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TRAINING
&
DEVELOPMENT
Training is expensive. Without
training it is more expensive
Nehru
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If you wish to plan for a year, sow seeds;
If you wish to plan for years, plant trees;
If you wish to plan for a life time, develop
men.
- Chinese proverb
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Learning
Learning is a relatively permanent change
in behavior that results from direct or
indirect experience.
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Learning organization
Learning organizations are firms that recognizethe critical importance of continuous performance-
related. Training take appropriate action. They areone whose employees continuously attempt tolearn new things & to use what they learn toimprove product or service quality. The mostimportant thing in learning is that all managers
should understand the basic purposes andprocesses of both. Training also recognize the roleof learning theory in Training.
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Teaching and LearningTeaching is something one person does to another
Learning is something one can only do for himself/ herself.
Teaching Learning
Involves: Involves:
Telling - grasp the subject, mentallyor physically
Explaining - translates it into words oractions that make sense to them
Demonstrating - locates it alongside the otherthings they know or can do
Discussing - does something with theirnew-found knowledge to make it
their own
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Training
Training is the organized procedure by
which people learn knowledge and/ or skill
for a definite purpose by Dale S. Beach
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TRAINING
Training seeks a relatively permanent
change in an individual that will improve
his/ her ability to perform on the job. It
involves changing of
Skills
Attitude
Knowledge
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Features of Training
Training objectives are tied to organizationsbusiness objectives.
Training is modular so it can be adapted to
workplace schedules.Training is tailored to trainee needs and learningstyles.
Training structure allows employees to learn attheir own pace.
Trainees are provided regular, ongoing feedbackconcerning their progress while in the training
program.
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Challenges in Training
Upgrading employees' performance and improving theirskills through training is a necessity in today's competitiveenvironment. The training process brings with it manyquestions that managers must answer. Included in these
questions are: Is training the solution to the problems? Arethe goals of training clear and realistic? Is training a goodinvestment? Will the training work?
Is Training the Solution?
Are the Goals Clear and Realistic?Is Training a Good Investment?
Will Training Work?
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Need for training
Training and Development need = standardperformanceActual performance.
Training is needed to serve the following purpose:1. Newly recruited employees require training so as to
perform their tasks effectively.
2. Training is necessary to prepare existing employees
for higher-level jobs (promotion).3. Existing employees require refresher training so as
to keep abreast of the latest developments in joboperations. In the face of rapid technologicalchanges, this is an absolute necessity.
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4. Training is necessary when a person moves fromone job to another (transfer). After training theemployee can change jobs, quickly, improve his
performance levels and achieve career goalscomfortably.
5. Training is necessary to make employees mobileand versatile.
6. Training is needed to bridge the gap between what
the employee has and what the job demands.7. Training is needed for employees to gain
acceptance from peers.
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Elements of Training
Identifying training needs
Designing and delivering training to meet
those needsPlanning, organizing, recording and
monitoring the training that takes place
Evaluating the effectiveness of training
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DEVELOPMENT
More future oriented and more concernedwith education than is training.Management Development activities
attempt to instill sound reasoning processesto enhance ones ability to understand andinterpret knowledge.
It focuses on the personal growth & onAnalytical
Conceptual
Human
Skills
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Training Vs Development
Training DevelopmentIt is meant for operatives It is meant for Executives
It aims to develop some special skills in
an individual
It aims to develop the total personality
of executivesTraining is one-shot affair It is a continuous process
The initiative for training comes from
the mgt.
The initiative is from the individual
himself/ herself
It is mostly the result of some outside
motivation
It is the result of internal motivation
It is a preparation to meet the present
needs of an employee
It is a preparation to meet the future
needs of the executive
It is a reactive process It is a pro-active process
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Approaches of Training (current
trends)
Earlier approach of Training Current approach of training
Only training at the entry level Training throughout the career
Training in knowledge and skills Training in attitude and behavior
General training in Marketing mgt. Training in company specifics
Training through case study methods Training through real problems, action
learning
Stress on individual Stress on team, company wide
Training in training centers Training anywhere
Training considered as a cost Training considered as a planned
investment playing rich dividends
Simple training, evaluation at the end
of the program
Training evaluation on the job by the
line manager after training.
