Unit 5 Training and Development January 2023

Unit 5
Training and Development

5.1. Training and Development

Training: is a process whereby people acquire capabilities to aid in the achievement of
organizational goals. It involves planned learning activities designed to improve an employee’s
performance at her/his current job. Training refers to the methods used to give new or present
employees the skills they need to perform their jobs. The heart of a continuous effort designed to
improve employee competency and organizational performance. Training typically focuses on
providing employees with specific skills or helping them correct deficiencies in their
performance.
Development: All efforts to provide employees with the abilities the organizations will need in
the future.

Training typically focuses on providing employees with specific skills or helping them to correct
deficiencies in their performance. In contrast, development is an effort to provide employees
with the abilities that the organization will need in the future

5.1.1. Objectives of Training and Development

Objectives of Training
 To increase the knowledge of workers in doing specific jobs
 To systematically impart new skills to the human resources so that they learn quickly
 To bring about change in the attitudes of the workers towards fellow workers, supervisor
and the organization
 To improve the overall performance of the organization
 To make the employees handle materials, machines and equipment efficiently and thus to
check wastage of time and resources
 To reduce the number of accidents by providing safety training to employees
 To prepare employees for higher jobs by developing advanced skills in them.
Significances of Training
 Increased productivity: adequate training increases needed skills which builds up
confidence and satisfaction
 Improvement in employee morale: training improves skills which builds up confidence
and satisfaction
 Building a more efficient, effective and highly motivated team Improvement in health
and safety: proper training can help prevent industrial accidents and create a safer work
environment.
 Reduced supervision: a trained employee supervisees himself; he accept responsibility
and experience more freedom and autonomy and less supervision
 Personal growth: the training program give the participants a wider awareness, a sense
of self- satisfaction and fulfillment, an alighted philosophy and value system that are the
apex of the personal growth
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 Organizational stability: training and development program foster the initiative and
creativity of employees which increases a sense of belonging, this preventing a labor
obsolescence.
 Enhancing the company's ability to adopt and use advances in technology Reduced
employee turnover
 Increased efficiency resulting in financial gains

5.1.2. The Training Process

An effective training program administrator should follow these steps:
• Step 1 Define The Organizational Objectives
• Step 2 Determine The Needs of The Training Program
• Step 3 Define Training Goals.
• Step 4 Develop Training Methods.
• Step 5 Decide Whom to Train.
• Step 6 Decide Who Should does the Training.
• Step 7 Administer the Training.
• Step 8 Evaluate Training Program.
Following these steps will help an administrator develop an effective training program to ensure
that the firm keeps qualified employees who are productive, happy workers. This will contribute
positively to the bottom line.

Step 1 Define the Organizational Objectives.

Objectives
Firms should have a clearly defined strategy and set of objectives that direct and drive all the
decisions made especially for training decisions. Firms that plan their training process are more
successful than those that do not. A well - conceived training program can help your firm
succeed. A program structured with the company's strategy and objectives in mind has a high
probability of improving productivity and other goals that are set in the training mission. For any
business, formulating a training strategy requires addressing a series of questions.
• Who are your customers? Why do they buy from you?
• Who are your competitors? How do they serve the market? What competitive advantages
do they enjoy? What parts of the market have they ignored?
• What strengths does the company have? What weaknesses?
• What social trends are emerging that will affect the firm?
Step 2 Determine the
the needs of the training program
Training needs can be assessed by analyzing three major human resource areas: the organization
as a whole, the job characteristics and the needs of the individuals. This analysis will provide
answers to the following questions:
• Where is training needed?
• What specifically must an employee learn in order to be more productive?
• Who needs to be trained?
Begin by assessing the current status of the company how it does what it does best and the
abilities of your employees to do these tasks. This analysis will provide some benchmarks
against which the effectiveness of a training program can be evaluated. Your firm should know

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where it wants to be in five years from its long – range strategic plan. What you need is a
training program to take your firm from here to there.

Second, consider whether the organization is financially committed to supporting the training
efforts. If not, any attempt to develop a solid training program will fail. Next, determine exactly
where training is needed. It is foolish to implement a company - wide training effort without
concentrating resources where they are needed most. An internal audit will help point out areas
that may benefit from training. Also, a skills inventory can help determine the skills possessed by
the employees in general. This inventory will help the organization determine what skills are
available now and what skills are needed for future development.

