www.ijemr.net ISSN (ONLINE): 2250-0758, ISSN (PRINT): 2394-6962 265 Copyright © 2016. Vandana Publications. All Rights Reserved. Volume-6, Issue-1, January-February-2016 International Journal of Engineering and Management Research Page Number: 265-273 Employees’ Participation in Non-Mandatory Training and its Future Research Direction- Literature Review Jayaranjani Sutha 1 Department of Management Sciences, Uva Wellassa University of Sri Lanka, SRI LANKA ABSTRACT The importance of non-mandatory training is rapidly growing across the globe to raise it to a level near to that of compulsory training. While considering the literature in non-mandatory training participation, there is a limited researches and no proper theorization. Hence through the structured literature review, this paper intent to identify the factors which influence the employees’ participation in non- mandatory training program through that identify the theoretical gaps and giving suggestions for future research. Keywords— Non-mandatory training, Adult learning, training participation I. INTRODUCTION Training is an organization’s most important human resource development strategy to facilitate, provide, and enhance the employees’ capabilities to perform their respective jobs (Noe & Schmitt, 1986). Furthermore, Barney (2002) states that organizational training activities are recognized as being very effective in providing a competitive advantage through their impact on employees’ productivity, achieved by improving employees’ skills and performance and through inducing positive behavioral changes. Therefore, if the individual’s competencies are to be successfully connected to the organizational performance, then employees must be motivated by some means to pursue continuous skills development activities. As to exactly how this could be achieved can prove to be a key aspect in influencing effectiveness of training programs within an organization (Noe & Schmitt, 1986). Training is defined as a learning process that involves the acquisition of knowledge, sharpening of skills, understanding of concepts and rules, as well as changing of attitudes and behaviors to enhance the performance of employees (Shah, 2012). A fundamental aspect in the implementation of a training program relates to the nature of trainee attendance, specifically, whether such attendance is mandatory (compulsory) or non- mandatory (voluntary). In organizations, competencies can be developed through mandatory and non-mandatory training activities (Goldstein & Ford, 2002; Noe, 2005; Wexley & Latham, 2002). Non-mandatory training is growing in popularity rapidly across the globe mainly because the responsibility for the learning process is increasingly being placed on the individual (Renaud et al., 2006). Further, Renaud et al. state that in Canada, in response to the new deregulated environment, many banks have chosen a combined training approach. They developed their internal training programs and concurrently facilitated access to non- mandatory training by forming partnerships with colleges and universities as well as the Canadian Bankers Association. With the growing use of distance and online learning, offering non-mandatory training has become more cost effective and easier to accomplish, especially for larger companies with employees stationed around the world (Sweeney & Martindale, 2012). Apart from that, from the individual employee’s perspective, there is evidence of a growing interest in “lifelong learning,” often accompanied by the perception that individuals should accept greater responsibility for their own development (e.g., Rosow & Zager, 1988). These learning activities may have no immediate relevance to the person’s current job but are advocated to increase self-confidence, interest in new ideas, and enthusiasm for additional learning and to enhance employability and long term career success (Corney, 1995). Further, non- mandatory training may be considered to be the more desirable alternative as Machin and his colleagues have noted that as employees have no choice but to attend training that is mandatory, this may result in lower levels of motivation to learn (Machin et al., 2004).