Concepts of Training and Development

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Concepts of Training and development

what is training?

The term training denotes a systematic procedure for transferring technical know-howto the employees so as to increase their knowledge and skills for doing particular jobs.Training is the act of increasing the knowledge and skills of an employee for doing aparticular job. It involves the development of skills that are usually necessary to performa specific job. Its purpose is to achieve a change in the behavior of those trained and toenable them to do their jobs better.

The terms training, development and education are sometimes usedsynonymously. This is not correct as these terms have differentconnotations and scope. The term training is used to indicate the processby which attitudes, skills and abilities of employees to perform specific jobare increased. But the term development means growth of the individual inall relation to operative employees. Training is a short-terms personnelearn technical knowledge and skill for the definite purpose.Development is a long-term educational process utilising a systematic andorganised procedure by which managerial learns conceptual and theoretical

knowledge for general purpose.

Objectives of Training1. To impart job knowledge and skill to new employees.2- To improve and update the knowledge and skills of existing employees.3- To improve the attitude and behavior of employees.4- To prepare employees for other promotion:5. To mould personnel to adapt to organisational changes.


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Need and Importance of TrainingTraining is a necessity and not a luxury. Many big companies spend huge amounts ontraining as it is generally felt motivates employees to put hard work. If employeesunderstand jobs well, their morale increases and there is also a sense of recognitionamong the employees that they are the valued members of the enterprise.

Training is a tool of effective management process. Under the umbrella of training,several useful functions management can be performed.

Training reduces the need for constant and close supervision ; thus it helps inmanagement by exception.

A manager can delegate authority and responsibility to his subordinates, who willnot he reluctant to accept new assignments if they have been given proper training. Inaddition, management can get better results, and can put its plans into action surelywith the help of trained work force.

Management can also increase the morale of the employees and motivtes them towork for the achievement of organisational goals by installing a suitable system oftraining.

Training can also offer the management an assessment of those within its labour forcewho might be well suited for new jobs and responsibilities. If the training has a sufficientdegree of openness, it will allow to disclose skills and abilitities among the persons whichmight otherwise go unnoticed.

Value of training to the organization

1. Systematic learning:

A systematic training programme help to reduce the learning time to reach theacceptable level of performance .The employees need not learn by trial and erroror by process or by observing others and waste time if the formal trainingprogramme exists in the organization.

2. Better performance:A trained employee usually shows better productivity and higher than an untrained

employee.

3. Recruitment through promotionWhen totally new skills are required by an organization, it has to face great difficulties in

the selection process. It is better to select and train from within the organization ratherthan seek the skilled employees from outside sources.

4. Better utilization of machines and materialsMachines and materials handled economically resulting in the elimination of wastage .Itleads to reduction in cost of production.

5. Economical supervision


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If the employees are given proper training, the responsibility of supervision is lessened.Training does not eliminate the need for supervision but it reduces the need for detailedand constant.

6. Uniform proceduresWith the help of training the best available methods of performing the work can bestandardized and made available to all employees.

7. Reduction in accidentsSince the workers are trained in handling machines and are taught various safetymeasures, the rate of accidents falls considerably.8. High moraleTraining helps in reducing absenteeism, labor turnover and grievances among theemployees. This will increase the morale of employees.9. Better climateAn endless chain of positive reactions results from training such as higher productivity,better quality ,efficient use of resources, more financial incentives, stress on promotion,less conflicts and so on.

Value of Training to the Employee

Training is useful not only to the organization, but to the workers also. The workers mayderive the following benefits from training:

1. Increased Skills and Knowledge:The employees acquire new skills and knowledgewhich will help them improve their training.

2. High Productivity:The productivity of the workers is increased as a result oftraining.

3. Opportunity for Promotion: The efficient workers can sharpen their skills during

training. This helps them to try for promotion to higher jobs.

4. Increased Mobility: Trained employees can shift from one job to another or evenfrom one organization to another in order to advance in their career.5. High Morale: Trained employed know their jobs fully and have greater jobsatisfaction. This increases their morale.

6. Less Accidents :Trained workers are less prone to accidents as they know how touse risky machines and materials. They also know their jobs fully and have greater jobsatisfaction. This increases their morals.

PRINCIPLES OF TRAINING

Irrespective of the type of training programme must be based on the following basicprinciples.

a. Training programme must be based on the principles of individual differences. It mustbe borne in mind that individuals differ in ability and speed to learn, interests and otherpersonal characteristics.


