Importance of Training

Training is crucial for organizational development and success. It is fruitful to both

employers and employees of an organization. An employee will become more
efficient and productive if he is trained well.

Training is given on four basic grounds:

New candidates who join an organization are given training. This training
familiarize them with the organizational mission, vision, rules and regulations and
the working conditions. The existing employees are trained to refresh and
enhance their knowledge. If any updations and amendments take place in
technology, training is given to cope up with those changes. For instance,
purchasing a new equipment, changes in technique of production, computer
implantment. The employees are trained about use of new equipments and work
methods. When promotion and career growth becomes important, training is
given so that employees are prepared to share the responsibilities of the higher
level job.
The benefits of training can be summed up as:
Improve morale of employees- Training helps the employee to get job security
and job satisfaction. The more satisfied the employee is and the greater is his
morale, the more he will contribute to organizational success and the lesser will
be employee absenteeism and turnover.
Less supervision- A well trained employee will be well acquainted with the job
and will need less of supervision. Thus, there will be less wastage of time and
efforts.
Fewer accidents- Errors are likely to occur if the employees lack knowledge and
skills required for doing a particular job. The more trained an employee is, the
less are the chances of committing accidents in job and the more proficient the
employee becomes.
Chances of promotion- Employees acquire skills and efficiency during training.
They become more eligible for promotion. They become an asset for the
organization.
Increased productivity- Training improves efficiency and productivity of
employees. Well trained employees show both quantity and quality performance.
There is less wastage of time, money and resources if employees are properly
trained.

Methods of Training
Training is generally imparted in two ways:
On the job training- On the job training methods are those which are given to
the employees within the everyday working of a concern. It is a simple and costeffective training method. The inproficient as well as semi- proficient employees
can be well trained by using such training method. The employees are trained in
actual working scenario. The motto of such training is learning by doing.

Instances of such on-job training methods are job-rotation, coaching, temporary

promotions, etc.
Off the job training- Off the job training methods are those in which training is
provided away from the actual working condition. It is generally used in case of
new employees. Instances of off the job training methods are workshops,
seminars, conferences, etc. Such method is costly and is effective if and only if
large number of employees have to be trained within a short time period. Off the
job training is also called as vestibule training, i.e., the employees are trained in a
separate area( may be a hall, entrance, reception area, etc. known as a vestibule)
where the actual working conditions are duplicated.

Objectives of Training
Following can be briefly summarized as training objectives.
To create constant awareness in the minds of all sections of employees of the
mission of the industry, its objective and goals.
To encourage self-development to achieve organization goals with a sense of
belonging and commitment to organization and thereby ensuring development of
a proper work ethos in the Industry and fostering of team spirit.
To identify the training needs of the entire personnel in industry in keeping with
the corporate plans and in consultation with the user departments.
To impart knowledge and skills necessary for performing the job efficiently and
effectively and to keep the employees to acquire necessary conceptual, technical,
human and managerial skills in the areas of decision-making and problemsolving.
To make available in adequate number sufficiently trained manpower to meet
the diverse needs of a rapidly growing industry.
To organize special training programmes to improve employment opportunities
as well as career prospects of persons belonging to SC/ST, minorities,
handicapped, ex-servicemen, etc.
To organize training activities as aids to:
Career Planning and growth
Succession planning.
To educate and equip the employees to respond to the expectations of
customers, and to accept responsibilities to attain a sense of achievement.
To achieve effectiveness of training through tapping the in-house training
facilities as well as sources available externally in a balanced manner so as to
develop internal faculty support at all levels and disciplines.
To promote research and development activities and to establish linkages with
the operational front.
Many methods of training are available- each has certain advantages and
disadvantages. Here we list the different methods of training...you can comment
on the pros and cons and make the examples concrete by imagining how they
could be applied in training truck drivers.

