Training & Development

By Jayati Singh
We will cover…
 KSAs & Competencies
 Training Process
 Training Methods
 Guidelines for Trainers
Knowledge defined
 The fact or condition of knowing
something with familiarity gained through
experience or association : acquaintance
with or understanding of a science, art, or
technique : the fact or condition of being
aware of something : the range of one's
information or understanding
KSAs
 KNOWLEDGE
1. Declarative knowledge: Person's store of factual
information about a subject matter.(WHAT)
2. Procedural Knowledge: is the person’s understanding about
how & when to apply the facts already learned. It assumes
some degree of factual knowledge (HOW)
3. Strategic Knowledge :The highest level of knowledge.This
consists of the person’s awareness of what he knows & the
internal rules learned for assessing the relevant facts &
procedures to be applied for achieving some goals
KSAs
 SKILLS: The capacities needed to perform a set of tasks that
are developed as a result of training and experience. A skill is
a proficiency in doing something beyond just knowing it.

 ATTITUDES: are employee beliefs & opinions that support

or inhibit behavior. So, in a training context we are concerned
about employees attitudes in relation to their learning of
training material & job performance. Important because they
affect motivation.
KSAs
 A primary purpose of KSAs is to measure those qualities
that will set one candidate apart from the others

 Agencies may emphasize the most important aspects of a job

by assigning relative weights to each KSA. Others will
designate particular KSAs as being Mandatory (M) or
Desirable (D). Obviously the job applicant will want to focus
the most effort on responding to the more heavily weighted
KSAs or the mandatory ones, but it is important to remember
that you need to address every one on the list. If a vacancy
announcement makes no distinction among the position’s
KSA, the applicant should assume that all KSAs are equally
important.
Competencies

 Is a broad grouping of knowledge, skills &

attitudes that enable a person to be successful
at a number of similar tasks.
Introduction
 Training programs should be designed by
trainers and/or learners to achieve certain
overall goals for the learner
 As much as possible, learning objectives
should also be written to be SMART (an
acronym for Specific, Measurable,
Acceptable to you, Realistic to achieve
and Time-bound with a deadline
Employee Orientation Programs
 Reduce newcomer stress
 Reduce start-up costs
 Reduce turnover
 Expedite proficiency
 Assist in newcomer assimilation
 Enhance adjustment to work group
and norms
 Encourage positive attitude
Orientation Program Content
 Information about company as a whole
 Job-specific information
How to plan an orientation program
 When should I begin thinking about new employee
orientation?
 Components of a welcome & orientation plan
 Welcoming your new employee
 Joining kit/documents
 Employee Benefits Orientation
 Orientation and Welcome to the unit of work
 Specific topics covered in the Benefits portion of the Orientation
 Resources and support functions
 Assistance with relocation
 Position specific training
 First Day, First Week and First month
Before Arrival
 Pre Induction checklist
 Set up an email account.
 Set up a telephone and voice mail account.
 Put the employee on payroll
 Clean the office or work area where the employee will be
assigned and provide basic supplies.
 Confirm salary and hours of employment with new staff
member.
 Inform department staff and key clients of the employee’s
arrival date.
 Make arrangements for the new employee to have lunch with
his/her supervisor or co-workers on the first day of work.
 Make arrangement for Employee vehicle permit
Organizational Socialization
 How employees adjust to a new
organization
 What is at stake:
 Employee satisfaction, commitment, and
performance
 Work group satisfaction and performance
 Start-up costs for new employee
 Likelihood of retention
 Replacement costs
First day of Employment
 Welcome him/her upon arrival at
the department.
 Introduce him/her to co-workers
and subordinates.
 Give him/her a tour of the office
space.
 Have the department head and
other key managers in the office
greet the new employee.
 Confirm that s/he has received
an ID card and parking permit.
First day of Employment
 Confirm the salary, pay schedule and check
distribution procedures (including direct
deposit) with the employee.
 Confirm hours of employment, time off and
overtime policies (for non-exempt
employees), and call-in procedures for
unscheduled absences.
 Review holiday schedule and procedures for
recording staff attendance.
 Discuss safety policies and procedures.
 Order business cards, if appropriate.
 Provide copies of :
 The department staff list
 The department organization chart
 Department guides and manuals
Ongoing Activities
 After the initial period of orientation and training, all
employees have a need for ongoing feedback and development
to encourage good performance and enable individuals to reach
their potential. Supervisors should provide the following on an
ongoing basis:

 Provide positive and negative performance feedback.

