Training and

Development

Dr. Sabnam Basu

 Training

• Competition forces business organizations to change and adapt in order to

compete successfully
• Changes in the way things must be done include training or retraining
employees and managers
• Training is an ongoing process for most organizations
• Training means giving new or current employees the skills that they need to
perform their jobs
• Training consists of an organization’s planned efforts to help employees
acquire job-related knowledge, skills, abilities, and behaviors, with the
goal of applying these on the job
 Types of Training
• Required and regular training: Complies with
various mandated legal requirements (e.g.,
EEO) and is given to all employees (e.g., new
employee orientation)
• Technical/Functional Training: “Hard” skills;
enables employees to perform their jobs well
(e.g., teaching a branch manager how to
review an income statement, or a machinist
apprentice how to set up a drill press)
• Behavioral/Interpersonal Training: “Soft”
skills are critical in many instances; seeks to
improve organizational working relationships
• Developmental and career Training: Provides
longer-term focus to enhance individual and
organizational capabilities for the future
 Legal Issues and Training
• A number of legal issues must be considered when designing and delivering
training
1. Criteria and practices used to select individuals for inclusion in training
programs: Companies need to make sure those criteria are job related and
do not unfairly restrict the participation of protected category members.
Also, failure to accommodate the participation of individuals with
disabilities in training can expose organizations to EEO lawsuits
2. Sign training contracts in order to protect the costs and time invested in
specialized employee training
3. Inadequate training can also expose the employer to liability for negligent
training
• Negligent training: a situation where an employer fails to train adequately, and the
employee subsequently harms a third party
 Organizational Strategy and Training
• Training represents a significant expenditure for most employers
• Too often viewed tactically rather than strategically, which means
that training is seen as a short-term activity rather than one that has
longer-term effects on organizational success
• However, this is changing
• For example, during the last recession, unlike previous recessions, some
companies chose to maintain training that was necessary for long-term strategic
goals

• Strategic Training
• Training is used strategically to help the organization accomplish its goals
• For example, if sales increases are a critical part of the company’s strategy,
appropriate training would identify what is causing lower sales and target
training to respond as part of a solution
 Unique Training Design of Mahindra Finance
Mahindra Finance has an employee strength of around 33,000 people and majority of them are stationed
in rural and semi-urban areas. The average age of the employees is 25 years and work requires them to
travel 100-150 kms each day, on two wheelers. The challenge before the firm was to provide employees
with uniform and regular training inputs. Regular classroom-based training was not feasible due to the
mobile nature of their work.

The top leadership and the HR department realized the need for a new approach. The HR team
conducted a research and found that the young filed force has distinct interests and learning styles. All of
them were using smartphone and they were fond of music, movies and short audio video clips. The
employees were also emotionally connected to their two wheelers.

Thus the company introduced a unique leaning solution in the form of short audio clips, designed on the
lines of popular TV series. The program could be shared over WhatsApp and other social media
platforms. The technique allowed employees to access the learning files at their convenience. Using this
method, the company could reach 8000 employees at once. The audio messages were supported by
infographics and group discussions, using the technology platform. After the success of the first module,
Mahindra Finance launched more programs in the same mode.
 Aligning Strategy and Training

• The employer’s
strategic plans should
govern its training
goals
• The task is to identify
the employee
behaviors the firm will
need to execute its
strategy
• Then from that deduce what competencies (for instance, skills and
knowledge) employees will need
• Then, put in place training goals and programs to instill these
competencies
 Benefits of Strategic Training

• Strategic training can have numerous organizational benefits

• It requires HR and training professionals to get intimately involved with the
business and to partner with operating managers to help solve their problems,
thus making significant contributions to organizational results
• Additionally, a strategic training mind-set reduces the likelihood of thinking
that training alone can solve most employee or organizational problems
• It is not uncommon for operating managers and trainers to react to most important
performance problems by saying, “I need a training program on X.”

