Training & Development

Prof. Rama Shankar Yadav

HRM & OB

Indian Institute of Management Rohtak

Circulation restricted.
Training

Training is
expensive but
without training it
is more expensive
 Training & Development
• Training
– A process of enhancing the desired competence (KSA) level of the
employee
• Enhancing what they know, how they work, how they behave
– Seeks a relatively permanent change in employees that improves their
job performance
 Training & Development
• Employee Training
– Present day oriented
– Focuses on current jobs
– Enhancing skills needed to perform current job
• Employee Development
– Future oriented
– Future job roles and progression
– Adding new skills for the future role
 Training & Development

• Determining Training Needs

– Organizational Goals give indication of kind of Knowledge, skills and
attitude is needed
– Based on the Organizational Goals need
• Each Department Head communicates the kind of training is required for their
employees
– HR Manager in the beginning of the Performance cycle
generates/provides the list of training to be provided to the employees
– HR Manager collates and prepares a training calendar
Determining Training Needs
What deficiencies
employees have (KSA)
while performing the
job?

What behaviors are

necessary for each Is there a need for
employee to complete training?
the assigned tasks?

What tasks must be

What are the
completed to achieve its
Organizational goals?
goals?
 Training & Development
• Mid term Training need identification
– If the employee is not able to perform well
– If the performance is declining
– If quality is declining
– If accidents are increasing
– If attrition is increasing
 Employee Development Methods
• Job Rotation
– Moving employees from one position to other positions
– To meet his future assignments
– Can be vertical or horizontal
– Turning a specialist to generalist
 Employee Development Methods
• Assistant to Positions
– Employees with desired potential work under successful manager
– In variety of fields
• Committee Assignments
– Gives an opportunity to the employees to identify specific issues of
the organization
– Gives opportunities to share his decision makings and ideas to
complete the assigned task
 Employee Development Methods
• Mentoring
– A mentor is a guide who help the mentee to find the right direction
• Helps in developing solutions to career and job issues
– A mentor help the mentee to believe in oneself
– A mentor should challenge and ask questions
– A mentor in a way makes you more self aware and taking
responsibility
 Employee Development Methods
• Lectures Courses and Seminars
– Traditional forms
• Inviting internal subject expert
• Inviting external subject expert
– Help in enhancing conceptual knowledge about a
particular field
– Through distance mode as well
• Telecast from some specific location not
 Employee Development Methods

• Simulations
– Training employees on actual work experiences
– Includes case studies, role play etc
• Identify the problems
• Find alternate ways to solve that problem
• Identify the best solution
• Implement it
 Employee Development Methods

• Outdoor Training
– Use of outdoor location such as
• Mountain climbing, rafting
– Fills a sense of team spirit in the members
– Work more cohesively
• Vestibule Training
– Giving real instruments to perform a task but in simulated situation
• Example given computer to train on typing speed etc.
• Given welding instrument
 Employee Development Methods

• Apprentice Training
– A system of training in which a worker entering the skilled trade is
given
• Systematic instructions and experience
– On the job & Off the job
– Practical & Theoretical knowledge
 Importance of Evaluation

• Results in evidence-based practice

• Helps us to identify the most effective & strategic interventions (make
a difference or add value)
• Leads to sustainable & enjoyable practice
• Provides accountability to leadership
Kirkpatrick (1994) Model of Evaluation - Overview

4 levels of outcome evaluation

1. Level 1 – Reaction
2. Level 2 – Learning
3. Level 3 – Behaviour
4. Level 4 – Results
 Level 1 - Reaction

Measures participant’s reactions to the training program, including:

 Reactions to the overall program (outcomes) e.g.,
* “To what extent did you find the Orientation program useful?”

 Reactions to specific components of the program (processes) e.g.,

* What aspects of Orientation did you MOST APPRECIATE and found USEFUL?

* What aspects of Orientation did you LEAST APPRECIATE and feel is MOST
IN NEED OF IMPROVEMENT?
 Level 1 - Reaction

• Important to include closed-ended items including rating scales e.g.,

How effective was the Orientation program overall in helping you to make a transition to university?
not at all effective very effective
1 2 3 4 5 6 7
How useful was the initial information session on the predictors of success in first year?
not at all useful very useful
1 2 3 4 5 6 7
• As well as open-ended items
What else would you have liked included in the Orientation program today?
 Level 1 - Reaction

Some examples –
• Survey questions on Orientation (retrospective survey)
• School specific Orientation Program evaluation at the end of O-Day &
the Common Time (ongoing Orientation Program) – student surveys,
focus groups
• Peer Mentoring Program final evaluation by mentors & mentees
 Level 2 - Learning

Measures what participants have learned from involvement in the

program
• What is measured needs to relate to what was covered in the program
viz. learning objectives
• Typically covers knowledge, skills, or attitudes
• Needs to include both rating scales & open-ended questions
• Can include self-report & tests of actual knowledge
 Level 2 - Learning
Some examples –
1. Student self-report
* I feel confident that I know what to do to be successful academically
this semester
not at all confident very confident
1 2 3 4 5 6 7

* What have you learned about the transitions you will need to make as
a commencing student in order to be successful?

2. Student knowledge
* I know the name of my First Year Advisor yes no (circle one)
* I know the difference between a lecture and a tutorial (circle one)
Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree
 Level 2 - Learning

Some examples –
• Survey data evaluates learning outcomes in terms of knowledge & attitudes (e.g.,
knowing where to go to get help; perceptions of good teaching)
• Outcome evaluation for Peer Mentees (What are your 3 most important learnings
from your participation in the Peer Mentoring Program?)
• First-Assessment-First-Feedback amber alert intervention (What have you learned
as a result of your participation?)
 Level 3 - Behaviour

Measures the transfer of knowledge, skills & attitudes from the training context to in
vivo or real-life contexts (the classroom & study).
• Evaluate both before & after the program if practical
• Use survey, focus groups, interviews with students, mentors, staff (convenors,
sessional)
• Survey (Did you attend Orientation? How much time are you spending on study?)
 Level 3 - Behaviour

Some examples –
• Survey data
• Attendance at E-Day, O-Day & Common Time/ASP Program
• Attendance at lectures
• Assessment submission rates in courses
 Level 4 - Results

Measures “return-on-investment”, or the extent to which the program has

produced results.
Some examples include –
• Hard student outcomes such as -
* Pass rates in courses for assessment items
* GPA in semester 1, 2 & FY overall
* Student retention into year 2
• Soft student outcomes such as –
* Student satisfaction
Thank You