Training and development

Training and Development

Training
Effort initiated by an organization to foster
learning among its members.
Tends to be narrowly focused and oriented
toward short-term performance concerns.
Development
Effort that is oriented more toward broadening
an individuals skills for the future
responsibilities.
Training is the formal and systematic
modification of behavior through learning
which occurs as a result of education,
instruction, development and planned
experience. (Armstrong, 2001: 543)
Development is any learning activity, which is
directed towards future, needs rather than
resent needs, and which is concerned more
with career growth than immediate
performance.


A formal definition of training and
development is - it is any attempt to improve
current or future employee performance by
increasing an employees ability to perform
through learning, usually by changing the
employees attitude or increasing his her
skills and knowledge.

Training is the acquisition of technology, which
permits employees to perform their present job to
standards. It improves human performance on the job
the employee is presently doing or is being hired to
do.
Development is training people to acquire new
horizons, technologies, or viewpoints.
It enables leaders to guide their organizations onto
new expectations by being proactive rather than
reactive.
It enables workers to create better products, faster
services, and more competitive organizations. It is
learning for growth of the individual, but not related
to a specific present or future job.


Point of
distinction
Trg Dev
Contents Technical and mechanical
operations
Conceptual and
philosophical concepts
Participants Non managerial personnel Managerial personal
Time period Short term .one short affair Long term continuous
process
Purpose Specific , job related skills Total personality
I nitiative Frm mgmt external
motivation
Frm individual himself-
internal motivation
Nature of the
process
REACTIVE PROCESS

PROACTIVE PROCESS

Imp of T & D
High productivity
Better quality of work
Less learning period
Cost reduction
Reduced supervision
Low accident rate
High morale
Personal growth
Org climate
The purpose of training

The aim of training is to help the organization achieve
its purpose by adding value to its key resource the
people it employs. The purpose of training is to:
To increase productivity and quality
To promote versatility and adaptability to new methods
To reduce the number of accidents
To reduce labor turnover
To increase job satisfaction displaying itself in lower
labor turn-over and less absenteeism
To increase efficiency
When does the need for training arise?

The installation of new equipment or techniques
A change in working methods or products produced
A realization that performance is inadequate
Labor shortage, necessitating the upgrading of some
employees
A desire to reduce the amount of scrap and to
improve quality
An increase in the number of accidents
Promotion or transfer of individual employees.
Ensures availability of necessary skills and there
could be a pool of talent from which to promote from.

Advantages of training

1. Leads to improved profitability and/or more
positive attitudes toward profits orientation.
2. Improves the job knowledge and skills at all
levels of the organization.
3. Improves the morale of the workforce.
Advantages of training

4. Helps people identify with organizational
goals.
5. Helps create a better corporate image.
6. Foster openness and trust.
7. Improves the relationship between boss and
subordinate.
8. Aids in organizational development.
Advantages of training

9. Learns from the trainee.
10. Helps prepare guidelines for work.
11. Aids in understanding and carrying out
organizational policies.
12. Provides information for future needs in all
areas of the organization.
Advantages of training

13. Organization gets more effective decision-
making and problem solving.
14. Aids in development for promotion from
within.
15. Aids in developing leadership skill,
motivation, loyalty, better attitudes, and other
aspects that successful workers and mangers
usually display.
16. Aids in increasing productivity and/or quality
of work.
Advantages of training

17. Helps keep costs down in many areas, e.g.
production, personnel Administration, etc.
18. Develops a sense of responsibility to the
organization for being competent and
knowledgeable.
19. Improves labor-management relations.
20. Reduces outside consulting costs by utilizing
competent internal consulting.