Types of Training1. Technology-Based Learning

Common methods of learning via technology include:

 Basic PC-based programs

Interactive multimedia - using a PC-based CD-ROM
Interactive video - using a computer in conjunction with a VCR
Web-based training programs
The forms of training with technology are almost unlimited. A trainer also gets
more of the learner''s involvement than in any other environment and trainees
have the benefit of learning at their own pace.
Example: In the trucking industry one can imagine interactive multimedia
training on tractor-trailers followed by a proficiency test to see how well the
employee knows the truck.
2. Simulators
Simulators are used to imitate real work experiences.
Most simulators are very expensive but for certain jobs, like learning to fly a 747,
they are indispensable. Astronauts also train extensively using simulators to
imitate the challenges and micro-gravity experienced on a space mission. The
military also uses video games (similar to the "shoot-em-up" ones your 14-year
old plays) to train soldiers.
Example: Truck drivers could use simulators to practice responding to dangerous
driving situations.
3. On-The-Job Training
Jumping right into work from day one can sometimes be the most effective type
of training.
Here are a few examples of on-the-job training:
Read the manual - a rather boring, but thorough way of gaining knowledge
of about a task.
A combination of observation, explanation and practice.
Trainers go through the job description to explain duties and answer
questions.
Use the intranet so trainees can post questions concerning their jobs and
experts within the company can answer them.
On-the-job training gives employees motivation to start the job. Some reports
indicate that people learn more efficiently if they learn hands-on, rather than
listening to an instructor. However, this method might not be for everyone, as it
could be very stressful.
Example: New trucking employees could ride with experienced drivers. They
could ask questions about truck weigh stations, proper highway speeds, picking
up hitchhikers, or any other issues that may arise.
4. Coaching/Mentoring
Coaching/mentoring gives employees a chance to receive training one-on-one
from an experienced professional. This usually takes place after another more
formal process has taken place to expand on what trainees have already learned.
Here are three examples of coaching/mentoring:
Hire professional coaches for managers (see our HR.com article
on Understanding Executive Coaching)
Set up a formal mentoring program between senior and junior managers
Implement less formal coaching/mentoring to encourage the more
experienced employees to coach the less experienced.
Coaching/mentoring gives trainees the chance to ask questions and receive
thorough and honest answers - something they might not receive in a classroom
with a group of people.
Example: Again, truck drivers could gain valuable knowledge from more
experienced drivers using this method.

5. Lectures
Lectures usually take place in a classroom-format.
It seems the only advantage to a lecture is the ability to get a huge amount of
information to a lot of people in a short amount of time. It has been said to be the
least effective of all training methods. In many cases, lectures contain no form of
interaction from the trainer to the trainee and can be quite boring. Studies show
that people only retain 20 percent of what they are taught in a lecture.
Example: Truck drivers could receive lectures on issues such as company policies
and safety.
6. Group Discussions & Tutorials
These most likely take place in a classroom where a group of people discuss
issues.
For example, if an unfamiliar program is to be implemented, a group discussion
on the new program would allow employees to ask questions and provide ideas
on how the program would work best.
A better form of training than lectures, it allows all trainees to discuss issues
concerning the new program. It also enables every attendee to voice different
ideas and bounce them off one another.
Example: Truck drivers could have group discussions and tutorials on safety
issues they face on the road. This is a good way to gain feedback and suggestions
from other drivers.
7. Role Playing
Role playing allows employees to act out issues that could occur in the workplace.
Key skills often touched upon are negotiating and teamwork.
A role play could take place between two people simulating an issue that could
arise in the workplace. This could occur with a group of people split into pairs, or
whereby two people role play in front of the classroom.
Role playing can be effective in connecting theory and practice, but may not be
popular with people who dont feel comfortable performing in front of a group of
people.
Example: Truck drivers could role play an issue such as a large line-up of trucks
is found at the weighing station and one driver tells another that he might as well
go ahead and skip the whole thing. Or role play a driver who gets pulled over by a
police officer and doesnt agree with the speeding charge.
8. Management Games
Management games simulate real-life issues faced in the workplace. They attract
all types of trainees including active, practical and reflective employees.
Some examples of management games could include:
Computer simulations of business situations that managers play.
Board games that simulate a business situation.
Games surrounding thought and creativity - to help managers find creative
ways to solve problems in the workplace, or to implement innovative ideas.
Example: In a trucking business, managers could create games that teach
truckers the impact of late deliveries, poor customer service or unsafe driving.
9. Outdoor Training
A nice break from regular classroom or computer-based training, the usual
purpose of outdoor training is to develop teamwork skills.
Some examples include:
Wilderness or adventure training - participants live outdoors and engage in
activities like whitewater rafting, sailing, and mountain climbing.
Low-impact programming - equipment can include simple props or a
permanently installed "low ropes" course.