• With a strategic focus, the organization is more likely to assess whether training
actually can address the most important performance issues and what besides
training is needed
• Training cannot fix all organizational problems
The Training Process
 The ADDIE Five-Step Training Process

• The employer should use a rational training process

• The gold standard here is still the basic analysis-design-develop-
implement-evaluate (ADDIE) training process model
• Analyze the training need.
• Design the overall training program.
• Develop the course (actually assembling/creating the training
materials).
• Implement training, by actually training the targeted employee
group using methods such as on-the-job or online training.
• Evaluate the course’s effectiveness
 Conducting the Training Needs Analysis
• A variety of conditions may prompt an A company uses delivery trucks to
organization to conduct a needs analysis transport anesthetic gases to medical
facilities, and a driver of one of these
• Management may observe that some employees trucks hooks up the supply line to the
lack basic skills or are performing poorly hospital’s oxygen system
• Decisions to produce new products, apply new
technology, or design new jobs This performance problem
• Outside forces, such as customer requests or prompts a needs analysis
legal requirements
• The outcome of the needs assessment is a
set of decisions about how to address the Anger over a denied Mislabeled
issues that prompted the needs pay raise valves
assessment
Lack of knowledge
• These decisions do not necessarily Better rewards Better safety
to improve
include a training program because some motivation,
precautions
issues should be resolved through better hiring
methods other than training Training
decisions
 Needs Analysis
• The process of evaluating the organization, individual employees, and
employees’ tasks to determine what kinds of training, if any, are
necessary
1. Organization —What is the context in which training will occur?
2. Person —Who needs training?
3. Task —What subjects should the training cover?

• Helps decide on the type of training to be implemented

 Needs Analysis: Organizational Analysis
• Usually, the needs assessment begins with the organization analysis
• This is a process for determining the appropriateness of training by evaluating
the characteristics of the organization
• When doing organizational analysis, both internal and external forces must be
considered as both influences training
• Internal: the problems posed by the technical obsolescence of current employees
• External: an insufficiently educated labor pool from which to draw new workers

• Organizational analysis can be based on the operational measures of

organizational performance
• Departments or areas with high turnover, customer complaints, high grievance rates, high
absenteeism, low performance, and other deficiencies can be pinpointed

• Following identification of such problems, training objectives can be

developed if training is a solution
 Needs Analysis: Organizational Analysis
• The organization analysis looks at training needs in light of the
1. Organization’s strategy
• Different strategies like that of growing or shrinking its personnel, seeking to serve a broad customer base
or focusing on the specific needs of a narrow market segment will require different trainings
• an organization that concentrates on serving a niche market may need to continually update its workforce
on a specialized skills set
• a company that is cutting costs with a downsizing strategy may need to focus on effective training
• the employees who remain following the downsizing may need cross-training so that they can handle a
wider variety of responsibilities

2. Resources available for training

• The budget, time, and expertise for training is of extreme importance
• Company is installing computer-based manufacturing equipment
• If it has the technical experts on its staff, they can train the employees affected by the change
• Use testing to determine which of its employees are already computer literate and then replace or reassign employees
who lack the necessary skills
• Purchase training from an outside individual or organization
Needs Analysis: Organizational Analysis
3. Management’s support for training activities
• Can be viable only if the organization is willing to
support the investment in training
• Managers increase the success of training when they
support it through such actions as helping trainees
see how they can use their newly learned knowledge,
skills, and behaviors on the job

• Conversely, the managers will

be most likely to support
training if the people planning
it can show that it will solve a
significant problem or result
in a significant improvement,
relative to its cost
• Managers appreciate training
proposals with specific goals,
timetables, budgets, and
methods for measuring success
 Needs Analysis: Task Analysis
• The process of identifying the tasks,
knowledge, skills, and behaviors that
training should emphasize
• Usually, task analysis is conducted along
with person analysis
• Understanding shortcomings in performance
usually requires knowledge about the tasks
and work environment as well as the employee

• Task analysis is a form of job analysis

• For task analysis, job descriptions and
specifications are essential

• Some managers supplement the job • Logically, training is most needed for
descriptions and specifications with a tasks that are important, frequent, and
task analysis record form at least moderately difficult
 Needs Analysis: Person Analysis

• The person analysis is a process for determining individuals’

needs and readiness for training
• It involves answering several questions:
• Do performance deficiencies result from a lack of knowledge, skill, or
ability? (If so, training is appropriate; if not, other solutions are
more relevant)
Performance
• Many other reasons why employees may not perform effectively, including
unclear expectations, lack of necessary support in the form of resources and Analysis
equipment, lack of feedback about performance, inappropriate
consequences, and lack of capacity

• If training is needed, who needs training?