Disadvantages of training

1.Can be a financial drain on resources;
expensive development and testing.
2. Often takes people away from their job for
varying periods of time;
3. Equips staff to leave for a better job
4. Bad habits passed on
5. Narrow experience

The Systems Approach to Training
and Development
Four Phases
Needs assessment
Program design
Validation or testing
Implementation
Evaluation
Systems Model of Training
Phase 1:
Needs
Assessment
________________
Organization
analysis
Task analysis
Person analysis
Phase 2:
Design
________________
Instructional
objectives
Trainee
readiness
Learning
principles
Phase 3:
Implementation
________________
On-the-job
methods
Off-the-job
methods
Management
development
Phase 4:
Evaluation
________________
Reactions
Learning
Behavior transfer
Results
Needs Assessment for Training
ORGANIZATIONAL
ANALYSIS


TASK ANALYSIS



PERSON ANALYSIS
of environment, strategies, and resources
to determine where to emphasize training
of the activities to be performed in order to
determine the KSAs needed.
of performance, knowledge, and skills in
order to determine who needs training.
Training Need Assessment

Training needs can be identified through the
following types of analysis (Thayer & McGhee
Model):
1) Organizational analysis:
2) Task or role analysis:
3) Manpower analysis:


Organizational analysis:

involves a study of the entire organization in
terms of its objectives, its resources, the
utilization of these resources, in order to
achieve stated objectives and its interaction
pattern with environment.
Analysis of objectives:
Resource utilization analysis:
Environmental scanning:
Organizational climate analysis:


Task or role analysis:
This is a detailed examination of a job, its
components, its various operations and conditions
under which it has to be performed. The focus here is
on the roles played by an individual and the training
needed to perform such roles.
The whole exercise is meant to find out how the
various tasks be performed and what kind of skills,
knowledge, attitudes are needed to the job needs.
Task or role analysis:
Questionnaires, interviews, reports, tests, observation
and methods are generally used to collect job related
information from time-to-time.
After collecting the information, an appropriate
training program may be designed, paying attention
to (i) performance standards required of employees,
(ii) the tasks they have to discharge, (iii) the methods
they will employ on the job and (iv) how they have
learned such methods, etc.

Manpower analysis:
The focus is on the individual-in a given job
There are three issues to be resolved through
manpower analysis.
First -whether performance is satisfactory and training is
required.
Second, whether the employee is capable of being trained
and the specific areas in which training is needed.
Finally, we need to state whether poor performances (who
can improve with requisite training inputs) on the job need
to be replaced by those who can do the job.
Manpower analysis:
Other options to training such as modifications
in the job or processes should also be looked
into.
Personal observation, performance reviews,
supervisory reports, diagnostic tests help in
collecting the required information and select
particular training options that try to improve
the performance individual workers.

Areas of Training
Knowledge
Technical Skills
Social Skills
Techniques


Need for Employee Training and
Development
Training and development can be initiated for a
variety of reasons for an employee or group of
employees, e.g.
a.) When a performance appraisal indicates performance
improvement is needed
b.) To "benchmark" the status of improvement so far in a
performance improvement effort
c.) As part of an overall professional development program
d.) As part of succession planning to help an employee be
eligible for a planned change in role in the organization
e.) To "pilot", or test, the operation of a new performance
management system
f.) To train about a specific topic


Methods and Techniques of training
A multitude of methods of training is used to
train employees. Training methods are
categorized into two groups (i) on the job
training and (ii) off-the job methods.
On the job training: refers to methods that are
applied in the workplace, while the employees
is actually working.

On-job training
Training that is planned and structured that
takes place mainly at the normal workstation
of the trainee- although some instruction may
be provided in a special training 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 in advance.

Advantages
Tailor-made course content with use of REAL
company situations/examples.
It is usually less expensive than off-job
training
Learning will take place using the equipment
which will be actually used
Trainees acclimatise more rapidly

Disadvantages
Possibility of poor instruction and insufficient time.
Trainee may be exposed to bad work practices.
A large amount of spoiled work and scrap material
may be produced.
Valuable equipment may be damaged.
Training takes place under production conditions that
are stressful, i.e. noisy, busy, confusing and exposing
the trainee to comments by other workers.

