “As technology advances and workplace
strategies evolve, there comes a need for professionals to align
with these changes in terms of knowledge and skills. One of the
best ways to enhance knowledge and skills is through training.
Providing employees with relevant and consistent training can
help improve performance and efficiency in the workplace.
Training is important because it represents a good opportunity for
employees to grow their knowledge base and improve their job
skills to become more effective in the workplace. Despite the cost
of training for employees, the return on investment is immense if
it is consistent. . Bob Nelson, author of 1,001 Ways to Engage
Employees, reports that learning and development are among the
top factors in employee engagement
 Employee development is the continuous effort to strengthen work
performance through approaches like coaching, training sessions,
and leadership mentoring. Training is a specific event that teaches
new information or skills, often provided to new or newly promoted
employees. Both are key functions of corporate human resources
staff, who typically are responsible for planning and implementing
these efforts
Need For Training
 The National Training Policy was issued in April 1996 through
a set of Operational Guidelines for the development of the
human resources of the Government. This followed the process
of liberalization of the economy through de‐licensing and
deregulation begun in 1991 and the 73rd and 74th Amendments
to the Constitution, which took effect in 1993 thereby creating
the third tier of Government at the Panchayat and Municipal
levels.
 These, along with other changes since then, such as rapid
economic growth, devolution of funds, functions and
functionaries to the Panchayats and Municipalities, enhanced
transparency through the right to information, globalization,
climate change and extremism have created a complex and
challenging environment in which the civil service has to
function at a time when there are increasing expectations ofits
performance and ability to respond more efficiently and
effectively to the needs of the citizens.
 Over this period, the Human Resource Management function
has also undergone a significant change. Organisations are

5. attaching tremendous importance to the management and
development of their people. There is increasing recognition
that the individual in an organisation is a key resource and
shouldnot be simply looked upon as a cost.
 Government systems of personnel administration continue to
focus largely on the rules and procedures governing the
recruitment, retention and career development of the civil
service. Systematic training of civil servants has continued to
be mainly for the higher civil services with a large number of
Group B and C employees receiving sporadic training, if any at
all. With the creation of the third tier of Government, the training
of functionaries in the Panchayat and Municipal bodies has
become a critical concern.
 For transforming the civil service, it is imperative to move to a
strategic human resource management system, which would
look at the individual as a vital resource to be valued,
motivated, developed and enabled to achieve the
Ministry/Department/ Organisation’s mission and objectives.
Within this transformational process, it is essential to match
individuals’ competencies with the jobs they have to do and
bridge competency gaps for current and future roles through
training.
Training Objectives
 The existing manpower situation mostly determines the training
objectives either at national or organisational level. Caldwell
identifies four major training objectives, this includes: the
achievement of capable men and women prepared through
training to perform the tasks that the national welfare requires;
mobilising for unprecedented national problems; a tool for
enlarging human resources and productivity; and, designing for
constructive channeling of human resources. These objectives
seem to be rather too broad.
 According to Gibson (1972), desired goals sought by training
are productivity maintenance and productivity enhancement.
To him, much of human resource training is in forms of
maintenance expenses. This is because new people are
constant been hired and must be indoctrinated and trained.
Experience productive employees also leave the company for
many reasons, such as retirement and are replaced by those
who with required training and experiences.

6.  However, some training which is strategic in nature is designed
to obtain fuller utilisation of human resources, thereby,
increasing rather than merely maintaining productivity. This
could be referred to as productivity enhancement.
 The main objectives of training are to increase productivity,
lower turnover rate, increase higher morale, ensure better
coordination, and promote goal congruence (Nwachukwu,
1988:122). The essence is to improve knowledge and skills
and to change attitude (Mullins, 1999:34). Thus, training is
mainly aimed at ensuring efficiency and effectiveness at work
Advantages of Training
Employers derive many benefits from organizing training programs for
their employees, especially when they dedicatedly and consistently
carry out these programs. There are several reasons for employers to
initiate training programs for their employees, such as:
 Improving skills and knowledge; Employee training programs
help improve the knowledge and skills of employees to match the
various changes in the industry. When employees undergo
training, it improves their skills and knowledge of the job and builds
their confidence in their abilities. A good training program will
always help employees get acquainted with their organization's
ethics, values, policies, visions and missions
 Increasing productivity and Efficiency
 Training improves their performance and make them work more
efficiently and effectively. These improvements positively affect
the productivity of workers, which can increase the profits and
efficiency of an organization. Training can make employees learn
about work ethics, human relations and safety.
 Training and Development Enhance Employee Performance
 Employee training and development programs are critical for
enhancing employee performance. In fact, a 2019 report
published in The International Journal of Business and
Management Research indicates that 90% of employees
surveyed agreed or strongly agreed that training and development
programs improved their job performance.
 Companies can offer many kinds of in-person or online training
and development opportunities for employees. And they can use
in-house training, third-party training, or off-site activities to
provide those opportunities.:

 Improving quality of work force; Training and development
help companies to improve the quality of work done by their

