Scribd
Upload
88 views

Lecture Note On Training and Development PDF

This document discusses training and development. It defines training as a systematic process used to develop skills needed for a job. Development focuses more on future roles. The training process involves analyzing needs, designing training, implementing it, and evaluating. Key steps are identifying performance gaps, prioritizing needs, designing lesson plans and modules, considering learning principles during implementation, and assessing reaction, learning, behavior and results. Evaluation methods include Kirkpatrick's model and the CIRO model.

Uploaded by

sunman1957
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
88 views

Lecture Note On Training and Development PDF

This document discusses training and development. It defines training as a systematic process used to develop skills needed for a job. Development focuses more on future roles. The training process involves analyzing needs, designing training, implementing it, and evaluating. Key steps are identifying performance gaps, prioritizing needs, designing lesson plans and modules, considering learning principles during implementation, and assessing reaction, learning, behavior and results. Evaluation methods include Kirkpatrick's model and the CIRO model.

Uploaded by

sunman1957
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 26

Prepared By:

Er. Sumit Prasad, Dip TD

Er. Sumit Prasad, Dip TD 1


Learning Objectives
 Introduction to Training and Development.

 Difference between Training and


Development.

 Need for Training

 Process of Training.

 Need for Evaluation of Training.

Er. Sumit Prasad, Dip TD 2


Training Defined
 Training is an instructor lead content
based intervention used to develop a
desired change in the behaviour of an
individual, so that they can perform the
same task repeatedly, more efficiently
and effectively.
 It is a systematic development of the
attitude and skill behaviour pattern
required by an individual in order to
perform adequately a given job.

Er. Sumit Prasad, Dip TD 3


Education Defined
 Where training is work based and it
deals with a shorter time frame geared
to the mastery of specific tasks.

 Education is broader based and


traditionally it has dealt with the higher
order knowledge of learning over a
longer time horizon.
Er. Sumit Prasad, Dip TD 4
Development Defined
 Development under traditional view falls
in the middle between training and
education.

 Development can cover the present role


or some grooming for future greatness.

Er. Sumit Prasad, Dip TD 5


Training & Development
 Training Present performance
(mainly On the Job)

 Development Future Grooming


(Future Job
performance &
off-the-job
behaviour)

Er. Sumit Prasad, Dip TD 6


Traditional Training System
1. A Training Need Analysis.

2. A Design / Development Stage.

3. An Implementation Stage.

4. Evaluation Stage.

Er. Sumit Prasad, Dip TD 7


Range of Training Emphasis
 Simple Motor Skills requires little
knowledge, e.g, stamping documents.
 More Complex Skills requires some
knowledge, e.g, startup procedures.
 Even More Complex Skills requires non-
procedural application of knowledge,
e.g, developing a training programme.
 Conceptual Skills merging skill and
knowledge, e.g, designing a new bridge.
 Interpersonal Skills as well as greater
self awareness. Er. Sumit Prasad, Dip TD 8
Need for Training Arises
 Because of the changing nature of jobs.
 Obsolescence of skills.
 Change management.
 Introduction to new technology.
 Appointment on the new job.
 Induction and orientation training.
 To make the trainee well versed with the
actual job by providing training.
 For future development.
Er. Sumit Prasad, Dip TD 9
Types of Training:

 On-The-Job.

 Off-The-Job.

Er. Sumit Prasad, Dip TD 10


Training Process Defined

Er. Sumit Prasad, Dip TD 11


1. Analysis of Training Need (AOTN)

 AOTN is a process of taking an


overview of the performance of the
organization.
 It identifies where training can be a
major contribution to improving
organizational performance.
 It will strengthen proposal for funding
training from top management.
 It will establish priorities between
training needs to be established.
Er. Sumit Prasad, Dip TD 12
Identification Of Training Gap
 A training gap can be said to exist if the
performance deficiency is due to lack of
knowledge.

Existing
Knowledge
Skill and Job Required
Attitude Training
(Required
(KSA), Gap
Competency)
Competency
Domain

Er. Sumit Prasad, Dip TD 13


Steps Involved in AOTN
1.a. Appoint a responsible person/ team.

1.b. Plan the AOTN activity.

1.c. Collect and analyze information to


identify issue and performance problem.

1.d. Further investigate to separate cause


from effect.

Er. Sumit Prasad, Dip TD 14


Steps Involved in AOTN continued..

1.e. Prepare: Priority List and Training


Proposal.

1.f. Report the result: Written or


Presentation.

1.g. Implement Proposal.

1.h. Review, Modify, Revise Proposal.

Er. Sumit Prasad, Dip TD 15


2. Design/Development Stage
 There are two main components of
designing phase of a training
programme are:
 Lesson Planning: It helps in classify learning
into categories or taxonomies.

 Module Designing: Based on lesson


planning, it is complete description of the
training programme designing including
method, media, trainer, content etc.

Er. Sumit Prasad, Dip TD 16


2.A. Lesson Planning
 Lesson Planning can be done based on:

i. KSA approach.

ii. Long’s spectrum.

iii. CRAMP.

iv. Gagne’s Hierarchy.

Er. Sumit Prasad, Dip TD 17


Defining Categories
i. KSA approach: Knowledge Skill & Attitude.
ii. Long’s Spectrum:
Goal Orientation
Tangible Abstract

Skills Knowledge (Use of Social Interpersonal


Skill and
Knowledge)

Er. Sumit Prasad, Dip TD 18


Defining Categories continue..
iii. CRAMP: Comprehending, Reflex,
Attitude, Memorizing, Procedural.
iv. Gagne’s Hierarchy:
8. Problem solving.
7. Principles.
6.Concept learning.
5. Multiple discrimination.
4. Verbal Chains.
3.Psychomotor chain.
2. Stimulus- response
1. Signal learning
Er. Sumit Prasad, Dip TD 19
2.B. Module Designing
 The Learning Unit Model:

Learning
Objective

Entry
Behaviour
Assessment

Learning
Event

Er. Sumit Prasad, Dip TD 20


3. Implementation Stage
 During this stage following learning
characteristics must be considered:
i. Motivation.
ii. Knowledge of Result.
iii. Rewards and Punishment.
iv. Trial and Error.
v. Insight/ Discovery.
vi. Practice/Doing.

Er. Sumit Prasad, Dip TD 21


3. Implementation Stage continue.

vii. Scale. (Whole or part learning)


viii. Individual Difference.
ix. Period of Learning.
x. Structured Repetition.
xi. Iterference.
xii. Transfer.

Er. Sumit Prasad, Dip TD 22


4. Training Evaluation
 Evaluation is concerned with measuring
how far training has achieved its
objective.

 Internal validation is the process of


deciding what you are getting and
external validation is establishing
whether it is what you want.

Er. Sumit Prasad, Dip TD 23


Methods for Training Evaluation
I. Kirkpatrick (1976):
a) Reaction: Opinion.
b) Learning: KSA.
c) Behaviour: On-the-Job.
d) Result: Cost saving, quality improvement.

Er. Sumit Prasad, Dip TD 24


Methods for Training Evaluation continue.
II. CIRO (by Warr,Bird and Rackham 1970):
a) Context.
b) Input.
c) Reaction.
d) Output.
i. Immediate Outcome.
ii. Intermediate Outcome. {e.g, direct measure,
performance grid}
iii. Ultimate Outcome. {e.g, cost effective analysis,
cost benefit analysis, Human Resourse Value,
DIF(Difficulty Importance Frequency) analysis}.
iv. Pay back Time.
Er. Sumit Prasad, Dip TD 25
Continued..

Er. Sumit Prasad, Dip TD 26

You might also like