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b. The need for and the depth and nature of training to be provided should be workedout from the job analysis.

c.For effective motivation of trainees, suitable incentives must be provided.

d.Both the executive and supervisors as well as the trainees must take active part in thetraining activities, so that all concerned evince genuine interest in the training.

e) The trainers selected for imparting should undergo special training for the purpose. Awell qualified trainer is one who not only has mastery of the technical details of the

particulars job, but also knows how to train, i. e. coach.

Kinds of Training Programmes :

1. Induction or Orientation TrainingInduction or orientation is concerned with the problem of orienting a new employee tothe organisation and its procedures, rules and regulations. When a newly appointedemployee reports for work, he must he helped to get acquainted with the workenvironment and the fellow employees. It is better to given him to the organisation and

help him to get a general idea about the rules and regulations, working conditions, etc.of the organisation.

2. Job Training :Job training is given in different ways to make the worker proficient in handling

machines, equipments and materials so that operations are smooth and faultless andaccidents are avoided. Training for a job is the most common inplant trainingprogramme.Job training is necessary for new employees to acquaint them with the jobs theyexpected to perform. Various on the job training and off-the-job training techniques areadopted to educate the employees in handing the equipment and raw materials correctly

and perform their jobs efficiently. The purpose of job training is to enable them to learnnew techniques, skills and knowledge. Job training is also essential to create interest ofthe employees in their jobs and to keep the number of accidents as low as possible.

3. Craft Training:Training for craftsmanship involves preparation, not for a single job but for the manytypes of related jobs which can be assigned to a competent craftsman. The extent andintensity of training vary from craft to craft. Apprenticeship training is the major methodadopted for this type of training.

4. APPRENTICE SHIP:Apprenticeship training is desirable in industries which require a constant flow of newemployees expected to become all round craftsman. It is very much prevalent in printingtrade, building and construction, and crafts like machinists, electricians, welders, etc.Under apprenticeship training, the trainee is placed under the supervision of anexperienced person who teaches him the necessary skills and observes his performance.The advantages of apprenticeship training to the trainees are that they receive stipendwhile learning and acquire a valuable skill which command s a goods wage in the labourmarket.

5. Learner Training


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Learner training programme is meant for those people who do not have sufficientvocational background and knowledge about the jobs for which they have been selected.Such employees are sent to vocational schools for some time where they get someeducation and learn machine operations. Thus, learner training is a programme ofeducation plus training. Such trainees are placed on regular work assignments after theycomplete the training programme.

6. Internship Training:Internship training has become quite popular these days because of cooperationbetween employees and vocational and professional institutional institutions. Under this

method, the vocational or professional institute enters into arrangement with a bigbusiness enterprise for providing practical knowledge to it students through actual workexperience.

Training Methods

Individual and

Group TrainingMethods

Off-the-Job

Training

On-the-Job

Training

1.On-job training

Cannell (1997:28) defines on-the-job training as:Training that is planned and structured that takes place mainly at the normaworkstation of the trainee- although some instruction may be provided in a speciatraining area on site - and where a manager, supervisor, trainer or peer colleague spends

significant time with a trainee to teach a set of skills that have been specified inadvance.

Advantages1) Tailor-made course content with use of REAL company situations/examples.2) It is usually less expensive than off-job training3) Learning will take place using the equipment which will be actually used4) A method by which trainee learns by actual experience.5) Least expensive since no separate arrangement required.6) No stoppage in the regular activity.


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Disadvantages1) Possibility of poor instruction and insufficient time.2) Trainee may be exposed to bad work practices.3) A large amount of spoiled work and scrap material may be produced.4) Valuable equipment may be damaged.5) Training takes place under production conditions that are stressful, i.e. noisy, busy

confusing and exposing the trainee to comments by other workers6) Costly if not implemented properly.7) Chances of casualties and accidents8) Damaged products or material.

On the Job Training Methods

1. Orientation training2. Job-instruction training

3. Apprentice training4. Internships and assistantships5. Job Rotation

2. Off the job method

Location of training may be company class room, an outside place owned by theorganization, an education institution or association which is not a part of the company.

Advantage1) A specialist instructor enables delivery of high quality training.2) Wider range of facilities and equipment are available.3) The trainee can learn the job in planned stages.4) It is free from the pressures and distractions of company life.5) It is easier to calculate the cost of off-job training because it is more self-contained

Disadvantages1) Can result in transfer of learning difficulties when a trainee changes from training

equipment to production equipment.2) No training can be entirely off-job as some aspects of the task can only be learned

by doing them in the normal production setting, with its own customs and networkof personal relationships.