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Benefits of Internal / External
Training
External factors of
Training
Technological
Advances
Organizational Complexity
Job Requirements
Top management
support
Learning principles
Personnel functions
Internal purpose of
Training
Improved productivity
Prevention of
obsolescence
Preparation for
Higher level jobs
Improved moral
T
R
A
I
NI
N
G
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Importance of Training
Increase in productivity
Better and economical use of Materials and
equipments
Reduced supervision and direction
High morale
Fill manpower needs
Increasing organizational stability and flexibility
Standardization
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Reduced learning time
Better industrial relations
Reduced accidentsBetter management
Versatility and adaptability
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Factors to be kept in mind before
conducting training
Number of employees experiencing skilldeficiency: Number of employees supposed to betrained.
Severity of skill deficiency: What are the cons oradvantages that are being faced by theorganization due to absence of that skill?
Importance of skill: How important is skill to bepossessed by workforce.
Extent to which skill can be improved withTraining: Would there be real difference in skilllevel in case the training program is conducted.
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Trainees and Trainers
Who are the trainees?
Should be selected on the basis of self
nominationRecommendations of supervisors
Recommendation by HR department
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Who are the trainers?
Immediate supervisors
Co-workersMembers of the HR staff
Specialists in other parts of the company
Outside consultants
Industry associations
Faculty members at universities
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Training Process
Step1Organizational objectives and strategies
Step2Assessment of training needs
Step3Establishment of training goalsStep4Devising training program
Step5Implementation of training program
Step6Evaluation of results
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Step 1- Organizational objectives andstrategies
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Step 2: Assessment of training needs
Individual level
Group levelNeed assessment methods
Determining training needs
Benefits of training needs assessment
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Need assessment methods:
Group or organizational
analysis
Individual analysis
Organizational goals and objectives Performance appraisal
Personnel / skill inventories Work sampling
Organizational climate indices Interviews
Efficiency indices Questionnaires, attitude survey
Exit interviews Training progress rating scales
MBO or work planning systems Observation of behaviors
Quality circles
Customer survey satisfaction data
Consideration of current and
projected changes
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Determining Training Needs:
Self-assessments
Company records
Customer complaints
New Technology
Employee grievances
Interviews with managers Customer satisfaction surveys
Observation
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Benefits of training needs assessment:
1. Trainers may be informed about the broaderneeds of the training group and their sponsoringorganization
2. The sponsoring organizations are able to reducethe perception gap between the participant andhis or her boss about their needs andexpectations from the training program
3. Trainers are able to pitch course inputs closer tothe specific needs of the participants.
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Step 3Establishment of training goals
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Step 4Devising or designing training anddevelopment program
Every training and development program mustaddress certain vital issues:
1. Who participates in the program?
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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Step 5
Implementation of trainingprogram
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Step 6Evaluation of results
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Responsible for Training
Top MgmtFrames the Training policy
HR Deptplans, establishes and evaluates
Supervisorsimplement and apply developmentprocedure
Employees provide feedback, revision andsuggestions
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WHY T & D
No one is a perfect fit at the time of hiring
and some training & development must take
place.
Planned development programs will return
values to the organization in terms of :
increased productivity
reduced costs
Morale
Flexibility to adapt to changing requirements
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Moulds employees attitude
Helps them achieve better co-operation
Creates greater loyalty to the organizationReduces wastage and spoilage
Reduces constant supervision
Improves quality
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AndragogyAdult learning
Andragogy is the art and science of helpingadults to learn.