7. employees. Training programs concentrate on specific areas.
There by improving the quality of work in that area.
 Preparing employees for higher responsibilities; Training
programs can also help prepare employees who are moving into
higher roles and taking on more responsibilities in an organization.
These programs will help them learn the skills that are required to
function effectively in their new positions. For example, they may
be trained in leadership skills or in a specific software they will use
in their new role.
 Enhance employee growth ; Every employee who takes
development program becomes better at his job. Training provides
perfection and required practice, therefore employee’s area able
to develop them professionally.
 Valuing Employees; Implementing training programs in the
workplace helps employees feel like the company is invested in
them they are a part of a supportive work environment where they
are appreciated. By continuing to teach your employees new skills
and abilities, they will not just become better workers, they will feel
like more productive members of the organization. This will
improve their morale as well as their workplace capabilities,
making them approach their job duties with more self-confidence
 Testing efficiency of a new performance management
system; Employee training programs help an organization test the
efficiency and effectiveness of a new performance management
system, which will help HR establish clearer performance
expectations. Using these systems to train your employees will
reinforce the necessity of meeting goals and help employees
better understand what is expected of them.
 Bridging the gap between planning and implementation
;Plans made by companies expect people to achieve
certain targets within certain time limit with certain quality for this
employee performance has to be accurate and perfect.
Training helps in achieving accuracy and perfection.
 Prevents obsolescence ;Through training and development the
employee is up to date with new technology and the fear of being
thrown out of the job is reduced.
 Assisting new comer; Training and development programs
greatly help new employees to get accustomed to new methods
of working, new technology, the work culture of the company
etc
 Improving Skill in Technology ; With the ever-increasing
change in technology across all industries, exposing employees
to new techniques in advanced technology will help to increase
efficiency and productivity in the organization. Training programs
help employees learn about specific computer skills and IT topics,
such as the use of software systems. Companies may train their
employees to create graphs and spreadsheets, edit data in their

8. database and understand network arrangements in order to
provide a more comprehensive understanding of computers to
improve workplace efficiency.
 Bringing Standardisation ; When employees in a workplace are
exposed to training, it helps to standardize the work process
among the staff. Workers will apply and follow similar procedures
as a result of their exposure to similar training.
 Promoting from within; Training helps in building up a second
line of competent officers & prepare them to occupy more
responsible position. Training helps in developing the
potentialities of the people for the next level job. When an
organization needs professionals with new or specific skills, they
don't have to go to employ new professionals from outside
sources. They can look inward and select promising staff
members who can be promoted after they are trained in this set of
new skills needed by the organization.
 Adapting to Remote Work; Safety precautions related to the
COVID-19 pandemic moved about 80% of employees to remote
work, according to research firm Brandon Hall Group. Since most
of the employees previously worked on-site, companies and those
working for them have grappled with finding and implementing
new tools and resources to accommodate this new environment
for work. Training and development focused on these new
processes can aid in making this transition
 Standardizing Processes and Procedures ; Employees who
receive clear communication about a job and its required
processes and procedures are more likely to stay in it. Training
and development programs help relay this information and ensure
employees have the tools to perform their roles according to
corporate guidelines.
 Instilling Confidence; Not only will employees who have
participated in training and development programs be more
confident in their knowledge and abilities, but so will their
managers. This confidence fosters a sense of enthusiasm and
accountability for work results.
 Attracting and Retaining Talent’; A training and development
program that addresses individuals’ strengths and values shows
a company’s commitment to promoting each employee’s learning
and growth. This focus on innovation and overcoming personal
challenges makes an organization more attractive to top talent.
 Embracing Individual Values; Holistic training and development
programs celebrate differences and encourage learning based on
individual interests and backgrounds. Promoting an
understanding of other employees’ cultures and values improves
teamwork and helps create a more inclusive and cohesive team.

9.  Enhancing an Organization’s Reputation; Employees who take
part in staff training and development are more likely to feel good
about their employers. They also are more likely to perform their
jobs well, yielding a positive performance that enhances a
company’s reputation among customers and other stakeholders
Categories of training and development for employees
There are many different categories of training that employees can
undertake in or out of the workplace, including:
 Management training; Employees can undergo different levels
of management training when they are being promoted to
managerial or senior-level positions in an organization. This type
of training is meant to prepare them for the additional higher
responsibilities they will have in the organization.
 Sales training; Employees, especially those in the sales and
marketing industries, may be required to go through sales training
to sharpen their skills in selling and marketing a company's
products and services.
 On-the-job training; When an employee first starts at a company,
they may receive on-the-job training that will help them learn what
is expected of them as well as the job skills necessary for their
new position.
 Mentoring scheme; Sometimes, especially in the case of entry-
level staff members, employees may be required to work under an
experienced supervisor or manager in order to learn more about
their job and gain preliminary experience to work in an
organization.
 In-house training; Most organizations conduct different levels of
in-house training for their staff. One option is to have experienced
members of your organization serve as facilitators, and another is
to bring in an external trainer to help teach employees or
managers specific skills or abilities.
 Personal study; Employees can also dedicate themselves to
personal study to train on a particular topic of interest. There are
many good reference materials available online that can be of use
in this case.
 Blended training; This involves employees getting involved in
training that combines classroom and online learning.
.
Definitions;
 Training is defined by Wayne Cascio as “training consists of
planned programs undertaken to improve employee knowledge,
skills, attitude, and social behavior so that the performance of the
organization improves considerably.”