3) Can be more expensive.4) Carrying out the training

These methods are:1. Vestibule2. Lecture3. Special study4. Films5. Television6. Conference or discussion


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7. Case study8. Role playing9. Simulation10. Programmed instruction

At this point, it is worthwhile to elaborate on important techniques of training. Let us

go through the following for better understanding - lectures, audio-visuals, on-the job

training, programmed instruction, computer-aided instruction, simulation

1. Vestibule Training:This training method attempt to duplicate on-the-job-situation in a company classroom.It is a classroom training that is often imported with the help of the equipment andmachines, which are identical with those in use in the place of work. This techniqueenables the trainees to concentrate on learning new skill rather than on performing onactual job.This type of training is efficient to train semi-skilled personnel, particularly when many

employees have to be trained for the same kind of work at the same time. Often used totrain bank tellers, inspectors, machine operators, typists etc. In this, training isgenerally given in the form of lectures, conferences, case studies, role-play etc.An example is the training of airline pilots in a simulated cockpit. This type oftraining is generally used when the use of actual equipment by untrainedemployees would be too risky or when the actual work setting would beunconducive to learning (e.g. because of noise levels).

2. Demonstrations and Example:In this type of training method trainer describes and displays something, as when heteaches an employee, how to do something by actually performing the activity himself &going on explaining why & what he is doing.This method is very effective in teaching because it is much easier to show a person howto do a job than tell him or give him instruction about a particular job.This training is done by combination with lectures, pictures, text materials etc.

3. Lectures: Lecture is a verbal presentation of information by an instructor to a largeaudience. The lecture is presumed to possess a considerable depth of knowledge of thesubject at hand. A virtue of this method is that is can be used for very large groups, andhence the cost per trainee is low. This method is mainly used in colleges anduniversities, though its application is restricted in training factory employees. Limitations

of the lecture method account for its low popularity. The method violates the principle oflearning by practice. It constitutes a one-way communication. There is no feedback fromthe audience. Continued lecturing method can be made effective it if is combined withother methods of training.

4. Audio-visuals: Audio-visuals include television slides, overheads, video-types andfilms. These can be used to provide a wide range of realistic examples of job conditionsand situations in the condensed period of time. Further, the quality of the presentationcan be controlled and will remain equal for all training groups. But, audio-visualsconstitute a one-way system of communication with no scope for the audience to raise


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doubts for clarification. Further, there is no flexibility of presentation from audience toaudience.

5. Programmed Instruction (PI):This is method where training is offer without theintervention of a trainer. Information is provided to the trainee in blocks, either in a bookform of through a teaching machine.

PI involves:1. Presenting questions, facts, or problems to the learner2. Allowing the person to respond

3. Providing feedback on the accuracy of his or her answers4. If the answers are correct, the learner proceeds to the next block. If not, he or sherepeats the same.

6. Computer-Assisted Instruction (CAI):this is an extension of the PI method. CAIprovides for accountability as tests are taken on the computer so that the managementcan monitor each trainees progress and needs. CAI training program can also bemodified easily to reflect technological innovations in the equipment for which theemployee is being trained. This training also tends to be more flexible in that traineescan usually use the computer almost any time they want, thus get training when theyprefer.

7. Apprenticeship:This method of training is usually done in crafts, trades and intechnical areas. It is the oldest and most commonly used method, if the training isrelatively for a longer period. Here a major part of training is spent on the job productivework. Each apprentice is given a programme of assignments according to a pre-determined schedule, which provide for efficient training in trade skills.

8. Simulation: A simulator is any kind of equipment or technique that duplicates asnearly as possible the actual conditions encountered on the job. Simulation then, is an

attempt to create a realistic decision-making environment for the trainee. Simulationspresent likely problem situationsand decision alternatives to the trainee. The more widely held simulation exercises arecase study, role-playing and vestibule training.

9. Conference:In this method, the participating individuals confer to discuss points ofcommon interest to each other. It is a basic to most participative group centeredmethods of developments. This emphasis on small group discussion, on organizedsubject matter and on the active participation of the members involved.

There are three types of conferences,

* Direct discussion: - Here trainer guides the discussion in such a way that the facts,principles or concepts are explained.* Training Conference: - The instructor gets the group to pool its knowledge and pastexperience and brings different points of view to bear on the problem.* Seminar Conference: - In this method instructor defines the problem, encourages andensures the full participation in the discussion.

10. Case Studies:This method is developed in 1800S At the Harvard Law School. Thecase study is based upon the belief that managerial competence can best be attainedthrough the study, contemplation and discussion of concrete cases. When the trainees


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are given cases to analyse, they are asked to identify the problem and recommendtentative solution for it. The case study is primarily useful as a training technique forsupervisors and is especially valuable as a technique of developing discussion-makingskills, and for broadening the prospective of the trainee.