• Are these employees ready for training?
• The employees to receive training not only should require additional
knowledge and skill, but must be willing and able to learn
 Needs Analysis: Performance Analysis
• Performance analysis begins with comparing the person’s actual performance to
what it should be
• Doing so helps to confirm that there is a performance deficiency
• I expect each salesperson to make 10 new contracts per week, but X averages only six
• Other plants our size average no more than two serious accidents per month; we’re averaging
five

• Ways to identify how a current employee is doing include

• Performance appraisal
• Job-related performance data (including productivity, absenteeism and tardiness, grievances,
waste, late deliveries, product quality, repairs, and customer complaints)
• Observations by supervisors or others specialists
• Interviews
• Special performance gap analytical software, such as from Saba Software, Inc.

• Analyze the difference between “can’t do and won’t do”

 Designing the Training Program
• Design means planning the overall training program
• When the needs assessment indicates a need for training and employees
are ready to learn, the person responsible for training should plan a training
program that directly relates to the needs identified
• Planning begins with:
• Establishing objectives for the training program
• Based on those objectives, the planner decides who will provide the
training
• What topics the training will cover
• What training methods to use
• How to evaluate the training
 Designing the Training Program
Establishing Training Objectives and Priorities
• Training objectives should be in measurable terms
• It would entail what the trainee should be able to do after successfully completing the training
program
• Objectives should first address the performance deficiencies identified via the needs analysis
• Objectives must be practical, given the constraints: Financial and time constraints
• Training budget for the program: typical costs include
• the development costs (of having, say, a human resource specialist working on the program for a week or two),
• the direct and indirect (overhead) costs of the trainers’ time,
• participant compensation (for the time they’re actually being trained)
• the cost of evaluating the program

• Utility Analysis
• The training needs should be prioritized based on organizational objectives
 Designing the Training Program
Creating a Motivational Learning Environment
• Learning requires both ability and motivation, and the training program’s design should
accommodate both
• No manager should waste his or her time showing a disinterested employee how to do
something (even if he or she has the requisite ability)
Making the Learning Meaningful
• Learners are more motivated to learn something that has meaning for them
• At the beginning, provide a bird’s-eye view of the material that you are going to present
• Organize the information so that it can be presented logically and in meaningful units
• Use familiar terms and concepts and familiar examples
• Use visual aids
• Create a perceived training need in trainees’ minds
• Goal setting
 Designing the Training Program
Make Skills Transfer Obvious And Easy
• Make it easy to transfer new skills and behaviors from the training site to the job site:
• 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

Reinforce The Learning

• Make sure the learner gets plenty of feedback
• Immediately reinforcement
• Provide follow-up on the job assignments at the close of training
• Incentivize

Choose from alternative training methodologies

• Several training methods starting form simple lectures to simulations, to workshops can be availed
• Choose according to the objective, budget and nature of job for which training is required
 Training Methods/Techniques
• A wide variety of methods are available for conducting training
• Relevance to the organization’s needs and objectives ensures that training money is
well spent
• Tying training content closely to objectives also improves trainees’ learning, because it
increases the likelihood that the training will be meaningful and helpful
• A summary of which training methods are believed to work best for particular objectives,
along with the relative costs of the methods:
 On-the-Job Training (OJT)
• Having a person learn a job by actually doing it
• Every employee should get on-the-job training when he or she joins a firm
• In many firms, OJT is the only training available
• Types of on-the-job training
• Coaching or understudy method: an experienced worker or the trainee’s supervisor trains
the employee. This may involve simply observing the supervisor, or (preferably) having
the supervisor or job expert show the new employee the job, step by step
• Job rotation/Cross training: an employee (usually a management trainee) moves from job
to job at planned intervals
• Special assignments: give lower-level executives firsthand experience in working on
actual problems
• Peer training: the employer selects several employees who spend several days per week
over several months learning what the technology or change will entail, and then spread
the new skills and values to their colleagues back on the job
 Cross Training: Job Rotation

• Cross training occurs when people are trained to do more than one job —
theirs and someone else’s
• For the employer, the advantages of cross training are flexibility and
development
• Although cross training is attractive to the employer, it is not always
appreciated
• Employees who often feel that it requires them to do more work for the same pay

• To counteract such responses and to make it more appealing to employees,

learning “bonuses” can be awarded for successfully completing cross training
• In some organizations, the culture may be such that people seek cross
training assignments to grow or prepare for a promotion, but that is not the
case in all organizations
 OJT: Apprenticeship Training