 Encourage participation in work teams and department activities that will
help employees diversify and develop skills.
 Collaboratively develop objectives and expectations on an annual basis.
 Collaboratively construct development plans that include formal and
informal training opportunities.
 Provide employee with information regarding department direction and
goals.
 Elicit feedback from employees regarding their performance,
suggestions, and concerns.
 Provide annual performance reviews.
Company Information
 Overview of company
 Key policies and procedures
 Mission statement
 Company goals and strategy
 Compensation, benefits, safety
 Employee relations
 Company facilities
Example: This is GE
Job-Specific Information
 Department functions
 Job duties and responsibilities
 Polices, rules, and procedures
 Tour of department
 Introduction to departmental employees
 Introduction to work group
Orientation Roles
 Supervisor
 Information source
 Guide for new employees
 Coworkers
 Socialize into organization
 Help learn norms of the work group and
organization
Orientation and the HRD Staff
 HRD staff designs and implements new
employee orientation program
 HRD schedules participation by various
level of management
 HRD staff evaluates orientation
program and implements needed
changes
Common Problems in Employee
Orientation
 Too much paperwork
 Information overload
 Information irrelevance
 Scare tactics
 Too much “selling” of the
organization
Training Processes
1. Need Analysis Phase
2. Design Phase
3. Development Phase
4. Implementation Phase
5. Evaluation Phase
Phase 1: Training Need Analysis
(TNA)
 Once Triggering event which is recognition
of organization performance deficiency has
occurred , the cause has to be determined

 Expected Performance –Actual

Performance = Performance Discrepancy
 TNA could be reactive or proactive
Phase 1: Training Need Analysis
(TNA)
 NON Training Needs (No KSA Deficiency)
1. Reward/Punishment incongruencies
2. Inadequate or inappropriate feedback:
Supervisors dislike giving negative
feedback
3. Obstacles in the system eg receiving
material too late
Phase 1: Training Need Analysis
(TNA)
 Training is a reasonable solution when a
performance deficit is caused by employees lack
of KSA.
 Training is likely to be more successful when TNA
is conducted as
 The appropriate KSAs reqd to do the job are
identified
 The KSAs of the employees in that job are
determined (person analysis) so only those
needing training are trained
 Roadblocks to transfer of training are identified &
removed
Phase 1: Training Need Analysis
(TNA)
 Context Analysis. An analysis of the business needs or
other reasons the training is desired. The important
questions being answered by this analysis are who decided
that training should be conducted, why a training program
is seen as the recommended solution to a business
problem, what the history of the organization has been with
regard to employee training and other management
interventions.
 User Analysis. Analysis dealing with potential participants
and instructors involved in the process. The important
questions being answered by this analysis are who will
receive the training and their level of existing knowledge on
the subject, what is their learning style, and who will
conduct the training.
Phase 1: Training Need Analysis
(TNA)
 Work analysis. Analysis of the tasks
being performed. This is an analysis of the
job and the requirements for performing
the work. Also known as a task analysis or
job analysis, this analysis seeks to specify
the main duties and skill level required.
This helps ensure that the training which
is developed will include relevant links to
the content of the job.
Phase 1: Training Need Analysis
(TNA)
 Content Analysis. Analysis of
documents, laws, procedures used on the
job. This analysis answers questions about
what knowledge or information is used on
this job. This information comes from
manuals, documents, or regulations. It is
important that the content of the training
does not conflict or contradict job
requirements. An experienced worker can
assist (as a subject matter expert) in
determining the appropriate content.
Phase 1: Training Need Analysis
(TNA)
 Training Suitability Analysis. Analysis of
whether training is the desired solution. Training
is one of several solutions to employment
problems. However, it may not always be the
best solution. It is important to determine if
training will be effective in its usage.
 Cost-Benefit Analysis. Analysis of the return on
investment (ROI) of training. Effective training
results in a return of value to the organization
that is greater than the initial investment to
produce or administer the training.
Phase 1: Training Need Analysis
(TNA)
Techniques
 Several basic Needs Assessment techniques
include:
 direct observation
 questionnaires
 consultation with persons in key positions, and/or
with specific knowledge
 review of relevant literature
 interviews
 focus groups
 tests
 records & report studies
 work samples
Phase 2 :Training Design
 Training needs to be designed given that:
1. organizational constraints
2. Time available
3. Budget
4. Type of trainees
5. Their current KSA & motivation levels
6. Homogeneity as a group
Examples to Convey Nature of Well-
Written Learning Objectives
 The topic of the learning objective is included in bolding and italics.
Learning objectives are numbered directly below.
 Topic: Communication
1. explain four basic principles of communication (verbal and non-
verbal) and active, empathetic listening.
2.outline four barriers and bridges to communication
3. list at least four ways communication skills which encourage staff
involvement will help crate a positive work environment.
 Topic: Mentoring
1. explain basic job duties and standards from job description to
staff
2. outline at least five specific learning goals with staff by
comparing performance with job duties
3. develop a yearly plan with staff to accomplish learning needs,
supervision plan and rewards
Influencing training are:
 Personality: Positively influence
1. An internal locus of control
2. High Conscientiousness
3. High Cognitive Ability
4. High Self-efficacy
 Training Climate: When the training can
be applied to the job its more effective
Training Methods
 Formal :Historically training meant formal
training. Off-the –job such as classroom lectures,
films, demonstrations, simulation exercises &
programmed instruction. Instill preferred work
behaviors & attitudes