10.  Nwachukwu (1988) defines manpower training as 'an
organizational effort aimed at helping an employee to acquire
basic skills required for the efficient execution of the functions for
which he is hired', while development 'deals with activities
undertaken to expose an employee to perform additional duties
and assume positions of importance in the organizational
hierarchy'
 Training is a means of equipping employees with the necessary
skills and knowledge to enable them to perform their jobs better,
and as a way of solving employees' problems of self-improvement,
advancement and better placement.
 Definition of Manpower Training and Development
 Manpower training and development constitute one of the
dynamics of human resource management. Some scholars have
tried to distinguish between manpower training and development
while others believed it is difficult to differentiate between the two
concepts. Onah (2003:121) argued that manpower training and
development can occur simultaneously or complementarily but the
two do not necessarily have direct relations to each other. To him,
they should be separated in concept. He (Onah) however
submitted that the two concepts should be treated together
because they produce the same effect on the staff, which is the
improvements of effectiveness and efficiency of the staff.
 Training is an organisational effort aimed at helping an employee
to acquire basic skills required for the efficient execution of the
functions for which he was hired. While development deals with
the activities undertaken to expose an employee to perform
additional duties and assume positions of importance in the
organisational hierarchy (Nwachukwu, 1988:121).
 Mitchell (1983:119) also noted the popular convention to think of
training as dealing primarily with operative personnel managers
and executives’ development. He, however, admits that even
though training and development can be treated as separate
concepts, there are also considerable overlaps in their usage. To
Ngu (1990:25), it is safer to argue in favour of these considerable
overlaps because there is little to be say of their differences. To
him, both training and development are purposefully geared
towards the improvement of skills and performance. Both involve
moulding or remoulding of workers characteristics towards this

11. end and the differences between the two processes may be in
content and method. So what is training and development?
 He (Ngu) further defines training as “the process of behavioural
modification or moulding of workers in order to integrate
organisational needs with their characteristics”. Training may be
defined as an organised and coordinated development of
knowledge skills and situation to perform a certain task within an
organisational setting. Craig (1967) sees training as the
development process made possible through the device of words
and signs. Therefore, training is a means of equipping employees
with the necessary skills and knowledge to enable them to perform
their job better. It is a way of solving employee problems of self-
improvement, advancement and better placement. This could be
formal or informal and both could be on or off the job training.
Organisation also uses it to facilitate employees learning of the
organisational objectives or goals.
 The principal intention of training according to Akpan (1982:129)
is to equip people with the knowledge required to qualify them for
particular positions of employment or to improve their skills and
efficiency in the position they already hold.
 Staff development on the other hand, according to Akpan (1982),
is the process whereby an employee is enabled to grow on the
job, through the acquisition of work experience, breadth and
increasing confidence resulting from the exercise of varied and
tested responsibilities. It implied growth and the acquisition of wide
experience for future strategies advantage of the organisation.
The aim of staff development is to enable the employee to reach
the top or achieve his best in his position of employment. Such
position could be attained through action, observation, study
reflection, experiment and initiation (Onah, 2003:127).
Staff development should be seen as any learning activity which is
directed to further needs rather than present needs. It is concerned
more with career growth than immediate performance. The focus of staff
development tends to be in the organisations future staff requirements
and on the growth needs of individuals in the workplace (Cole, 2002:
29). Training Needs

12. Training needs are basically any shortfall in employee performance or
potential performance, which can be remedy by appropriate training
(Cole, 2002:68). There are many ways of overcoming deficiencies in
human performance at work, and training is one of them. It is important
to recognise this fact, because sometimes, trained staffs are asked to
meet needs which ought to be dealt with in some other way, i.e.
improving or replacing machinery or simplifying procedures.
Training needs differs according to groups and individuals (Mc-Cornick
and Tiffin, 1977). The training needs of people in organisations tend to
falls into two groups, which more or less blend together. First, there is
the need to provide specific job training, especially, for new employees
and sometimes for the present employee who are deficient in job
performance. Second, there is the need to provide the kind of training
that will contribute to the long-run effectiveness of the individuals in
question.
As the lack of training is dysfunctional to organisational performance,
adequate care should be taken to recognise when training is needed.
Nwachucku (1988:121) gave the manifestation of some symptoms in
employees as a pointer to the need for training. They include lack of
interest in one’s job; negative attitude to work; low productivity;
tardiness; excessive absenteeism rate; excessive complaints; low-
quality output; high incidence of accidents, insubordination; among
others. When these behaviours are noticed or common among
employees, there is the need for such organisation to consider
organising training. Since it might not be possible to totally eliminate the
above attributes or symptoms among employees, constant or regular
training is therefore required.
Once the symptoms of training have been observed and identified, the
next important thing is to determine which area training is needed. This
step is very important because training could be a waste of time and
resources if the area of emphasis is not precisely isolated (Beach,
1975:375, Nwachucku, 1988:123). Therefore, the need for training has
to be identified specifically before embarking on any training
programme.
A rational way of identifying the area of training need is to analysis
the entire organisation (people, job, technology etc) (Beach, 1975). This
will help in identifying trouble spots where training may help.

13. Furthermore, the need for training increased as a result of new
technology, new products, the variety of new customers and other
factors such as competitive strategy of competitors. Therefore,
mounting training Programme requires systems analysis (Nwachukwu,
1988:123).
Essentials of Manpower Training and Development
The essence of employing manpower in an organisation is to make
effective utilisation of them. This, however, depends on how well the
employees were trained. Newly hired employees usually need some
training before they take up their work. Pigor and Myers (1980) had for
long argued that no organisation can choose whether or not to train its
employees. It is imperative that all new employees regardless of their
previous training, educational qualifications and experiences need to be
introduced to their new employers’ work environment and as well be
taught how to perform a specific task. One of the premises of the
Nigerian public service training policy guideline is that all newly recruited
officials into the Nigerian public service are mandated to attend the local
in-house induction course within four weeks of appointment (Federal
Government of Nigeria, 1995)
It also prepares the worker for efficient labour force participation with
respect to giving task or responsibility. As Ubeku (1975) rightly
observes, employees who have not receive adequate training before
being assigned responsibilities lack the necessary confidence with
which to carry out their jobs. They, therefore, need to help through
systematic training so as to have that confidence to perform their
responsibilities and grow more on it. For instance, the Federal public
service training policy guideline emphasised a systematic and
progressive approach to training the public servants so as to drive and
maximise higher benefits from them (Federal Government of Nigeria,
1995).
There is also the need to keep employees maintained so as to keep
them informed about the dynamism of their job. Therefore, older
employees required training to keep them alert to demands on their
present jobs. Effective managers recognise training as an ongoing
continuous process, not one short activity, because new problems, new
procedures and equipment, new knowledge and new jobs are constantly
creating the need for employee training. In the public service, the various