Off-job training Advantages
A specialist instructor enables delivery of high quality
training.
Wider range of facilities and equipment are available.
The trainee can learn the job in planned stages.
It is free from the pressures and distractions of
company life.
It is easier to calculate the cost of off-job training
because it is more self-contained
Cross-fertilisation of ideas between different
companies.

Disadvantages
Can result in transfer of learning difficulties when a
trainee changes from training equipment to
production equipment.
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
network of personal relationships.
Can be more expensive.
Carrying out the training

On the Job Training
Orientation training
Job-instruction training
Apprentice training
Internships and assistantships
Job rotation
Coaching

Apprenticeship Training
A structured process by which individuals become
skilled workers through a combination of classroom
instruction and on-the-job training.
This method of training is usually done in crafts, trades and in
technical areas.
It is the oldest and most commonly used method, if the
training is relatively for a longer period.
Here a major part of training is spent on the job productive
work.
Each apprentice is given a programme of assignments
according to a pre-determined schedule, which provide for
efficient training in trade skills.

Off-the job training:
Vestibule
Lecture
Special study
Films
Television
Conference or discussion
Case study
Role playing
Simulation
Programmed instruction
Laboratory training

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 and machines, which are identical with those in
use in the place of work.
This technique enables the trainees to concentrate on learning
new skill rather than on performing on actual 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 to train bank tellers, inspectors, machine
operators, typists etc.

Lectures
is a verbal presentation of information by an instructor to a
large audience. The lecture is presumed to possess a
considerable depth of knowledge of the subject at hand.
A virtue of this method is that is can be used for very large
groups, and hence the cost per trainee is low.
This method is mainly used in colleges and universities,
though its application is restricted in training factory
employees.
Limitations of the lecture method account for its low
popularity. The method violates the principle of learning by
practice. It constitutes a one-way communication.

Audio-visuals:
Audio-visuals include television slides, overheads,
videotapes and films.
These can be used to provide a wide range of realistic
examples of job conditions and situations in the
condensed period of time.
The quality of the presentation can be controlled and
will remain equal for all training groups.
But, audio-visuals constitute a one-way system of
communication with no scope for the audience to
raise doubts for clarification.
There is no flexibility of presentation
Programmed I nstruction (PI )
This is method where training is offer without the
intervention of a trainer. Information is provided to
the trainee in blocks, either in a book form of through
a teaching machine.
PI involves:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of his or her answers
4. If the answers are correct, the learner proceeds to the next
block. If not, he or she repeats the same.

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

Simulation
A simulator is any kind of equipment or technique
that duplicates as nearly as possible the actual
conditions encountered on the job.
Simulation then, is an attempt to create a realistic
decision-making environment for the trainee.
Simulations present likely problem situations and
decision alternatives to the trainee.
The more widely held simulation exercises are case
study, role-playing and vestibule training.

Conference
In this method, the participating individuals
confer to discuss points of common interest to
each other.
It is a basic to most participative group
centered methods of developments.
This emphasis on small group discussion, on
organized subject matter and on the active
participation of the members involved.

Case Studies
This method is developed in 1800S At the
Harvard Law School.
The case study is based upon the belief that
managerial competence can best be attained
through the study, contemplation and
discussion of concrete cases.
When the trainees are given cases to analyze,
they are asked to identify the problem and
recommend tentative solution for it.
Case Studies
The case study is primarily useful as a training
technique for supervisors and is specially valuable as
a technique of developing discussion-making skills,
and for broadening the prospective of the trainee.
In case study method the trainee is expected to master
the facts, should acquainted with the content of the
case, define the objective sought in dealing with the
issues in the case, identify the problem, develop
alternative courses of action, define the controls
needed to make the action effective and role play the
action to test its effectiveness and find conditions that
may limit it.