In case study method the trainee is expected to master the facts, should acquainted withthe content of the case, define the objective sought in dealing with the issues in thecase, identify the problem, develop alternative courses of action, define the controlsneeded to make the action effective and role play the action to test its effectiveness andfind conditions that may limit it.

11. Role Playing: In role-playing trainees act out the given role as they would be instage play. Two or more trainees are assigned parts to play before the nest of the class.Here role players are informed of a situation and of the respective roles they have topay. Sometimes after the preliminary planning, the situation is acted out by the roleplayers. This method primarily involves employee-employer relationship Hiring, firing,discussing a grievance procedure, conducting a post appraisal interview etc.

12. Programmed Instructions:This method involves a sequence of steps that areoften set up through the central panel of an electronic computer as guides in theperformance of desired operation or series of operations. This method involves breaking

information down into meaningful units and then arranging these in a proper way to forma logical and sequential learning. The programme involves presenting questions, factsor problems to trainees to utilize the information given and the trainee instantly receivefeedback on the basis of the accuracy of his answers.

PHASES OF TRAINING

Organizational Objective

start

Identifying trainingNeeds

TrainingAnd Development objective

Designing

ImplimentationEvaluation

End

1. Organizational objectives2. Assessment of Training needs


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3. Establishment of Training goals4. Designing training programme5. Implementation of training programme6. Evaluation of results

Let us go through the steps in training process in detail:

I. Organizational Objectives and Strategies:The first step in the training process in an organization is the assessment of itsobjectives and strategies. What business are we in? At what level of quality do we wishto provide this product or service? Where do we want to be in the future? It is only afteranswering these related questions that the organization must assess the strengths andweaknesses of its human resources.

II. Needs Assessment:Needs assessment diagnosis present problems and future challenges to be met throughtraining and development? Organizations spend vast sums of money (usually as apercentage on turnover) on training and development. Before committing such hugeresources, organizations that implement training programs without conducting needs

assessment may be making errors.

Needs assessment occurs at two levels- group and individual. An individual obviously

needs training when his or her performance falls short of standards, that is, when thereis performance deficiency. Inadequacy in performance may be due to lack of skill orknowledge or any other problem. The problem of performance deficiency caused byabsence of skills or knowledge can be remedied by training. Faulty selection, poor jobdesign, improving quality of supervision, or discharge will solve the problem.

Needs Assessment Methods: How are training needs assessed? Severamethods are available for the purpose. As shown below some are useful fororganizational-level need assessment and others for individual need assessment.


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Performance standards

Actual Performance Level Expected Performance LevelDeficiency

The Need

or

Expected

Performance

Actual

Performance

Deficiency

In performanceTraining Need= =-

Figure: Occupational/ Individual Training Need

Methods used in Training Needs assessment:

Group or organizational analysis Organizational goals and objectives. Personnel /skills inventories Organizational climate indices Efficiency indices Exit interview MBO or work planning systems Quality circles Customer survey/satisfaction data

Consideration of current and projected changes

Individual analysis Performance appraisal Work sampling

Interviews Questionnaires Attitude survey Training progress Rating scales.

SYMPTOMS INDICATING TRAINING NEEDS

a. Low outputb. Low reliability


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c. Poor qualityd. High wastage/scrape. Falling standard or performancef. Increase in time to perform tasksg. Time taken to learn how to perform tasks is to longh. Low utilization of machines and equipmenti. High machine breakdown timej. High accident ratesk. High labor turnoverl. Low motivation

m. High absenteeismn. Poor staff and management relationshipo. Frequent delayp. Frequent dispute and strikesq. Customer complaints about staff inefficiencyr. Lack of cooperations. Recruitment problemst. Declining profits

III. Training and Development objectivesOnce training needs are assessed, training and development goals must be

established. Without clearly set goals, it is not possible to design a training anddevelopment programme and, after it has been implemented there will be no way ofmeasuring its effectiveness. Goals must be tangible, verifiable, and measurable. Thisis easy where skills training is involved. For example, the successful trainee willbe expected to type 55 words per minute with two or three errors per page.Nevertheless, clear behavioral standards of expected results are necessaryso that the programme can be effectively designed and results can beevaluated.

IV. Designing Training and Development Programme

Every training and development programme must address certain vital issues1. Who participates in the programme?2. Who are the trainers?3. What methods and techniques are to be used for training?4. What should be the level of training?5. What learning principles are needed?6. Where is the program conducted?


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A) Short listing of the trainees.Proper choice of trainees is of major importance .A trainees should be trained for thekind of job he likes and is fitted to perform. Careful screening of the candidate fortraining will raise the effectiveness of the training programme.