14. reforms in place, developmental challenges, changes in science and
technology among others make constant manpower training desirable.
For example, the new trend of e-government makes training in computer
appreciation important and inevitable for most public servants. Also with
the new pension reform, monetization policy, etc, the need to train the
public servant on a continual basis is imperative.
Also, at the management level, training is important so that the
management would cope with recent changes and complications in
planning, coordination, personnel management, decision-making and
other dynamics inherent in organisational management. Training is also
desirable in order to combat the occupational obsolescence of
professional and scientific personnel (Onah 2003:138).
Training could also be a means of preparing staff for promotion and
transfer. However, some supervisors or superior officers do have the
fear that if the subordinates are told or shown the secrets of doing the
job, it will constitute a threat to their own position. These are more
common with engineering or mechanical jobs. Many machines or
equipment lay waste in many organisations today because it is either
the person maintaining it is dead or has left the organisation. This is not
supposed to be. This is even worse at the managerial level. As observed
by Onah (2003:178) in some universities, when a principal officer retires,
there is always an acting officer who may have little or no experience or
technical knowledge of the job of the predecessor, thus creating a gap.
To him, there should be no question of a yawning gap when an
incumbent leaves office. There is also the also need for training on the
desirability of teamwork, which is the new global trend in the work place.
The world is a global village therefore; every employee should see
himself as part of the (global) community.
Training also motivates employees to work harder. Employees
who understand their work are likely to have morals. They will be able
to see a closer relationship between their efforts and performance.
According to Nwachukwu (1988:122), a man who is trained has
confidence in his ability to perform. He believes that he has control of
his environment and is equipped to tolerate occasional disappointments,
frustrations, and inconveniences.
Training increases the employees’ belief that he knows what is expected
of him regarding the job, the knowledge of which enables him to

15. originate ideas as how best to carry out the tasks required of the job.
Conversely, those not trained tend to cling to methods they are shown
the first time they took over the job and are frightened at doing the job
in a different way because something might go wrong and they cannot
afford to take the risk.
French (1988) describes the dynamism of motivating people
through training in the following words:
In order to change behaviour in the direction of
a greater contribution to the attainment of
organisational goals, the individual must
perceive the new expected behaviour as serving
to fulfil needs of the organisation at least and not
leading to deprivation. The achievement of
training objectives that fulfil needs that are within
reasonable reach of employees is very
important in providing motivation.
Therefore, an organisation seeking to improve the performance of its
workforce through training must guarantee an environment conducive
for the trainee to return to. If this is not done, beneficiaries of employer’s
sponsored training programmes would not see training received as a
motivator for greater job performance.
Apart from motivating employees, manpower training and
development can also reduce the rate of industrial conflict. A well-
conceived training and development programme can contribute to
lessening or reconciliation of conflict. Thus, a challenge and an
opportunity are presented to managers to make each employee better
to serve the organisation, while at the same time realising greater
satisfaction of individual needs and aspiration which can be well done
by the informal groups or associations within the formal organisation.
Any attempt by managers to suppress or undermine the activities of
these informal groups could lead to conflict.
It is no longer a dispute that training and development contribute
to improving productivity. Thus, employee productivity is a function of
ability, will and situation. As Nwachukwu (1998:121) has rightly
asserted, an organisation may have employees of ability and
determination, with appropriate equipment and managerial support, yet

16. productivity falls below expected spenders. The missing factor in many
cases is the lack of adequate skills and knowledge which are acquired
through training and development. The secret of achieving high
productivity in any organisation lies in the effective training and
development of her employee. Training reduces the cost of production
and it increases productivity.
Manpower training and development can also reduce the rate of labour
turnover in an organisation. An employee who is incapable of producing,
according to Nwachukwu (1988:122), is frustrated by failure and is more
likely to abandon his work than those who are capable of producing. An
untrained employee is likely to get fed up with everything concerning his
job at every given opportunity. A well-trained employee is more likely to
want to remain on the job no matter the challenges that come his way.
How to Create Effective Training and Development for Employees
 To create effective training and development opportunities,
employers should begin by determining what skills and knowledge
employees need to help organisation meet its goals.
 Then organizations should tailor their training and development
plans according to employee interests and learning styles.
Following are ways to create training and development programs
that benefit companies and their staff.
 Evaluate the Business Impact; Employers should consider the
impact they hope the employee training and development
programs will have on the organization. Then they should
determine organisation goals for those programs, developing a
strategy to support them.
 Identify Skills Gaps; Organisation should determine how
employees’ work performance is affecting the organization’s
progress in reaching its goals. Their training should address any
skill gaps that are slowing its progress.
 Select Learning Methods; Organisation should consider factors
such as employee background, preference, and experience when
designing their training and development programs. Among the
learning method options for training and development programs
are the following: Classroom style; Coaching and mentoring; E-
learning; Simulations; Role-playing; Reading materials
 Adjust for Remote Learning; With more employees working
remotely today, companies must ensure they can provide training
and development programs that resonate with off-site staff. Tools