Case Studies
The use of case studies is most appropriate
when:
Analytic, problem-solving, and critical thinking
skills are most important.
The KSAs are complex and participants need
time to master them.
Active participation is desired.
The process of learning (questioning,
interpreting, and so on) is as important as the
content.
Team problem solving and interaction are
possible.
Case Studies
When Using Case Studies
Be clear about learning objectives, and list
possible ways to achieve the objectives.
Decide which objectives would be best served by
the case method.
Identify available cases that might work, or
consider writing your own.
Set up the activityincluding the case material,
the room, and the schedule.
Follow the principles of effective group dynamics. Figure 6.8a
Source: Adapted from Albert A. Einsiedel, Jr., Case Studies: Indispensable
Tools for Trainers, Training and Development, August 1995, 5053.
Case Studies (contd)
When Using Case Studies
Provide a chance for all learners to take part and
try to keep the groups small.
Stop for process checks and be ready to
intervene if group dynamics get out of hand.
Allow for different learning styles.
Clarify the trainers role.
Bridge the gap between theory and practice.
Figure 6.8b
Source: Adapted from Albert A. Einsiedel, Jr., Case Studies: Indispensable
Tools for Trainers, Training and Development, August 1995, 5053.
Role Playing
In role-playing trainees act out the given role
as they would be in stage 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 to pay.
Sometimes after the preliminary planning, the
situation is acted out by the role players.
Role Playing
This method primarily involves employee-
employer relationship Hiring, firing,
discussing a grievance procedure, conducting a
post appraisal interview etc.
Create a realistic situation and have trainees
assume the roles of specific persons in this
situation
In order to solve the problem at hand and
develop trainees skills in areas, like leadership

Role Playing
Successful role play requires that instructors:
Ensure that group members are comfortable
with each other.
Select and prepare the role players by
introducing a specific situation.
To help participants prepare, ask them to
describe potential characters.
Realize that volunteers make better role players.
Role Playing (contd)
Successful role play requires that instructors:
Prepare the observers by giving them specific
tasks (such as evaluation or feedback).
Guide the role-play enactment through its
bumps (since it is not scripted).
Keep it short.
Discuss the enactment and prepare bulleted
points of what was learned.
Management Game.
Like strategic game.
Trainees learn best by getting involved in the
activity itself, and the games can be useful for
gaining such involvement.
Evaluating the Training Effort
Controlled Experimentation.
Methods for testing the effectiveness of a training
program with before-and-after test and a control
group.
It can eliminate the factor of organization wide
change, like a raise in pay.
Use training evaluation forms to measure.

Phase 4: Evaluating the Training
Program
Criteria for
Evaluating
Training
Figure 6.9
Reactions
B
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h
a
v
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L
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a
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n
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n
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Results
Training Program Evaluation
Criterion 4: Results assessment
Criterion 2: Extent of learning
Measuring program effectiveness
Criterion 1: Trainee reactions
Criterion 3: Learning transfer to job
Criterion 1: Reactions
Participant Reactions.
The simplest and most common approach to
training evaluation is assessing trainees.
Potential questions might include the following:
What were your learning goals for this program? Did
you achieve them?
Did you like this program?
Would you recommend it to others who have similar
learning goals? What suggestions do you have for
improving the program?
Should the organization continue to offer it?
Criterion 2: Learning
Checking to see whether they actually learned
anything.
Testing knowledge and skills before beginning a
training program gives a baseline standard on
trainees that can be measured again after
training to determine improvement.
However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.
Criterion 3: Behavior
Transfer of Training
Effective application of principles learned to
what is required on the job.
Criterion 4: Results
Utility of Training Programs.
The benefits derived from training.
Return on Investment
Viewing training in terms of the extent to which
it provides knowledge and skills that create a
competitive advantage and a culture that is
ready for continuous change.
Criterion 4: Results (contd)
Benchmarking
The process of measuring ones own services
and practices against the recognized leaders in
order to identify areas for improvement.
Plan: conduct a self-audit to identify areas for
benchmarking.
Do: collect data about activities.
Check: Analyze data.
Act: Establish goals, implement changes,
monitor progress, and redefine benchmarks.