B)Who are the trainers:Trainers should be selected on the basis of self-nomination, recommendations ofsupervisors or by the HR department itself. Whatever is the basis, it is advisable tohave two or more target audience. For example, rank-and-file employees and theirsupervisors or by the HR department itself.

Several people, including the following may conduct training and Developmentprogrammes:1. Immediate supervisors2. Co-workers, as in buddy systems,3. Members of the personnel staff,4. Specialists in other parts of the company,5. Outside consultants,6. Industry associations, and faculty members at universities.

C-Determining the Training Period:Thelength of the training period depends upon the skills to be acquired,the traineeslearning capacity and the trainees learning capacity and the training method used .fore.g. a simple induction programme for clerks may require an hour a day while a coursein computer programming may be given two hour a week for 15 weeks. To maintainthe interest and secure maximum accomplishment, no single session should lastlonger than two hours.

D-Training Inputs:A text or some written material is usually desirable as a basis for instruction, reviewand references.A complete outline of the whole course should be made available with the main topicsincluded under each heading.The training material should be distributed among the trainees well in advance so thatthey may come prepared to the lecture class and may be able to understand theoperation s quickly and may remove the doubts by asking questions from theinstructor.

V. ImplementationTraining presentation

This is the action phase of training under which trainer tells, demonstrate andillustrate in order to put over the new knowledge among the trainees.The learner should be told of the sequence of the entire job, the need for each step inthe job, the relationship of the job to the total workflow etc.


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Instruction should be clear and complete. Audio visual aids should be used todemonstrate.

VI. Training EvaluationWhy Evaluate?To monitor the quality of training Provide feedbackTo appraise the overall effectiveness of the investment in trainingTo assist the development of new methods of trainingTo aid the individual evaluate his or her own learning experience.

According to Kirpatrick behavior change brought about by the training function can bedivided into: Change of skill Change of Knowledge Change of Attitude

a)Skill:Change of skill may be measured by a change in production/output

b)Knowledge:Testing the conceptual clarity on the subject matter can assess change of knowledge.Here trainer deals with concepts or principle

c)Attitude:Attitude change is the most difficult of behavioral change. There are three ways toevaluate attitudinal changes in an individual:I) By the subjective evaluation of others about the person;II) By the individual verbalization of his or her familyIII) By the individuals total productivity

WHY TRAINING FAILS1. Training benefits unclear to top management2. Management commitment lacking3. Inadequate budget4. Improper planning or execution5. Unclear objectives6. Mismatch of training objectives or methods or agencies7. Workers not spared by department8. Large scale poaching


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9. Resistance from unions10. Resistance from trainees

An effective training programme should possess the followingcharacteristics

Training programme should be chalked out after identifying the training needs

or goals. It should have relevance to the job requirements.

An effective training programme should make due allowance for the difference

among the individuals with regard to ability, aptitude, learning capacity,

emotional make-up etc. A good training programme should prepare the trainees mentally before they

experienced trainers.

An effective training programme should be conducted by well qualified and

experienced trained.

An effective training programme should have the top managements support

which can greatly influence the quality of training in the organization by thepolicies it adopts and the extent to which it supports the training programme.

An effective training programme should be supported by a system of critical

appraisal of the outcome of the training efforts.

Differences between mentoring and coaching The CIPD differentiates between coaching, mentoring and counselling. It is

helpful to understand these differences as, although many of the processes aresimilar, they are generally delivered by individuals with different qualificationsand different relationships with their client.

Mentoring Coaching

Ongoing relationship that can last for a long

period of timeRelationship generally has a set duration

Can be more informal and meetings can take

place as and when the mentee needs someadvice, guidance or support

Generally more structured in nature andmeetings are scheduled on a regular basis

More long-term and takes a broader view of the

person

Short-term (sometimes time-bounded) and

focused on specific development areas/issues


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Mentoring Coaching

Mentor is usually more experienced and qualifiedthan the mentee. Often a senior person in the

organisation who can pass on knowledge,experience and open doors to otherwise out-of-

reach opportunities

Coaching is generally not performed on the basis

that the coach needs to have direct experience oftheir clients formal occupational role, unless the

coaching is specific and skills-focused

Focus is on career and personal development Focus is generally on development/issues at work

Agenda is set by the mentee, with the mentor

providing support and guidance to prepare themfor future roles

The agenda is focused on achieving specific,

immediate goals

Mentoring resolves more around developing the

mentee professional

Coaching revolves more around specific

development areas/issues


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Concepts of Training and Development

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