• A work-study training method that teaches job skills through a combination of

structured on-the-job training and classroom training
• The OJT component of an apprenticeship involves the apprentice assisting an
employee/craftsperson (usually an expert) at the work site
• Typically, the classroom training is provided by local trade schools, colleges and/
university/ institutes
• Most apprenticeship programs are in the skilled trades, such as plumbing,
carpentry, and electrical work
• For trainees, a major advantage of apprenticeship is the ability to earn an income
while learning a trade
• In addition, training through an apprenticeship is usually effective because it
involves hands-on learning and extensive practice
 OJT: Internship

• An internship is a type of on-the-job training

• Supported by an educational institution as a component of an academic
program
• The supporting institute works with local employers to place students in
positions where they can gain experience related to their area of study
 Steps in On-the-job Training

• Step 1: Prepare the

learner
• Step 2: Present the
operation/information
• Step 3: Do a
tryout/practice
• Step 4: Follow-up
 Informal Training

• Training experts use the notation “70/20/10” to show that usually, 70% of job
learning occurs informally on or off the job, 20% reflects social interactions
(usually with employees on the job), and only 10% is actual formal training
• A sampling of what constitutes of informal training would be:
• Participating in meetings
• Attending conferences
• Discussions
• Working with customers/clients
• Searching the web for information
• Employers can facilitate informal learning
• Siemens places tools in cafeteria areas to take advantage of the work-related discussions
• Goggle supports on-site cafeterias with free or subsidized food
• Installing whiteboards with markers can facilitate informal learning
 Discussions
• Discussions represent a more active training method as compared to other forms of informal
training
• Increase trainees’ involvement by allowing for two-way communication between trainer and
trainees and among trainees
• Discussion can help trainees to accomplish several things:
• Recognize what they do not know but should know
• Get their questions answered
• Get advice on matters of concern to them
• Share ideas and develop a common perspective
• Learn about one another as people

• Discussions can be used to build knowledge and critical-thinking skills, but they are best used
to help improve motivation and change attitudes
• Formal Discussions: must be facilitated by a trainer in order to allow everyone an opportunity to
participate
• With larger audiences, discussions often do not work well because not everyone has a chance to
contribute
 Job Instruction Training
Job instruction training sheet for using a
• Many jobs (or parts of jobs) consist of mechanical paper cutter
a sequence of steps best learned step-
by-step
• It involves: listing each job’s basic
tasks, along with key points, in order
to provide step-by-step training for
employees
• First, list the job’s required steps each in
its proper sequence
• Then list a corresponding “key point” (if
any) beside each steps
 Presentation/Lectures
• Primarily a passive method of instruction
• A presentation involves providing content directly to learners in a less interactive fashion
• It is a passive method because learners do little other than read or listen and (hopefully) make sense of the material
• The most common type of presentation is a lecture given by an instructor
• Presentations can be useful when the learning objective of training is for trainees to gain knowledge, such as an
understanding product features
• A disadvantage of presentations is that learners are not given any formal opportunity to test or apply what they are
learning
• Presentations can include various types of information
• Only verbal information (words),
• Auditory information (sounds),
• Static visual information (pictures),
• Dynamic visual information (animation)
• Audio-Visual Presentations

• Presentations can be made more interesting with the addition of these other types of information
• But additional information should complement rather than distract from the verbal information being conveyed
 Case Studies and Business Games

• Case analysis is an active training method in which trainees discuss,

analyze, and solve problems based on real or hypothetical situations
• Cases can be used to help teach basic principles and to improve
motivation and change attitudes
• Cases are designed to develop higher-order thinking skills, such as the
ability to analyze and evaluate information
• With business games, trainees gather information, analyze it, and make
decisions that influence the outcome of the game
• Games stimulate learning because they actively involve participants and
mimic the competitive nature of business
 Simulations
• A simulation is a training method that represents a real-life situation, with trainees making
decisions resulting in outcomes that mirror what would happen on the job
• Simulations enable trainees to see the impact of their decisions in an artificial, risk free
environment
• They are used for teaching production and process skills as well as management and
interpersonal skills
• Simulators must have elements identical to those found in the work environment
• Expensive to develop and need constant updating as new information about the work
environment becomes available
• Excellent training method
• Trainees do not have to be afraid of the impact of wrong decisions when using the simulator, as they would be
with on-the-job training

• Virtual reality puts the trainee in an artificial three-dimensional environment that simulates
events and situations experienced on the job
• Vestibule Training: Trainees learn on the actual or simulated equipment but are trained off the
job (perhaps in a separate room or vestibule)
 Computer-Based Training (CBT)
• Refers to training methods that use interactive computer based systems to increase knowledge
or skills
• Computer-based training is increasingly realistic
• Interactive multimedia training integrates the use of text, video, graphics, photos, animation, and sound to
create a complex training environment with which the trainee interacts
• Skills Lab in hospitals for training medical students (surgery)