17. such as videoconferences, webinars, and online forums can
encourage learning regardless of employee location. To reduce
the risk that misunderstandings or cultural differences interfere
with the effectiveness of training and development programs,
employers should clearly outline expectations and goals for the
experience.
 Assess Training Outcomes; Organizations should revisit their
training and development programs following each activity.
Employees’ experiences with the training and development
programming — and their performance following it — can guide
future efforts to encourage learning.
 Get the Human Resource Skills to Support Strong Training
and Development; Training and development programs provide
a host of benefits. They enhance employee performance, boost
employee productivity, and improve company culture. Explore the
importance of training and development programs for employees
and employers by pursuing a career in human resources.
and we’ll guide you along a

18. 18
National Training Policy 2012
Background
Competency Framework
 Competencies encompass knowledge, skills and behaviour, which are
required in an individual for effectively performing the functions of a
post. Competencies may be broadly divided into those that are core
skills which civil servants would need to possess with different levels of
proficiency for different functions or levels. Some of these competencies
pertain to leadership, financial management, people management,
information technology, project management and communication. The
other set of competencies relate to the professional or specialized
skills, which are relevant for specialized functions such as building
roads, irrigation projects, taking flood control measures, civil aviation,
medical care, etc.
 A fundamental principle of the competency framework is that each job
should be performed by a person who has the required competencies
for that job
 Training has usually been based on the duties that are to be performed
in a particular post. There has been no comprehensive review or
classification of all posts in accordance with functions that are to be
performed and the competencies required thereto. Thus, the issue of
whether an individual has the necessary competencies to be able to
perform the functions of a post has not been addressed.
 For movingto a competency‐based approach, it would be necessary to
classify the distinct types of posts and to indicate the competencies
required for performing work in such posts. Once the competencies are
laid down, an individual’s development can be more objectively linked
to the competencies needed for the current or future jobs.
 Career progression and placement need to be based on matching the

19. 19
individual’s competencies to those required for a post. The training plan
of each Ministry/Department/Organisation needs to address the gap
between the existing and the required competencies and provide
opportunitiesto the employees to develop their competencies.
Training Objectives
 The objective of training will be to develop a professional, impartial and
efficient civil service that is responsive to the needs of the citizens. In
doing so, care will be taken to emphasize the development of proper
ethics, commitment to work and empathy for the vulnerable sections
such as differently abled, senior citizens, SCs, STs etc.. The
competency framework will be used to ensure that civil servants have
the requisite knowledge, skills and attitude to effectively perform the
functions they are entrusted with. Thesuccess of training will lie in actual
improvement in the performance of civil servants.
Training Target
 All civil servants will be provided with training to equip them with the
competencies for their current or future jobs. Such training will be
imparted. At the time of their entry into service, and At appropriate
intervals in the course of their careers.
 Such training will be made available for all civil servants from the
lowest level functionaries to thehighest levels.
 The opportunities for training will not be restricted only at mandated
points in a career but will be available to meet needs as they arise
through a mix of conventional courses, distance and e‐learning.
 Priority will be given to the training of front‐line staff, including training
on soft skills, so as to improvecustomer orientation as well as quality of
service delivery to the citizens.
Role of Ministries/Departments
Each Ministry/Department shall adopt a Systematic Approach to Training and
shall:
 Appoint a Training Manager who will be the Nodal Person for

20. 20
implementation of the training function in that Ministry /Department;
 Create a Training Cell with HR and Capacity Building Professionals to
assist the Training Manager;
 Classify all posts with a clear job description and competencies required;
 Develop Cadre Training Plans (CTPs), based on the competencies
required and training needs, for ensuring that all cadres under the
Ministry/Department or its attached/sub‐ordinate offices have a clearly
articulated scheme for the development of their competencies while also
indicating the programmes that are mandatory;
 Link the training and development of competencies of individuals to their
career progression and ensure this by suitably amending service
rules/issuing administrative instructions;
 Ensure that any non‐training interventions that need to accompany
training interventions are alsotaken up suitably;
 Make the immediate supervisor responsible and accountable for the
training of the staff workingunder him;
 Incorporate an appropriate provision in any new scheme to ensure that
suitable training is imparted for its proper implementation and
sustainability;
 Where feasible, use the services of the Training Institutions in developing
the cadre training plans, outsourcing training, and/or providing advisory
or consultancy services to the Ministry;
 Prepare an annual training plan for all the cadres under its control;
 Implement the Annual Training Plan (ATP), by using the institutions under
it or outside, so that the limitations on internal training capacity do not
constrain the implementation of the training plan;
 Allocate appropriate funds to enable the training to be carried out by
institutions under its controlor outside;
 Incorporate a separate section in the Ministry’s annual report on training
and capacity buildingactivities undertaken during the year;
 Provide induction training to new entrants and prepare and upload the
induction material on the website of the Ministry/Department for easy
accessibility;
 Organize ‘On the Job’ and ‘In‐house’ training as may be required.

21. 21
Role of Training Institutions
 Government training institutions lie at the heart of the training system.
They are the repositories of theexpertise distilled from the real world.
The quality and manner of their functioning has a direct impact onwhat
their trainees imbue and take with them. They will continue to be the
mainstay for training of civil servants. Given their role, it becomes
imperative for them to become leaders in the process of enabling
learning and change. They should:
 Have the requisite staff, infrastructure and finances to perform their
functions;
 Move to becoming models of excellence in the quality of the training
they impart and as learningorganisations through a process of self‐
assessment and bench‐marking;
 Provide technical assistance and advice in preparation of annual
training plans for theMinistry/Department and in outsourcing training
(if so required);
 Play a key role in assisting the Ministries/Departments in the process
of shifting to a competency based‐framework for training (as
applicable);
 Assimilate technologies with a view to enabling learning anywhere,
anytime for their clients;
 Supplement their current programmes with distance and e‐Learning
courses;
 Conduct field studies and research as part of the process of becoming
repositories of knowledge in the areas of their sectoral or functional
specialization (as applicable);
 Provide advisory and/or consultancy services (as applicable);
 Network with other institutions to share learning resources, experience
and expertise;
 Facilitate the development of domain specific trainers and provide
stability of tenure andopportunities for faculty development;
 Ensure that all trainers who join the institute are deputed at the earliest
possible opportunity toundergo programmes for ‘Training of Trainers’;