Technologies of adult learning flow whichhave been taken care of in the trainingsystem are as follows:
The learning climate
Diagnosis of needsThe planning process
Experimental techniques
The timing of learning
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Importance of executive
development program
For any business, development is an investment inthe long run.
Developmental efforts help executives to realizetheir own career goals and aspirations in a plannedway.
Executives can show superior performance on thejob.
Executive development programs help managers
to broader their outlook.The special courses, projects, committee,assignments, job rotation and other exercises helpmanagers to have a feel of how to discharge their
duties without rubbing people the wrong way.
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Steps in organization of an
Executive Development Program
Evaluation of result
Conduct of development program
Planning
Identification of manpower
Appraisal of present management talents
analysis of organizational development needs
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DEVELOPMENT PROGRAMS
Decision making: In basket
skills Business games
Case studies
Interpersonal: Role play
skills Sensitivity training
Organizational: Job Rotation
Knowledge
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Job knowledge: On-the-job experience
Coaching
Understudy
General knowledge: Special courses
Special meetings
Specific readings
Off-the-job: ConferenceLectures
Group discussion
Programmed instruction
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Decision making skills
In basket: In this method the participant isgiven a number of business papers such asmemoranda, reports and telephone
messages that would typically cross amanager's desk. The papers presented in noparticular sequence, call for actions rangingfrom urgent to routine handling. Theparticipant is required to act on theinformation contained in these papers.
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Case study: This is a training method that
employs simulated business problems for
trainees to solve. The individual is expectedto study the information in the case and
make decisions based on the situation.
Business games: Simulation that represent
actual business situations are known as
business games. These simulations attemptto duplicate selected factors in a specific
situation, which are then manipulated by the
participants.
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Interpersonal skills
A manager can achieve results only when he
is able to put individuals on the right track.
He must interact with people actively and
make them work unitedly.
Role play: This is a technique in which
some problemreal or imaginary
involving human interaction is presentedand then spontaneously acted out.
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Sensitivity training: This is a method of
changing behavior through unstructured
group interaction. In sensitivity training,the actual technique employed is training
group. It is a small group of ten to twelve
people assisted by a professional behavioralscientist who acts as a trainer for the group.
There is no specified agenda. He merely
creates the opportunity for group members
to express their ideas and feeling freely.
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Organizational knowledge
In addition to job knowledge, managers
should also poses knowledge of various
jobs, products, markets, finance creditors of
the organization, etc.
Job Rotation: The transferring of executives
from job to job and from one department to
another department in a systematic manner
is called job rotation.
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Job Knowledge
On-the-job experience: On-the-job techniques are
most widely used. No other technique may interest
the trainee so much as the location of the learner is
not an artificial one.Coaching: In coaching, the trainee is placed under
a particular supervisor who acts as an instructor
and teaches job knowledge and skills to the
trainee. He tells him what he wants him to do, how
it can be done and follows up while it is being
done and corrects errors.
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Understudy: An understudy is a person who
is in training to assume at a future time, the
full responsibility of the position currently
held by his or her superior.
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General knowledge
Special courses: Special courses- like theworkshops or executive development programsorganized by the institutes, universities and
collegeshelp the trainees to acquire generalknowledge.
Special meetings: Special meetings organized inconsumers Forums, Voluntary Organizations, etc.,
help the trainees develop their general knowledge.Special readings: Specific articles published byvarious journals, specific portions of important
books are provided to the trainees to improve their
general knowledge.
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Off-the-job Methods
Conference: The conference method isanother commonly used method ofexecutive development. Topics such as
relations, safety education, customerrelations, sales training, are often discussed,debated, spoken about at conferencesspecially organized and designed for thepurpose.
Lectures: Lectures are formal presentationson a topic by an experienced and
knowledgeable person.