• Virtual reality training takes this realism a step further, by putting trainees into a simulated
environment
• Sensory devices transmit how the trainee is responding to the computer, and the trainee “sees,
feels and hears” what is going on
• For example, audio interfaces, gloves that provide a sense of touch, treadmills, or motion platforms create a
realistic but artificial environment
• Devices also communicate information about the trainee’s movements to a computer
• Electronic performance support systems (EPSS) are computerized tools and displays that
automate training, documentation, and phone support
• The service rep usually asks questions prompted by an EPSS: step by step, through an analytical sequence
• Without the EPSS, these employees need to memorize an unrealistically large number of solutions
 Behavior Modeling
• Behavior modeling involves
• showing trainees the right (or “model”) way of doing something,
• letting trainees practice that way, and then
• giving feedback on the trainees’ performance
• Behavior modeling is one of the most widely used, well researched, and highly
regarded psychologically based training interventions
• The basic procedure is as follows:
1. Modeling: First, trainees watch live or video examples showing models behaving effectively
in a problem situation
2. Role-playing: Next, the trainees get roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models
3. Social reinforcement: The trainer provides reinforcement in the form of praise and
constructive feedback
4. Transfer of training: Finally, trainees are encouraged to apply their new skills when they are
back on their jobs
 Online/Internet-Based Training
• More efficient than class-room training
• Usually trainees are tested on what they learned
• Companies like Tech Mahindra and Yes Bank switched to online training
• Learning Portals: offers employees online access to training courses
• Mobile and Micro learning: Many learning and development programs are being
“microsized” and delivered through mobile devices
• Scenario-based e-learning: involves inserting realistic problems (work scenarios) into
trainees e-learning lessons
• Learning Management Systems (LMS): a computer application that automates the
administration, development, and delivery of a company’s training programs
• LMSs can make training programs more widely available
• A tool that let managers track course enrollments and program completion
• The system can be linked to the organization’s performance management system
 Developing the Program

• Program development means actually assembling the program’s

training content and materials
• It means choosing the specific content the program will present, as well
as choosing the specific instructional methods (lectures, cases, Web-
based, and so on)
• Training equipment and materials include (for example) iPads,
workbooks, lectures, PowerPoint slides, Web- and computer based
activities, course activities, trainer resources (manuals, for instance), and
support materials
• Some employers create their own training content, but there’s also a vast
selection of online and offline content
• EDP, MDP
• Courses offered by reputed institutes
 Implementing the Training Program

• Once you design and develop the training program, management can
implement and then evaluate it
• Implement means actually provide the training, using one or more of the
instructional methods (decided in the designing phase)
• Steps to follow before, during and after training:
• Before the training: Send announcements far in advance, provide directions,
materials, etc..
• During the training: Make sure the participants have a point of contact in case
of any questions or for guidance
• After the training: Training does not end with the program but there is a need
to periodically ascertain that trainees are transferring their learning to the job
 Evaluating the Training

• The widely used Kirkpatrick Model of Training Evaluation lists four training
effects employers can measure:
1. Reaction: Evaluate trainees’ reactions to the program. Did they like the program? Did
they think it worthwhile?
2. Learning: Test the trainees to determine whether they learned the principles, skills,
and facts they were supposed to learn
3. Behavior: Ask whether the trainees’ on-the-job behavior changed because of the
training program. For example, are employees in the store’s complaint department
more courteous toward disgruntled customers?
4. Results: Most important, ask, “What results did we achieve, in terms of the training
objectives previously set?” For example, did the number of customer complaints
diminish? Reactions, learning, and behavior are important. But if the training
program doesn’t produce measurable performance-related results, then it probably
hasn’t achieved its goals
 Evaluating the Training
• Evaluate the actual benefits of the training process
• How can we be sure that the training (rather than, say, a company-wide wage
increase) caused the results that we’re trying to measure?
A. Time Series Design/ studies
• Here a series of performance measures before and after the training program is taken
• This can provide some insight into the program’s effectiveness
• However, can’t be sure that the training (rather than, say, the raise) caused any change
B. Controlled Experiment
• Uses a training group and a control group
• Data are obtained both before and after one group is exposed to training
• Easier to determine that the group’s performance resulted from the training, rather than from
something else
Thank You