22. 22
 Maintain database of trained manpower for future reference;
 Give special focus on behavioral /attitudinal training.
Trainer Development
 The Trainer Development Programme (TDP) has been one of the most
successful instances of transfer of learning under a donor project
resulting in the development of a cadre of trainers. The concept of “once
a trainer, always a trainer” that was enunciated in the National Training
Policy, 1996 has aided its success. The Trainer Development
Programme is, however, based on curricula and content developed over
the last three decades. While the core principles of learning have not
changed, there are new developments in the field of training techniques
and particularly in the use of technology in enabling and facilitating
training for large numbers of people. There is an urgent need to identify
the current international best practices in training skills and techniques
and develop a cadre of trainers in such skills/techniques. There is also
a need for setting up a Learning Resources Centre (LRC), preferably
on a suitable public private partnership mode so that sustainable
indigenous capacity is built in this area.
 Certification of trainers under the Trainer Development Programme has
to be on a renewable basis related to their actually conducting a required
number of training programmes and also attending courses meant for
upgrading their skills.
 While the Trainer Development Programme on training techniques and
skills has evolved over the years, the development of domain specific
trainers has largely been ignored. Given the plethora of training
institutions in the diverse areas of Government functioning, it is
desirable to develop cadres of trainers indifferent sectoral and functional
specializations. Different Ministries/Departments would need to take the
initiative to develop such trainers in the areas of their responsibility.
 The Sixth Central Pay Commission has proposed major incentives such
as 30 percent Training Allowance, rent‐free accommodation etc. for
Central Training Institutions for Group A officers, in recognition of the
importance of this function and to attract a wider range of officers to this

23. 23
function. It is recommended that State Governments provide similar
incentives to the faculty of the State Training Institutions.
Foreign Training
 Foreign training fills a crucial gap in the training system. It provides
opportunities for officers to gain exposure to the latest thinking on
different subjects in some of the leading institutions of the world. It
exposes them to experiences and best practices of different countries
with differing models of development and governance. Since 2001, the
scheme of Domestic Funding for Foreign Training (DFFT) has become
the main source under which officers are now sent for foreign training.
 There is a need to continue and strengthen the DFFT scheme as well
as other similar schemes of various cadre controlling authorities so that
officers have the opportunity to attend both long‐term and short‐term
programmes to develop in‐depth competencies in a range of
subjects/areas or specific specialized subjects. This is particularly
important for officers who are likely to hold positions at the seniormost
levels of Government where they need to be aware of, and take into
account, the broader global context in policy formulation as well as
international best practices.
Funding
 Each Ministry/Department/Organization shall provide adequate
funding to meet the trainingrequirement.
 The National Training Policy of 1996 had recommended that
1.5 percent of the salary budget be set aside by each
Department to be used solely for the purpose of training. Given
the likely increase in the need for training by moving to a
competency‐based system, it is recommended that each
Ministry/Department/Organization set aside at least 2.5 percent
of its salary budget for training.
Training for Urban and Rural Development

24. 24
 The 73rd
and 74th
Amendments of the Constitution resulted in a
radical change in the status of the Panchayati Raj Institutions and
Urban Local Bodies by prescribing constitutionally mandated
devolution of powers and resources to them as the third tier of
Government. These institutions are critical for the development of the
rural and urban areas as well as delivery of many essential services
to the citizen. Thenational level flagship programmes for rural and
urban development have highlighted the need for capacity
development in the rural and urban level institutions for effectively
implementing the programmes.
 Rural and urban local bodies’ functionaries need to have the
competencies to be able to perform their work efficiently and their
training is, therefore, of paramount importance. As the officers of the
IAS and State Civil Services play an important role in the
administrative set up at all levels, they need to be familiarised with
grassroots institutions of rural and urban governance. As in case of
attachment with other Departments, the IAS Probationers/Officer
Trainees may be given ‘hands on experience’ of grass‐ root level
administration in Panchayati Raj Institutions and Urban Local Bodies
by placing them as Executive Officers of Gram
Panchayats/Municipalities for a suitable duration. This arrangement
may be made within the overall framework of the recommendations
of the ‘Syllabus Review Committee’ for the induction training. Similar
attachments could also be considered by the State Government for
inclusion in the training schedule of probationers of the State Civil
Services.
Suggested areas for capacity building in rural and urban
development:
 Rural development : Rural Sociology, Rural
Development/Welfare Programmes, Rural Planning, Agricultural
Marketing and Agricultural Finance, Rural Industries, role of Non‐
Government Organizations in rural development, Rural Co‐
Operatives, Conflict Management in Rural Areas;
 Urban Development : Decentralization and Urban Governance,
Urban land issues, urban environment, urban transport, Urban