 Informal: Now there is evidence that 70% of

workplace learning is made up of informal
training. On the job training includes job rotation,
apprenticeships, understudy assignments &
formal mentoring programs.
Training Methods
 Primary drawback of informal training is
that
 It disrupt the workplace
Training Methods
 Lectures, discussions & demonstrations
 Computer based training (CBT)
 Games & Simulations
 On the job training (OJT)
CBT
 Benefits:
1. Reduces trainee learning time
2. Reduces cost of training
3. Provides instructional consistency
4. Affords privacy of learning
5. Allows the trainee to master learning
6. Is a safe method for learning hazardous
tasks
7. Increases access to training
CBT
 Initial cost is substantial
 The software development typically
requires a lag between when training need
is identified &b completion of CBT program
Games & Simulations

 Equipment Simulators to train airline pilots, maintenance workers

 Business Games

 In-Basket Technique – It provides trainees with a log of written text or

information and requests, such as memos, messages, and reports, which
would be handled by manger, engineer, reporting officer, or administrator.

Procedure of the In basket Technique

In this technique, trainee is given some information about the role to be
played such as, description, responsibilities, general context about the
role.

The trainee is then given the log of materials that make up the in-basket
and asked to respond to materials within a particular time period.

After all the trainees complete in-basket, a discussion with the trainer takes
place.
Games & Simulations

 Case studies simulate decision making situations that the

trainees might find on the job.

 Case studies are written summaries of real-life business

situations based upon data and research
 In reading a case study a picture of what has happened to
a company over a period of time can be gained
 The study could include events such as organizational
change and strategy decisions within an organization as
well as outside factors and influences
 A case study can be a shortened, second hand version of a
real-life situation
 Case studies enables students to appreciate and analyze
real problems and events faced by people in business
 Case studies are used to illustrate theory studied in class
and allow that theory to be applied
Games & Simulations

 Role Play is an enactment of a scenario in

which each participant is given a part to
act out.
 Structured role play may even include a
scripted dialogue. This is used to develop
interpersonal skills
 Spontaneous Role plays are loosely
constructed interactions .This focuses on
attitude & is used to widen Arena & its
impact on others rather than develop any
skill
On The Job Training (OJT)
 Training a person to learn a job while working at
it .
 Every employee, from mailroom clerk to company
president gets OJT
 OJT methods
 Coaching or understudy
 Job rotation
 Special assignments
 Advantages
 Inexpensive
 Immediate feedback
OJT
 Job rotation
 Moving a trainee from department to
department to broaden his or her experience
and identify strong and weak points.
 Coaching/Understudy approach
 The trainee works directly with a senior
manager or with the person he or she is to
replace; the latter is responsible for the
trainee’s coaching.
Steps in OJT
 Step 1: Prepare the learner
 Put the learner at ease—relieve the tension.
 Explain why he or she is being taught.
 Create interest, encourage questions, find out
what the learner already knows about this or
other jobs.
 Explain the whole job and relate it to some job
the worker already knows.
 Place the learner as close to the normal
working position as possible.
 Familiarize the worker with equipment,
materials, tools, and trade terms.
Step 2: Present the operation
 Explain quantity and quality requirements.
 Go through the job at the normal work pace.
 Go through the job at a slow pace several
times, explaining each step. Between
operations, explain the difficult parts, or those
in which errors are likely to be made.
 Again go through the job at a slow pace
several times; explain the key points.
 Have the learner explain the steps as you go
through the job at a slow pace.
Step 3: Do a tryout
 Have the learner go through the job several
times, slowly, explaining each step to you.
 Correct mistakes and, if necessary, do some of
the complicated steps the first few times.
 Run the job at the normal pace.
 Have the learner do the job, gradually building up
skill and speed.
 As soon as the learner demonstrates ability to do
the job, let the work begin, but don’t abandon
him or her.
Step 4: Follow up
 Designate to whom the learner should go for
help.
 Gradually decrease supervision, checking work
from time to time against quality and quantity
standards.
 Correct faulty work patterns before they become
a habit. Show why the learned method is
superior.
 Compliment good work; encourage the worker
until he or she is able to meet the quality and
quantity standards.
More Training Methods
 Apprenticeship training
 A structured process by which people become skilled
workers through a combination of classroom instruction
and on-the-job training.
 Informal learning
 The majority of what employees learn on the job they
learn through informal means of performing their jobs
on a daily basis.
 Job instruction training (JIT)
 Listing each job’s basic tasks, along with key points, in
order to provide step-by-step training for employees.
Distance and Internet-Based Training 