Once you have determined where training is needed, concentrate on the content of the program.
Analyze the characteristics of the job based on its description, the written narrative of what the
employee actually does. Training based on job descriptions should go into detail about how the
job is performed on a task- by - task basis. Actually doing the job will enable you to get a better
feel for what is done.

Step 3: Define Training Goals

The goals of the training program should relate directly to the needs determined by the
assessment process outlined above. Course objectives should clearly state what behavior or skill
will be changed as a result of the training and should relate to the mission and strategic plan of
the company. Goals should include milestones to help take the employee from where he or she is
today to where the firm wants him or her in the future. Setting goals helps to evaluate the
training program and also to motivate employees. Allowing employees to participate in setting
goals increases the probability of success.

Step 4: Selections of Trainees

Once you have decided what training is necessary and where it is needed, the next decision is
who should be trained? For a small business, this question is crucial. Training an employee is
expensive, especially when he or she leaves your firm for a better job. Therefore, it is important
to carefully select who will be trained. Selecting the right trainees is important to the success of
the program.

Step 5: Decide who should do the Training

Training
Who actually conducts the training depends on the type of training needed and who will be
receiving it. On - the - job training is conducted mostly by supervisors; off - the - job training, by
either in – house personnel or outside instructors.

Step 6: Develop Training Methods

There are two broad types of training available to small businesses: on - the - job and off - the –
job techniques. Individual circumstances and the "who,” "what" and “why" of your training
program determine which method to use.

On- the- job training is delivered to employees while they perform their regular jobs. In this
way, they do not lose time while they are learning. After a plan is developed for what should be
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taught, employees should be informed of the details. A timetable should be established with
periodic evaluations to inform employees about their progress. Off the job: Training away from
the actual work site. Training is at a Training facility designed specifically for Training
Training Techniques
• Lecture: The Lecture is an efficient means of transmitting large amounts of factual
information to a relatively large number of people at the same time. It is traditional
method of teaching and is used in many training programs. A skilled lecture can organize
material and present it in a clear and understandable way.
• Case method: A Training method in which trainees are expected to study the
information provided in the case and make decisions based on it.
• Apprenticeship: This type of training refers to the process of having new worker, called
an apprentice, work alongside and under the direction of skilled technician.
• Internships: Internships and assistantships provide training similar to apprenticeship
training; however’ assistantships and internships typically refer to occupations that
require a higher level of the formal education than that required by the skilled trades.
• Coaching and Mentoring: Some organizations assign an experienced to serve as a
mentor for new employees. Effective mentors teach their protégés job skills, provide
emotional support and encouragement. Coaching and mentoring are primarily on-the-job
development approaches emphasizing learning on a one-to-one basis. Coaching is often
considered a responsibility of the immediate boss who has greater experience or expertise
and is in the position to offer sage advice.
• Discussions: Conferences and group discussions, used extensively for making decisions,
can also be used as a form of training because they provide forums where individuals are
able to learn from one another. A major use of the group discussion is to change attitudes
and behaviors.
• Games: Simulations that represent actual business situations are referred to as business
games. These simulations attempt to duplicate selected parts of a particular situation,
which are then manipulated by the participants
• Role playing: A Training method in which participants are required to respond to
specific problems they may actually encounter in their jobs.
• Computer-based: Computer based training is a teaching method that takes advantage of
the speed, memory, and data manipulation capabilities of the computer for greater
flexibility of instruction.
• Multimedia: Multimedia is an application that enhances computer-based learning with
audio, animation, graphics, and interactive video.
• Virtual reality: It is a unique computer-based approach that permits trainees to view
objects from a perspective otherwise impractical or impossible.
• Video Training: The use of videotapes continues to be a popular Training method. An
illustration of the use of videotapes is provided by behavior modeling
• Vestibule training: Training that takes place away from the production area on
equipment that closely resembles the actual equipment used on the job.
• Job Rotation: It involves moving employees to various positions in organization in an
effort to expand their skills, knowledge and abilities. Job rotation can be either horizontal
or vertical.
• Simulations: Simulators are training devices of varying degrees of complexity that
duplicate the real world. Simulation refers to creating an artificial learning environment
that approximates the actual job conditions as much as possible.
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Step7 Administer the Training

Having planned the training program properly, you must now administer the training to the
selected employees. It is important to follow through to make sure the goals are being met.
Questions to consider before training begins include:
 Location.  Comfort.
 Facilities.  Equipment.
 Accessibility.  Timing.
Careful attention to these operational details in all process stage of training will contribute to the
success of the training program.