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Classification of Training
Training
On the job training Off the job training
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Methods of training
On-the job
- Job Instruction Training (JIT)
- Coaching- Mentoring
- Job rotation
- Apprenticeship
- Committee assignments
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Off-the job
- Vestibule training
- Role playing- Lecture method
- Conference/ discussion approach
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JIT
Four steps followed in this method are:
The trainee receives an overview of the job, its purposeand its desired outcomes, with a clear focus on therelevance of training
The trainer demonstrates the job in order to give theemployee a model to copy. The trainer shows a right wayto handle the job
Next, the employee is permitted to copy the trainer's way.
Demonstrations by the trainer and practice by the traineeare repeated until the trainee masters the right way tohandle the job
Finally, the employee does the job independently withoutsupervision
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Coaching
Coaching is a kind of daily training feedback
given to employees by immediate
supervisors. It involves a continuous
process of learning by doing. It may be
defined as an informal, unplanned training
and development activity provided by
supervisors and peers.
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- Psychological functions
1. Role modeling
2. Acceptance and confirmation3. Counseling
4. Friendship
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Job Rotation
Merits and Demerits
Merits
Improves participants job skills, job
satisfaction
Provides valuable opportunities to
network within the organization
Offers faster promotions and higher
salaries to quick learners
Lateral transfers may be beneficial in
rekindling enthusiasm and developing
new talents
Demerits
Increased workload for
participants
Constant job change may produce
stress and anxiety.
Costs may shoot up when trainees
commit mistakes
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Apprenticeship
Apprentices are trainees who spend a
prescribed amount of time working with an
experienced guide, coach or trainer.
Coaching, assistantship and internships are
similar to apprenticeship training.
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Committee assignments
In this method, trainees are asked to solve
an actual organizational problem. The
trainees have to work together and offer
solution to the problem.
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Off-the job
- Vestibule/ simulation training
- Role playing- Lecture method
- Conference/ discussion approach
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Evaluation of training program
Reactions
Learning
Job behaviorEffect on organization
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Methods of Evaluation
Questionnaires
Tests
InterviewsStudies
Feedback
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Levels of performance
Level 1- Implementationdoing things well
Level 2Improvingdoing things better
Level 3Innovatingdoing new and betterthings
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Level 1- Implementing
Model 1Adheringis learning to carry out
basic tasks correctly.
Model 2Adaptingmay need to bend the rules
slightly and make adjustments to procedures inorder to make things work better.
Model 3Relatingthis involves learning to
understand why things have been set up the waythey have and why procedures work as they do as
well as appreciating what needs to be done.
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Knowledge Management
Individual Knowledge is defined as the
capacity to act.
Four characteristics of Knowledge are:Tacit
Action-oriented
Supported by rulesConstantly changing
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Organizational Knowledge: What it knows, and
how fast it can know something new.
Organizational memory: An explicit, disembodied,
persistent representation of the knowledge andinformation in the organization.
Knowledge management: A systematic and
organized attempt to generate knowledge withinan organization to transform its ability to store and
use knowledge for improving performance.
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Types of knowledge
Tacit: something not easily visible and
expressible. Furthermore, tacit knowledge is
deeply rooted in an individuals action and
experience, as well as in the ideals, values,
or emotion he or she embraces.
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Explicit knowledge: is knowledgethat has
been or can be articulated, codified, and
storedin certain media. It can be readily
transmitted to others. The information
contained in encyclopedias are good
examples of explicit knowledge.
http://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Articulationhttp://en.wikipedia.org/wiki/Data_storagehttp://en.wikipedia.org/wiki/Storage_mediahttp://en.wikipedia.org/wiki/Storage_mediahttp://en.wikipedia.org/wiki/Data_storagehttp://en.wikipedia.org/wiki/Articulationhttp://en.wikipedia.org/wiki/Knowledge7/27/2019 32808023 Training and Development
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Steps in Knowledge Management
Specifying knowledge goals
Knowledge identification
Knowledge acquisition
Knowledge development
Knowledge transfer
Knowledge application
Knowledge preservation
Knowledge assessment
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