 Teletraining
 A trainer in a central location teaches groups of
employees at remote locations via TV hookups.
 Videoconferencing
 Interactively training employees who are geographically
separated from each other—or from the trainer—via a
combination of audio and visual equipment.
 Training via the Internet
 Using the Internet or proprietary internal intranets to
facilitate computer-based training.
Development & Implementation of
training
 One can use static or dynamic media
 Carefully choose the type pf training
facility
 Credibility is gained through first
impressions and experience
 Before implementation of a large training
program it is important to have a dry run
 Deal with different trainees
Different Trainees
 Quiet Trainee: to be encourages to
become more involved
 Talkative Trainee :needs to be toned down
 Angry Trainee: simply doesn’t want to be
there , focus on how training will help
them
 The comedian : these are a gift & a curse
Steve Martin of 'Influence at Work and co-author of Yes! 50
Secrets from the Science of Persuasion' gives us his top tips
on engaging less motivated learners

 Find out the individual's personal values and goals and show
how the proposed training and development aligns to them.
 Start small and build – look for small actions to help build
their commitment to training such as offering taster
workshops or talking to previous attendees.
 Point out the uniqueness of your training and what an
individual stands to gain if they get involved, as well as
what they will lose if they choose not to.
 Seek endorsements from recognised bodies so that your
training and development programmes are seen as credible.
 Don't just rely on your own persuasiveness – show
examples of how others have benefited from your training.
Guidelines for Trainers
 Planning/preparation checklist for facilitators
 List qualities of your best trainer/facilitator; identify
your weak points and try and improve
 Work as a team and assign roles: presenter,
facilitator, note-taker, logistics person, etc.
 Arrange for a suitable venue and ensure you have
all visual materials, e.g., paper, pens, flipchart, etc,
needed and check your audio-visual aids
 Ensure fieldwork dates convenient for people
 Prepare well and rehearse
Make the Learning Meaningful 
 At the start of training, provide a bird’s-
eye view of the material to be presented
to facilitates learning.
 Use a variety of familiar examples.
 Organize the information so you can
present it logically, and in meaningful
units.
 Use terms and concepts that are already
familiar to trainees.
 Use as many visual aids as possible.
Make Skills Transfer Easy 
 Maximize the similarity between the
training situation and the work situation.
 Provide adequate practice.
 Label or identify each feature of the
machine and/or step in the process.
 Direct the trainees’ attention to important
aspects of the job.
 Provide “heads-up” preparatory
information that lets trainees know they
might happen back on the job.
Motivate the Learner
 People learn best by doing so provide as much
realistic practice as possible.
 Trainees learn best when the trainers
immediately reinforce correct responses
 Trainees learn best at their own pace.
 Create a perceived training need in the trainees’
minds.
 The schedule is important too: The learning curve
goes down late in the day, less than full day
training is most effective.
Evaluation of training
 Useful & important but not necessary at
all times as it may be complex & costly
 We can identify five basic points at which
we might take measurements, conduct
assessments, or reach judgments
 Before Training
 During Training
 After Training or Before Entry (Reentry)
 In The Workplace
 Upon Exiting The Workplace
What Is Management Development? 
 Management development
 Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes, or increasing
skills.
 Succession planning
 A process through which senior-level openings
are planned for and eventually filled.
 Anticipate management needs
 Review firm’s management skills inventory
 Create replacement charts
 Begin management development
Thank You