Step 8 Evaluate Training Program.

Training should be evaluated several times during the process. Determine these milestones when
you develop the training. Employees should be evaluated by comparing their newly acquired
skills with the skills defined by the goals of the training program. Any discrepancies should be
noted and adjustments made to the training program to enable it to meet specified goals. The
credibility of training is greatly enhanced when it can be shown that the organization has
benefited tangibly from such programs. Effectiveness can be measured in monetary or non-
monetary terms. It is important that the training be assessed on how well it addresses the needs it
was designed to address.

• Participants’ Opinions: Evaluating a training program by asking the participants’

opinions of it is an inexpensive approach that provides an immediate response and
suggestions for improvements.
• Extent of Learning: Some organizations administer tests to determine what the
participants in training program have learned. The pretest, posttest, control group design
is one evaluation procedure that may be used.
• Behavioral Change: Tests may indicate fairly accurately what has been learned, but they
give little insight into desired behavioral changes.
• Accomplishment of Training Objectives: Still another approach to evaluating training
programs involves determining the extent to which stated objectives have been achieved.
• Benchmarking utilizes exemplary practices of other organizations to evaluate and
improve training programs.
The most common approaches used to determine the effectiveness of training programs are as
under:
• Post Training Performance Method: In this method the participants’ performance is
measured after attending a training program to determine if behavioral changes have been
made.
• Pre-Test approach: Most commonly used approach towards measurement of
effectiveness of training is Pretest approach this approach performances the employees is
measured prior to training and if required training is provided. After completion if the
training again the performance is measured this is compared with performance before
training if evaluation is positive e.g. increase in productivity that means that training is
effective.
• Pre- Post Training Performance with control group Method: Under this evaluation
method, two groups are established and evaluated on actual job performance. Members of

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the control group work on the job but do not undergo instructions. On the other hand, the
experimental group is given the instructions.
Learning: - Learning is the means by which a person acquires and develops new knowledge,
skills, capabilities, behaviors and attitudes. Learning refers to change of behavior. Learning is a
continuous process that not only enhances existing capabilities but also leads to the development
of the skills, knowledge and attitudes that prepare people for enlarged or high – level
responsibilities in the future.
Approaches to Learning: there are two approaches to learning: informal and formal
learning. Formal learning is planned and systematic whereas informal learning is experiential
learning
Characteristics of Formal and Informal Learning
Informal Learning Formal Learning
Highly relevant individual needs Relevant to some, not so relevant to others
Learners learn according to need All learners learner learn the same thing
May be small gap between current and target May be variable gap between current and target
knowledge knowledge
Learner decides how learning will occur Trainer decides how learning will occur
Immediate applicability(Just-in Time Variable times, often distant
Learning)
Learning readily transferable Problem may occur in transferring learning to
the workplace
Occurs in work setting Often occur in non-working setting

5.2 Career Development

Development refers those learning opportunities designed to help employees to grow.
 It is learning for growth of the individual, but not related to a specific present job.
 Development is not primarily skills oriented instead it provides the general knowledge
and attitudes, which will be helpful to employers in higher positions.
 Efforts towards development often depend on personal drive and ambition
 Career development is the personal activity which helps individuals to plan their future
careers within the organization, in order to help the organization achieve its objectives
and the employees achieve maximum self-development.
 Career development is an ongoing organized and formalized effort that recognizes
peoples as a vital organizational resource.
 Career development refers to those personal improvements one undertakes to achieve a
personal career plan.
 Career is the sequence of positions that a person has hold over his/her life. Traditionally,
career development referred to programs offered by organizations to help employees
advance within the organization. Today,

5.2.1. Individual Career Planning

Career planning begins with self-understanding. Then, the person is in a position to establish
realistic goals and determine what to do to achieve these goals. Learning about oneself is referred

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to as self-assessment. Some useful tools include a strength/weakness balance sheet and a likes
and dislikes survey. Strength/weakness balance sheet: A self-evaluation procedure assists
people in becoming aware of their strengths and weaknesses. Likes and dislikes survey: A
procedure that assists individuals in recognizing restrictions they place on themselves.