High-impact programming - Could include navigating a 40-foot "high ropes"

course, rock climbing, or rappelling.
Outgoing and active participants may get the most out of this form of training.
One risk trainers might encounter is distraction, or people who dont like outdoor
activities.
Example: As truck drivers are often on the road alone, they could participate in a
nature-training course along with depot personnel to build esprit de corps.
10. Films & Videos
Films and videos can be used on their own or in conjunction with other training
methods.
To be truly effective, training films and videos should be geared towards a specific
objective. Only if they are produced effectively, will they keep the trainees
attention. They are also effective in stimulating discussion on specific issues after
the film or video is finished.
Films and videos are good training tools, but have some of the same
disadvantages as a lecture - i.e., no interaction from the trainees.
A few risks to think about - showing a film or video from an outside source may
not touch on issues directly affecting a specific company. Trainees may find the
information very interesting but irrelevant to their position in the company.
Some trainers like to show videos as a break from another training method, i.e. as
a break from a lecture instead of a coffee break.
This is not a good idea for two reasons. One: after a long lecture, trainees will
usually want a break from any training material, so a training film wouldnt be too
popular. Two: using films and videos solely for the purpose of a break could get
expensive.
Example: Videos for truckers could show the proper way to interact with
customers or illustrate preventive maintenance techniques.
11. Case Studies
Case studies provide trainees with a chance to analyze and discuss real
workplace issues. They develop analytical and problem-solving skills, and provide
practical illustrations of principle or theory. They can also build a strong sense of
teamwork as teams struggle together to make sense of a case.
All types of issues could be covered - i.e. how to handle a new product launch.
Example: Truck drivers could use case studies to learn what issues have been
faced in the trucking industry in the past and what they could do if a similar
situation were to occur.
12. Planned Reading
Basically planned reading is pre-stage preparation to more formal methods of
training. Some trainees need to grasp specific issues before heading into the
classroom or the team-building session.
Planned reading will provide employees with a better idea of what the issues are,
giving them a chance to think of any questions beforehand.
Example: Here we may be stretching if we think that truckers are going to read
through a lot of material the training department sends them.
TRAINING NEED ASSESSMENT
It is widely believed that need assessment is one of the key phases in training
and development design process to enhance training effectiveness. It assists in
identifying a gap between an ideal level of performance and current level of
performance and to prioritize current resource to reduce those gaps. According to
Anjali Ghanekar training needs can be defined as the gap between knowledge,
skills and attitudes that the job demands and already possessed by trainee. It is

an ongoing process to gather information to identify training needs so that

training can be developed to assist organizations to meet their objectives. As per
Keith Davis assessing training needs is one of the most significant parts of
developing training programmes. It diagnoses present problems and future
challenges to be met through training & development. It exists at all levels of the
organization and it is emphasis of one or the other aspect with changes.
(a) Organizational Analysis
Just like any other resources, employees and their competencies have to be
managed and controlled. This implies that management of the human factor must
be consistent with general requirements of the organization such as quality and
efficiency. Huselid34 has said that the effectiveness of the organization
depends upon the extent to which human resource strategies and business
strategies fit together.
(b) Operation Analysis
Operational analysis includes tasks which have to be performed as the part of the
given job, at the level of which they have to be performed and of the knowledge,
skills and attitudes required to achieve that level. As per Junaid Siddiqui35, the
methods for such analysis are task analysis, job expectation technique, core
analysis, key task analysis questionnaires, interviews, reports, tests, observation,
performance standards, job description and other methods.
(c) Individual Analysis
Individual analysis is very crucial; if the training is to be supported as closely as
possible to fill gaps in the competence profile of employees and if it is to be
matched with the level of maturity of the participants. An important plan of
personal analysis is to find out performance gaps (i.e. expected performance Vs
actual performance). Personal analysis makes it possible to measure the
expectations and learning requirements of trainees.
TNA in PracticeTraining needs assessment is one of the first steps in the training cycle. It serves
as the basis for planning and designing a capacity-building programme. It helps
us to identify the current training needs of the prospective participants, as well as
the problems they face and the root causes of these problems. We should
prioritize these needs according to urgency and importance. The results of the
TNA can be the basis for identifying the skills and competencies needed by
participants in order to perform their jobs effectively and efficiently.
We can do training needs assessment by using the following strategies:
Administer a TNA questionnaire: This instrument should be able to capture
the skills and competencies that need to be developed or improved by the
prospective participants.
Interview prospective participants: A one-on-one interview is also useful for
identifying the needs or deficiencies of the participants. This is also an effective
way of identifying the gaps between the current and the desired competencies of
individuals in performing the roles and functions specified by their job
descriptions.