25. 25
planning and Infrastructure development, Urban Poverty and
Social Development, Municipal Accounts and Finance , e–
Governance for urban development.
Implementation and Coordination
 A National Training Council, chaired by the Minister, Ministry of
Personnel, Public Grievances and Pensions, shall be constituted for
giving overall direction for the implementation of this Policy.
 For monitoring the implementation of the National Training Policy and
taking appropriate steps to facilitate such implementation, there shall be
a Committee chaired by the Secretary, Ministry of Personnel, Public
Grievances and Pensions and consisting of the Secretaries of the
Departments of Urban Development and Rural Development,
Administrative Reforms & Public Grievances, the Director of the
LBSNAA and three Representatives each of the State and Central
Training Institutions (on a 2 year rotational basis) with Joint Secretary
(Training) as the Member Secretary. This Committee will meet bi‐annually.
 The Training Division of DoPT shall be the nodal agency for the
implementation of this policy and shallissue appropriate guidelines to
amplify and facilitate its implementation.
 Development of Competency Framework: With the shift to
development of a competency based framework for the management
of the Human Resources including training, the Training Division would
need to enhance its own capacity (in terms of staff and their
competencies) to be able to provide the leadership in detailing the
manner in which the work is to be done, providing guidance and
handholding support to the Ministries and Departments and monitoring
the progress so that the standards of quality in developing the
competencies are adhered to and the task is completed in a reasonable
period in a missionmode.
 Capacity Building for National Flagship Programmes: Ministries are
scaling up their training activity and National Flagship Programmes
such as the Jawaharlal Nehru National Urban Renewal Mission
(JNNURM), Mahatma Gandhi National Rural Employment Guarantee
Programme (MGNREGP), National Rural Health Mission (NRHM), and

26. 26
Sarva Shiksha Abhiyan (SSA) are allocating large amounts for
capacity building. In this scenario, it becomes even more important to
ensure that such training/capacity building programmes are properly
conceived, structured, implemented and their impact assessed so that
the expenditure achieves the purpose it was meant to. The Training
Division would need to take the lead in developing the competencies
of the Training Managers in the Ministries so that they are better able
to provide support and guidance to their Ministries in the design and
implementation of capacity building schemes
 The Training Division needs to provide technical support to the
Ministries concerned and the States inthe development of need based
training schemes through creation/augmentation of training
infrastructure, faculty development and out‐sourcing of training. Many
states already have excellent infrastructure in the apex training
institutes as well as SIRDs and SIUDs. With proper co‐ordination,
synergy can be created with the state ATIs so that capacities, which
already exist, can be optimally utilised.
 Distance and E‐Learning: Distance and e‐learning provide unparalleled
opportunities for meeting the training needs of large number of civil
servants dispersed across the country in different cities, towns and
villages. The Training Division has taken a major step in this direction
by tying up with IGNOU to facilitatedistance learning in a wide range
of subjects and courses. Technology provides the means to make
available a vast resource of learning material and courses online
providing individuals with enormous choice and flexibility in learning.
The Training Division needs to take the lead to ensure that institutions
make available training courses/material through an E‐Learning Portal
as well as through the more conventional modes of distance learning.
The portal would be a platform to bring together the numerous
Government and other training institutions for providing a single point
of access to the repository of training resources. The Training Division
should also build up databases of the training resources availablesuch
as calendars of training programmes of different institutions, faculty in
different subjects, etc.
Capacity Building in States:

27. 27
 State Training Policies: It is recommended that each State
formulate/adopt a training policy based onand similar to the new National
Training Policy so that there is a formal, articulated framework within
which training is conducted at the state level. This would enable States to
develop an action plan including identification of institutions, training
programmes, trainers etc. for training of State civil servants. In orderto
facilitate the process of formulation of training policies by the States, a
model State Training Policy maybe prepared by the Training Division.
 Role of State Administrative Institutes (ATIs): It is recommended that the
State Governments designatethe State Administrative Training Institutes
as Apex Training Institutions of the State and empower them toplay a lead
role in co‐ordinating training across sectors and departments. Further,
the ATIs need to be strengthened with adequate funds, infrastructure,
manpower and decision making powers.
 Support from Training Division: The Training Division continues to have an
extremely important role in supporting the development of Training
Capacity in the States. It needs to be provided with adequate funds for
supporting need based training schemes as may be proposed by the
States. It should focus, in particular, on the following:
a) Supporting the creation of decentralised training infrastructure (at the
divisional, district or sub‐ district levels) concomitant with the
development of trainers at those levels;
b) Strengthening and empowering State training institutions (including
improving the quality of selection of faculty and their development); and
c) Specifically supporting training of civil servants at the grassroots level,
including Panchayat functionaries, to improve delivery of services by
upgrading their skills and knowledge and improving their
responsiveness in meeting citizens’ needs.
Monitoring and Evaluation
 Monitoring and Evaluation (M&E) is a powerful tool to improve the way
governments and organizations achieve results. Research studies
indicate that effectiveness of training and development is significantly
increased if the monitoring and evaluation of training programmes is

28. 28
systematically undertaken. In the era of globalisation and competition,
training cannot remain an act of faith. It needs todemonstrate the returns
on investment.
 Evaluating the effectiveness of training is a very important but difficult
aspect of training administration. Often, the evaluation in training
institutions is limited to post‐course questionnaires inviting trainees to
comment on the course, trainer and training material. This cannot give
a fair measure of whether investment in training is justified.
Consequently, there is a need to embed comprehensive impact
evaluation in the training eco‐system where evaluation is not confined
to the quality of training programmes or the learning derived by the
participants but also evaluates changes in the job behaviour that
resulted from the programme and its impact on organizational
effectiveness and improvement in the satisfaction level of
clients/citizens.
Role of Training Division
(I) Monitoring the implementation of National Training Policy
(II) Maintain a database of training and development activities undertaken
by various Ministries/Departments
(III) Issue advisories from time to time so that training programmes are
conducted based on ‘Systematic Approach to Training’ and build
capacity of the Ministries/Departments and training institutions in the
area.
(IV) Ensure that Training Managers are appointed in all Central
Government Ministries/Departments, build their capacity and work in
close coordination with them
Role of Ministry/Department
(I) Develop a Training Management Information System (TMIS) to
facilitate training and development activities of the
Ministry/Department.