5.2.2. Career Planning Methods

There are numerous methods for career planning and development. Some currently utilized
methods, most of which are used in various combinations, are discussed next.
• Discussions with Knowledgeable Individuals—In a formal discussion, the superior and
subordinate may jointly agree on what type of career planning and development activities
are best.
• Company Material—Some firms provide material specifically developed to assist their
workers in career planning and development. Such material is tailored to the firm’s
special needs. In addition, job descriptions provide valuable insight for individuals to
personally determine if a match exists with their strengths and weaknesses and specific
positions considered.
• Performance Appraisal System—the firm’s performance appraisal system can also be a
valuable tool in career planning and development.
• Workshops: some organizations conduct workshops ays for the purpose of helping
workers develop careers within the company. Employees define and match their specific
career objectives with the needs of the company.
• Personal Development Plans (PDP): many employers encourage employees to write
their own personal development plans. This is a summary of a person’s personal
development needs and an action plan to achieve them. Workers are encouraged to
analyze their strengths and weaknesses.
• Software Packages: Some software packages assist employees in navigating their
careers.
• Career Planning Web Sites: there are numerous Web sites available that provide career
planning and career counseling as well as career testing and assessment.

5.2.3. Career Paths

Career paths have historically focused on upward mobility within a particular occupation. One of
four types of career paths may be used: traditional, network, lateral, and dual.
• Traditional Career Path: an employee progresses vertically upward in the organization
from one specific job to the next.
• Network Career Path: method of career pathing that contains both a vertical sequence
of jobs and a series of horizontal opportunities.
• Lateral Skill Path: lateral moves within the firm that can be taken to allow an employee
to become revitalized and find new challenges.
• Dual-Career Path: A career-path method, that recognizes that technical specialists can
and should be allowed to continue to contribute their expertise to a company without
having to become managers.
• Demotion: Demotions have long been associated with failure, but limited promotional
opportunities in the future and the fast pace of technological change may make them
more legitimate career options

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5.2.4. Internal Barriers to Career Advancement

There can be following types of barrier that can influence the effectiveness of the career
advancement.
• Lack of time, budgets, and resources for employees to plan their careers and to undertake
training and development.
• Rigid job specifications, lack of leadership support for career management, and a short-
term focus.
• Lack of career opportunities and pathways within the organization for employees
5.2.5. Successful Career-Management Practices
Following steps can be helpful towards successful career management practices in the
organizations.
• Placing clear expectations on employees.
• Giving employees the opportunity for transfer.
• Providing a clear succession plan
• Encouraging performance through rewards and recognition.
• Encouraging employees to continually assess their skills and career direction.
• Giving employees the time and resources they need to consider short- and long-term
career goals.
5.2.6. Career Development Stages
Many authors have attempted to map out the ideal stages of a successful career, matched against
an age range for each stage. Few careers follow such an idealized pattern, and even historically
such a pattern did not apply for all employees. However, the stage approach offers a useful
framework for understanding career experiences, if we use it flexibly as a tool for understanding
careers rather than as a normative model.
 Occupational Choice: Preparation for Work/Exploration
 Organizational Entry Establishment
 Early Career – Establishment and Achievement
 Mid-Career
 Late Career

Difference between Training and Development

Training Development
Training is skills focused Development is creating learning abilities
Training needs depend upon lack or deficiency in Development depends on personal drive and
skills ambition
Training is a narrower concept focused on job Development is a broader concept focused on
related skills personality development
Training may not include development Development includes training wherever necessary
Training is aimed at improving job related Development aims at overall personal effectiveness
efficiency and performance including job efficiencies
Shorter-term Longer-term

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