 Observe prospective participants: Observing the individuals doing their jobs

(if they are currently working) is also a very good way of determining what they
may need from a training programme.
LEARNING INTRODUCTION
Characteristics of Learning
1. Learning has a purpose. Most people have a pretty definite idea of what they
want to do and achieve.
2. Learning comes through experience. Learning is a very individual process and
must be done by the participant himself - the instructor cannot do this for him.
3. Learning is multifaceted. A trainer who thinks his job is only to train a
participants memory is wasting his own and his trainees time.
4. Learning is an active process. The more actively a participant is involved in the
class, the greater his chances are for both learning and remembering.
Laws of Learning
The five laws of learning are suitable for most learning situations. Keeping these
laws in mind when planning a session lets the trainer creates a better learning
atmosphere for the participants.
Law of Readiness
A person learns best when he has the necessary background, a good attitude,
and is ready to learn. He does not learn much if he sees no reason for learning.
Law of Exercise
Those things most often repeated are the best learned. This is the basis for
practice and drill.
Law of Primacy
Primacy is being first, which often creates a strong impression. This means that
the instructor must be right the first time. This helps to provide a stable
foundation for all that follows. 42
Law of Intensity
A sharp, clear, or exciting learning experience teaches more than a routine or
boring one. This law implies that a student will learn more from the real thing
than a substitute. Mockups, videotapes, interactive courseware, slides, charts,
and any number of other training aids add sharpness and action to classroom
instruction. Demonstrations, skits, and role playing do much to increase the
leaning experience of students.
Law of Recency
Other things being equal, the things learned last will be best remembered. The
trainer must recognize the law of recency when planning a good summary. He
should repeat, restate, or reemphasize the training objectives. He also repeats
important information the participants need to remember.

Lifelong learning
This definition embraces a wide array of learning settings, methods and goals.
Lifelong learning spans the whole of life, from the pre-school years through into
retirement; it comprises both theoretical knowledge as well as practical skills, it

encompasses the acquisition, improvement and extension, in whatever form, of

skills of all descriptions. And it encompasses a plethora of activities that can be
broken down into three broad categories:
Formal learning: any formal training courses or educational attainment at
schools, universities and other educational establishments characterised by an
established structure in terms of learning goals, duration and methods and which
lead to a formal graduation or certificate.
Non-formal learning: learning outside educational establishments, frequently
without certification, but with a specific intention e.g. playing an instrument,
learning a foreign language, sporting activities, further education courses,
training events and the like
Informal learning: incidental or casual experiences and acquisition of
knowledge in everyday life, such as for example intergenerational learning
(parents learning how to use the computer from their children), practicing
organisation strategies in planning a party etc.

a) Self-efficacy
Self-efficacy is defined as the conviction and expectation of being able to
implement tasks and plans successfully based on ones own abilities and
resources. An individual with low expectations of self-efficacy will invest less effort
in a task. This can result in failure and disappointment, thus confirming or further
reinforcing the individuals negative self-assessment. Conversely, people with a
high expectation of self-efficacy will invest a lot of energy in a goal and also

tackle challenges which, if successful, will significantly boost their personal

development. Their expectation of self-efficacy is
reinforced by further successful experiences.
b) Motivation and volition
The motivation for lifelong learning grows out of an individuals motives and
needs. These differ from one person to the next and can change over time. The
most important precondition for creating motivation is therefore that the person
discovers his needs and goals and defines them for himself. Many people do
neither reflect upon their desires nor do they have any idea what opportunities
might be of interest to them. It can assist these individuals to start by reflecting
on their own desires and needs.