29. 29
(II) Undertake benchmarking/evaluation study of training institutions under
the control of Ministry/Department to mould them as Centres of
Excellence
(III) Commission surveys/studies to measure the clients’/customers’
satisfaction level on the servicesdelivered by the Ministry/Department
(IV) Review the implementation of the Annual Training Plan, Cadre
Training Plan and the functioning of Training Institution(s) under the
Ministry/Department (including attached/subordinate offices) and in
particular to look at the:
a) Utilisation of training capacity;
b) Quality of training conducted;
c) Adequacy of the physical and training infrastructure, faculty,
finances and delegation of powers for carrying out the institutes’
mandate;
d) Training of the Group B and C staff, particularly those at the cutting‐
edge level (as may be applicable); and
e) Proper selection and development of faculty, incentives for them and
stability of their tenure.The conduct and character of the selected
faculty should be demonstrative of the ethics and values taught in
the classroom.
Role of Training Institution
(I) Keep track of latest and international trends in training and
development and replicate/assimilatethem in Indian context
(II) Constantly hone and upgrade the skills of trainers/faculty members
in the new and emergingtraining techniques and methodologies and
assess/review their performance as trainers/faculty.
(III) Constantly review and modify curricula, content and training
methodologies to take account oftraining feedback and the needs of
clients;

30. 30
(IV) Put in place a rigorous system of evaluation of training
programmes and assessment of theirimpact on individual’s
performance over time; and
(V) Conduct evaluation studies to assess the impact of training
programmes conducted by it onorganizational performance.
Resistance to training: It is also known that despite distinct advantages,
there exists resistance on the part of employees not to undergo training for
the reasons that;
 Normally people experience difficulties in learning new skills &
knowledge. Hence, they resist training.
 The employees feel that management will entrust more work or new
kinds of work which would require additional skills & knowledge.
Hence, employees resist training.
 Training programme & sessions disturbs the employees from
performing the routine duties & tasks.
 They are expected to learn more difficult activities & unlearn already
practised skills.
They lose their job authority & are expected to learn like students during
their training programme
Conclusion and Recommendations
The efficiencies and effectiveness of any organisation depend directly on how
well its employees are trained. Newly hired employees usually need some
training before they take up their work. Also, older employees require training
to keep them alert to new demands and challenges on their present jobs.
Training also motivates employees to work harder. Employees who
understand their jobs are likely to have morals, and they could also see a closer
relationship between their efforts and organisation performance. New
problems, new procedures and processes, new equipment and technology,
new knowledge and new jobs are constantly creating the need for employee
training. Therefore, managers in organisations must recognise training and

31. 31
development of staff to be an ongoing and continues process rather than a one
-short activity.
Also, training needs of employees in an organisation has to be identified before
embarking on any training programme. Suitable training programmes for a
particular need of staff or organisation need to be properly identified so as to
achieve the desired organisational goal. Identifying training programme
required a thorough and comprehensive analysis of areas of deficient. This
might require a thorough research of the entire domain of the organisation and
its environment. This is so because training could be a waste of time and
resources if their areas of emphasis are not properly isolated.
There are various training methods available to an organisation. These
includes induction or orientation training, on-the-job training, i.e. coaching,
understudy reassignments, etc and on-the-job training i.e. classroom teaching,
and lectures, seminars, workshops and conferences, role playing etc. Manager
of an organisation should as much as possible identified the ones that are best
suited for their training needs.
The essence of achieving the organisational goal through training can only be
guaranteed if an environment that is conducive is provided in which the
returnee trainees could practice what they have learnt. Employees training
should not be seen as a privilege as practice in many organisations, but as a
right of every employee and it should start right from the day of employment.
Evaluation of training is another important aspect of effective manpower
training and development. The essence of evaluation of training is to determine
whether a change in skill, knowledge and attitudes have taken place as a result
of the training. Furthermore, the process involves the determination of how far
the skills and knowledge acquired and the change in attitude has helped the
individual employee to contribute more effectively towards the attainment of

32. 32
the organisational objectives. This is lacking in many organisations where
training is seen as normal routine activities and an avenue to claim allowances
or estacode in the case of overseas training. Therefore, organisations should
devise a systematic evaluation of training to determine the effect on the trainee
(employees).
Finally, manpower training and development is so important that it is only
imperative for it to be on a constant or continues basis. As Ngu rightly said,
‘No organisation can dispense with it as a programme and as a process’.
Bibliography;
 Herrity Jennifer; The Importance of Training Employees: 11 Benefits;
February 5, 2020; Updated May 24, 2022
 https://assignmentpoint.com/purpose-of-training-and-development/
 Business Science ; Human Resource Management: Training and
Executive Development; https://www.brainkart.com/article/Purpose-and-
Benefits-of-training_7253/
 https://www.brainkart.com/article/Purpose-and-Benefits-of-
training_7253/
 Bob Nelson, author of 1,001 Ways to Engage Employees
 Government of India; Ministry of Personnel, Public Grievances and
Pensions; Department of Personnel and Training; National Training
Policy 2012
 Kayode Aasaju; Manpower Training and Development: An essential for
Achieving organizational Goals; published paper; May 2008; Email:
asajuk@gmail.com
Author:
Ar. Jit Kumar Gupta
Former Director
College of Architecture, I.E.T, Bhaddal
#344, Sector 40-A
Chandigarh- 160036 ;(m) 09041026414

33. 33