Foreword Training continues to be a crucial managerial function of organizations. Training is a systematically planned effort to enhance the capacity of the individuals in tune with the specific organizational needs through pre-designed interventions. It is also true that training is an expensive-affair for-the management, yet it is a vital process for achieving performance effectiveness and change management. Literature on training and its impact imply that the gap between training results and organizational outcomes remains un-bridged, though the extent of such gap varies according to the level of training effectiveness and depth of needs. Hence, the training managers ought to justify the investment made in training programmes, while the researchers, who investigate training impact, need to find and establish the relationship between training effectiveness and organizational outputs and outcomes and the associated factors. Apart from the efforts of training organizations, the individuals as participants of training programmes and their profile and organizational culture at which the individuals have to prepare for training programmes and apply the training learning etc., influence the training impact. All these aspects imply that training and its impact is a complex process and achieving desired impact out of training efforts is a factor of multidimensional variables.

Introduction Today we are part of a highly complex and dynamic society. The complexity and dynamism are primarily due to the chain of changes induced by the scientific and industrial developments. The impetus provided by the information explosion coupled with scientific and technological developments to human life has triggered several unimaginable developments in the number, structure and functions of formal organizations. Realization of the supremacy of human mind over the tangible and exhaustible organizational resources like money, material and machine has led to the concept of ‘human capital’, which is now being considered as the most critical organizational resource to ensure organizational effectiveness and efficiency. Analogously huge investments are going in towards servicing and developing this critical resource of human capital in organizations. In this context, the concepts of human resource development (HRD) and training assume greater significance. In fact, training has been considered as a potential tool for HRD since ages. However, as a distinct profession, and also as a critical management tool, training is still in its early years. At the same time, there have been significant changes in the way training is conceived, understood and practiced.

Training helps people to become qualified and proficient in doing some jobs (Dahama, 1979). Usually an organization facilitates the employees’ learning through training so that their modified behaviour contributes to the attainment of the organization’s goals and objectives.   Training needs refer to the gaps between desired and expected levels of performance. Needs may be numerous. Besides they also need group, affection, recognition and fulfilment of their talents. Training need may be defined as difference between existing and desired performance of person(s). In other words it is a gap between job requirement and job performance. That means it is gap between the existing and desired level of competency. Thus, the attitude, knowledge and skills of a person are lower than desired if the gap is significant there is a need for training.

In India’s National Extension Programme, professional workers constitute the link between the people and the institute created to advance economic and social change upon the character philosophy, technical knowledge and compliance of these workers largely rests for the success of the programme. Hence the quality of these workers and their training is the important element to be dealt with properly and guided wisely. In early fifties, the Gramsevak / Village Level Workers (VLW’s) served as a key-man in Community Development Programme and therefore, the Government of India aimed at imparting him by better training and supervisory assistance. As a step in this direction, Gramsevak Training Centers were started to impart training to GramSevaks / VLW’s and Extension Officers were appointed in block for better supervisory assistance.

Agricultural colleges and universities were first formed in the belief that farm production could be increased as a result of the systematic application of current technology and agricultural research findings. The mission of these early educational institutions was to scientifically study agriculture with the participation of the farming community; to carry the results to a broad range of farmers who could use them; and to train farmers, extension workers, agricultural teachers and researchers so that agricultural production could continue to be increased on a sustained basis. In many of the developing countries, agricultural education and training have failed to adapt and respond to the realities of rural societies. In response to the urgent need to review and adjust teaching and training in agriculture at all levels. The training is an important tool to overcome the problem faced by the rural people all over the world. The availability of the resource is the crucial determining factors to strengthen the training Programme for the needy people.

1. Introduction With the advent of globalization and subsequent economic liberalization, the focus of Indian agriculture is shifting from “subsistence” to “commercial” mode, where farming is viewed as a “business” rather than “life-support” system of poor farmers. Enabling farmers “decision-making” capacity is a primary driver of success in the market-oriented agriculture. This “commercial focus” has brought tremendous changes in the “nature” and “mode” of extension work. On the other hand, extension work organizations in developing countries like India, are being impacted by sharp decline in public sector funding, rapid technological innovations especially in the Information and Communication Technologies (ICTs), and the shift to a knowledge-based workforce. These developments created new opportunities for the extension workers to perform the information dissemination, capacity building and technology application more effectively. 

Improving the skill set of individuals is an important agenda of any development organization. The individuals may be anyone in the system who is directly or indirectly connected to the system.  Agriculture System is a complex and multi-stakeholder system with farmers as the axis of the wheel with other stakeholders’ forms part of spokes of the wheel. The scope for capacity building or training of every stakeholder has been peaking tremendously given the ever changing nature of the profession. The public and private training Institutions are vying with each other for conducting trainings in order to sustain the existence of the Institutions. Though a few institutions are really trying hard to take the technologies in real terms to the farming community, the following observations are very difficult to be masked.

Introduction Training is the crucial and expensive component of HRD, intended to improve the efficiency and effectiveness of performance of the members of organization through planned learning efforts, transfer of such learning at work place and in turn improvement of the organizational performance. Given such objectives, most of the training programmes fail to inculcate the transfer component in trainees (Subedi 2004). Hence, there is an increasing concern over training transfer at work place and the resultant improved organizational performance in terms of productivity, efficiency, effectiveness and turn over etc (Howard 1995, Huselid 1995, Martocchio and Baldwin 1997 and Salas et al.. 2000, Thayer1997).

Abstract Training is essential but expensive. Hence, training impact is a crucial measure. National Agricultural Research System (NARS), India employs about 30000 scientists. To effectively manage such huge scientific-capital, Indian Council of Agricultural Research (ICAR) establishedCentres for Advanced Faculty Training (CAFT) and National Academy of Agricultural Research Management (NAARM). CAFT train faculty of State Agricultural Universities (SAUs), while NAARM trains scientists of ICAR institutes and SAUs. Assessing impact of these training programmes becomes essential. Application of knowledge, skills and attitude (KSA) acquired during training back at job environment is training-transfer that addresses learning, behaviour and results levels of training impact. This chapter critically analyses training-transfer of NAARM and CAFT programmes, suggests empirical framework to enhance impact of NAARM and CAFT programmes and thus contributes to literature. Policy strategies suggested in this paper hold wider applicability.

Abstract Human Resource Management (HRM) is an essential function of every organization. Information Technology (IT) application has made such ‘human resource management’ function easy, to a great extent. Now a day, IT has been used widely across the organizations to perform different functions like, Recruitment, training, maintenance and development etc. Human Resource Information System (HRIS) is one of the latest contributions of IT to the area of human resource management, which is going to revolutionise management in 21st Century. Technology has brought changes in the existing working styles of organisations. By the introduction of HRIS, it enhances the efficiency of the organisation by changing the traditional way of working. In Human Resource Information Systems, many organizations use employee data in traditional ways. These can create conflict with the rights and interests of employees, with external stakeholders, and with society at large. The present paper discusses such issues. Other soft issues like, challenges and possible solutions are also discussed.

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