Educational approaches
As already mentioned, there are a number of educational approaches that offer
valuable techniques for the purposes of our training concept: these approaches
are:
self-regulated learning,
productive learning,
cooperative learning and
experience-based learning

Self-regulated learning

The capacity for self-regulated learning is a fundamental precondition for

successful lifelong learning. Only if the learner is able by himself to
implement all the steps of the learning process autonomously and
independently of teachers or other persons in authority will he be able to
adapt his plans and efforts to changing circumstances and developments in his
life situation.
Self-regulated learning means that the learner designs and controls his entire
learning process by himself and acts on his own authority in making the
necessary decisions on the following aspects of the learning:
learning goals (why and what for?)
learning content (what? which content?)
resources and materials (with what?)
learning methods and strategies (how?)
time (when and for how long?)
review (achievement of the goal and possible modification of the
learning strategy)

Productive learning

Productive learning is a new form of learning which is progressively replacing

traditional practices. The underlying principle is learning from experience in reallife situations. This creates the direct connection between the learning process
and the life the learner actually leads and emphasises meaningfulness. The
learner develops a retrospective understanding of processes from his practical
experience and is able to build on this to improve what he does in future. For a
number of learning types, this form of learning is significantly easier to
understand than abstract and theoretical learning.

Cooperative learning

Cooperative learning describes learning arrangements such as partner and

group activities. Generally speaking, cooperative learning requires a
contemporaneous (synchronous) or timedisplaced
(asynchronous), coordinated, co-constructive activity as well by the participants.
The core goal of cooperative learning is always to find a common solution to a
problem or to develop a shared understanding of a situation.
In cooperative learning situations the task is shared, with each participant - or
each small group, as the case might be, - solving a subtask and with all of the
individuals or small groups results being combined into an overall result.
With cooperative learning, participants acquire communication skills such as
asking questions, listening, explaining, developing new ideas or solutions through
discussion. In addition however, they also learn cooperative skills by respecting
the other person and his opinion and undergo the learning process as a shared
experience. Cognitive and social learning are therefore being combined.
Cooperative learning enables participants actively to contribute their own
knowledge and ideas to the learning process, thereby stimulating the motivation
to learn, which in turn has a positive impact on the learning process.

Experience-based learning

Learning is always associated with concrete experience and adult learners in

particular compare new situations with past experiences, existing knowledge and
cognitive schemata. David A. Kolb and Roger Fry (1975) developed the
experience-based learning cycle which continues even to this day to make a
fundamental contribution to understanding adult learning. The model is based on
four learning phases:

Learning cycle according to Kolb & Fry (1975)

Concrete experience: At the beginning of the learning process the individual

usually undertakes an action and experiences the consequences of their action in
a concrete situation.
Observation & reflection: The individual observes and reflects on the situation
retrospectively, in the process recognising causes and correlations. In this phase
of the learning process, the individual is able to predict the consequences of
acting in the same way in the same situation.
Developing abstract concepts: If a number of similar experiences accumulate,
the individual starts to generalise based on the parallels. The insights gained can
be transferred to new situations.
Reviewing and transferring the concepts: Once the individual has
understood the underlying principle, he begins actively to experiment, to
introduce variations and transfer the concept to other situations and conditions. If
a learning process has indeed occurred, the individual is now in a position to

predict the possible consequences of an action in all sorts of different

circumstances. The learner becomes active, influencing the situation in pursuit of
his own goals and interests.

Developing an Integrated Approach of Learning in Training ProgrammeThe purpose of integration

Integration requires a multidisciplinary approach which recognises the importance
of the transferability of skill development and application, key concepts and
processes. It involves planning a teaching, learning and assessment program
drawn from endorsed programs. The content and assessment required can be
taught through thematic, project or topic based approaches, or using a more
context focused delivery.
Delivering an integrated program
Although an integrated approach may provide efficiencies in the use of time and
resources, it is important to consider that trainees may tire of a program that is
delivered over an extended period or consumes a significant amount of the
students overall program. For this reason, integrated programs are often broken
down into shorter, achievable sections or modules. Where the integrated program
is delivered by more than one trainer, the trainer expertise can be teamed to
achieve positive outcomes for trainees, trainers and the organization. This
approach requires collaboration between the trainers and others involved.
Choosing what to integrate
When selecting what to integrate, the overlap of content from each unit of
competency/endorsed program should be a key consideration as a good
proportion of content overlap will help in the development of concepts and tasks.
In the integration process the content focus can be blurred or lost so the
integration of more than two units of competency or endorsed programs requires
extensive planning to ensure the development of key concepts, processes and
skills in an appropriately sequenced manner.