Module-3

Learning Objectives:-

Orientation
Training
Training Need Analysis
Training Techniques:
- On the Job
- Off the Job
INDUCTION/ORIENTATION
 Definition

Orientation is a systematic & planned introduction of

employees to their jobs, their co-workers & the
organization.

Orientation is also called Induction, it is designed to provide

a new employee with the information he or she needs to
function comfortably and effectively in the organization.
Purpose of orientation

Remove fear: by knowing more about job content,

policies, rules regulations, terms & conditions of
employment.

Creates a good impression: make the new

incumbent feel that he is not away from home, create
a home away from feeling.

It is the duty of the HR dept to host the induction.

During induction, the new employee is provided with
information about the;
company
its history
 current position
the benefits for which he is eligible
leave rules and
rest periods
Training

It is any attempt to improve current or future employee

performance by increasing an employee’s ability to
perform through learning, usually by changing the
employees attitude or increasing his or her skills,
knowledge. (KSA).

Training refers to the process of imparting specific

skills
Benefits of Systematic Training:

- T&D helps to remove performance deficiencies in

employees.

- Accidents, Scrap & damage to machinery &

equipment can be avoided or minimized through training.

- Dissatisfaction, complaints, absenteeism &

turnover can be reduced through proper training.

- Training is an investment in HR with a promise of

better returns in future.
The need for training & development is
determined by the employees performance
deficiency, computed as follows:
T&D need = Std Performance – Actual performance
 Performance
Deficiency

Lack of Skill or Other Causes

Knowledge

Training Non-training
Measures
 Process/Phases of Training

PHASE-4
Evaluation
. Reactions
PHASE-3 .Learning
Implementation .Behavior
PHASE-2 . On the job .Results
Design . Off the job
. Instructional (MDP)
PHASE-1 obj
Need Assessment . Trainee
. Orgn. Analysis Readiness
. Task Analysis .Characteristics
. Person Analysis of Instructor
. Learning
Principles
Orgn analysis: seeks to examine the goals of the
organization & the trends that are likely to affect
these goals.
Task analysis
To assess & identify what tasks are needed on each job
& which knowledge, skills & abilities (KSA) are
necessary to perform these tasks.
- Person Analysis: determination of the specific
individuals who need training.

- It is necessary to decide whether performance of an

individual is sub-standard & training is needed.

- Analyse specific areas in which the individual

requires training.
- Analyse training will improve the employees
performance or not.

Thorough analysis helps orgns to avoid the

mistake of sending all employees into training
when some do not need it.
Designing the training programme:

Every T&D programme must address certain vital

issues
- Who participates in the programme?
- Who are the trainers?
- What methods & techniques are to be used?
- What learning principles are needed?
- Where is the programme conducted?
-Instructional objectives: describe the skills or
knowledge to be acquired.

Eg: accountant – to calculate

mechanic - to repair
builder - to construct
- Trainee Readiness & motivation:

Refers to both maturity & experience factors in

the trainees background. The trainer should
follow the foll six strategies:

1.Use positive reinforcement.

2. Eliminate threats & punishments.

3. Be flexible.

4. Have participants set personal goals

5. Design interesting instructions

6. Break down the physical & psychological obstacles

to learning.
Characteristics of instructors(Trainers)

Knowledge of subject
Adaptability
Sincerity
Sense of humor
Interest
Clear instructions
Individual assistance
Enthusiasm
- Principles of learning:

. Goal setting
. Meaningfulness of presentation
. Modeling
. Individual differences
. Active practice & repetition
. Whole vs part learning
. Massed vs distributed learning
. Feedback & reinforcement
Training Methodologies:

On the job training:

- Coaching & Counselling
- Understudy & Attachment method
- Position Rotation
- Special Projects & Task forces
- Apprenticeship Training
 Training Methods(Types)

Training methods for non-managerial employees:

On-the job training: method by which employees

are given hands-on- experience with instructions
from their supervisor or other trainer.
Coaching: involves a continuing flow of
instructions, comments & suggestions from
the manager to the subordinate.

Understudy/Attachment: groom an individual

to take over a manager’s job by gaining experience
in handling important functions of the job.
Job rotation: provides, through a variety of work
experiences, the broadened knowledge &
understanding required to manage more
effectively.

Special projects & junior boards: provide an

opportunity for individuals to become involved in
the study of current orgnl problems & in
planning & decision-making activities.
Apprenticeship training: system of training in
which a worker entering the skilled trades
( machinist, technician) is given thorough
instruction & experience in the practical &
theoretical aspect of the work.
Off the job training (MDP)

- Selected Readings
- Conference & Seminars
- Special Courses & Lecturers
- Case Study method
- Brain Storming
- In-basket Exercise
- Role playing
-Mgmt games
- Sensitivity training
Off the job training (MDP):Management
Development Programmes

Selected Readings:
it is a self improvement programme.
Executives acquire knowledge by reading
professional journals & advanced books on
management.
Orgns maintain their own library for this
purpose.
Seminars & Conferences:
Participants are normally drawn from different
companies & divided into small groups.
These groups discuss thoroughly the problems &
share ideas.
Case Study:
Developed at Harward B-School,USA. It is a
supplement to the lecture method. A case is
typically a record of an actual business issue
which has been faced by business executives
together with facts, opinions & prejudices.
Case study improves the power of observation &
analysis.

It stimulates thinking & creativity.

Brain Storming:

A problem is put before a group of trainees & they

are encouraged to offer ideas or suggestions.

Criticism of any idea is not allowed.

Each trainee is allowed maximum possible

participation.
Later on all the ideas are critically examined.

The purpose is to maximize innovation &

creativity on the part of executives.
 Business games

Leadership
skills
Mgmt
skills

Total
Benefits of
quality business
principles games

Principles
&
concepts

Solves
complex
problems
In-basket exercise :
(orders, memos, promotion letters etc prepared by
the trainees on the basis of chits which they
received from the basket.)
Role playing:

- Here trainees spontaneously act out /play role in an

artificially created situation.

- They act out the given roles as they would be playing in

real life situation.

- They are informed of the situation & the roles they are
expected to play.
Sensitivity (T-Group/Laboratory)Training:

-Sensitivity Training is a form of training that claims to

make people more aware of their own prejudices, and
more sensitive to others.

- A small group consists of 10 to 12 persons.

- A professional expert serves as a catalyst &

trainer.

- The group meets without any formal agenda.

- The members are encouraged to focus on
interpersonal bhvr.

- Trainer provides feedback to members on how

they interacted with one another.

- The purpose is to build self-awareness,

understanding of group process &
insight into interpersonal relationships.
 Evaluation

The evaluation model was put forward by

Kirkpatrick(1994). He identified four levels of
evaluation:

Level 1: Reaction:
- Measures the reactions of trainees in the training
progm.
- How well did trainees like the event?
- Were the participants happy with the training?
Level 2: Learning:

This level attempts to determine the degree of

change in behaviour & the increase in skill
or knowledge of the trainee after the training
experience.

- What did the trainees learn?

- Was there any improvement in skill levels after
training?
Level :3 Behaviour:
This level measures the change effected by the
training event in terms of job behavior &
performance.

- What did the trainees do with the learning?

- Did the participants change their behaviour based
on what was learnt?
Level 4 : Results:
This is the ultimate level of evaluation and provides
the basis for assessing the benefits of the training
against its costs.
The objective is to determine the added value of
learning & development.

-Did the behaviour change have a positive effect

on the organization?