BBA UNIT-3 HRM

Training and Development is the process of acquiring knowledge, skills, and

attitude that helps improve employees’ job performance and enables future
career growth.

Training refers to acquiring specific knowledge and skills for a particular job or
task. It is usually a short-term activity concerned with improving an employee’s
current job performance. It includes formal training courses, on-the-job training,
or coaching sessions.

Development is concerned with the long-term growth of an individual’s career. It

usually covers acquiring knowledge that goes beyond the requirements of their
current job to prepare the employees for their future job role or career
advancement opportunities. Development activities include job rotation,
mentoring, attending conferences, or pursuing further education etc.

Employees can enhance their job performance, career growth, and job
satisfaction through training and development. In contrast, organizations can
benefit from better employee engagement, retention and higher productivity.

Q-1 Differentiate between Training and Development. Write answer in your

notebook
Steps in Training and Development Process

Effective training and development programs can improve employee

performance, increase productivity, and help organizations remain competitive in
today’s dynamic business environment. Human Resource Management plays a
vital role in designing efficient employees training and development programs.

The following are the five processes of training and development in HRM:

1. Needs Assessment

It is the first process and involves identifying the organization’s skill gaps and
determining the training needs of employees. It comprises gathering data through
surveys, focus groups, or other assessment tools to identify areas that need
additional training or development. It is crucial in determining the training and
development goals that align with the organization’s overall strategy.

2. Design Trainning Programme

It is the second process and is concerned with designing the training program to
meet identified needs and aligning them with the organization’s strategic
objectives. The design process comprises developing learning goals, selecting
appropriate training methods, creating training materials, and developing a
training schedule. The training program focuses on understanding individual
learning styles and preferences and customizing them to meet specific needs.

3. Delivery or Conduct of Trainning

It is the third process and comprises implementing training programs through

various training methods like classroom training, online training, on-the-job
training, and coaching. It should focus on resource availability, appropriate
workforce size, and employees’ individual learning preferences. Effective delivery
of training programs enhances employee engagement and learning outcomes.

4. Evaluation of Trainning Programme

It is the fourth process and usually evaluates the effectiveness of the training
program. Methods may include surveys, assessments, performance metrics, and
focus groups. It highlights the areas of improvement. An effective evaluation
process can help companies measure training programs’ success and make future
improvements.

5. Follow-Up

The final training and development process involves reinforcing the training
concepts and their practical application in daily work. It comprises ongoing
coaching, refresher training, and feedback sessions to monitor progress and
ensure meeting the organization’s expectations. Efficient follow-up helps
employees retain the learned knowledge and skills and their practical application.

Well- executed training and development programs help organizations improve

employee performance and productivity.

Note: Detailed Process of Trainning Designing and Evaluation is given below.

Designing training and Development Programme
(i) who participates in the programme?
(ii) who are the trainers?
(iii) what methods and techniques are to be used for training?
(iv) what should be the level of training?
(v) what learning principles are needed?
(vi) where is the programme conducted?

Who are the Trainees?

Trainees should be selected
on the basis of self nomination,
recommendations of supervisors or
by the HR department itself.
Whatever is the basis, it is advisable to have two or more target audiences.
Bringing several target audience together can also facilitate group processes such
as problem solving and decision-making, elements useful in quality circle
projects.
Who are the Trainers?
Training and development programmes may be conducted by several people,
including the following:
1. Immediate supervisors,
2. Co-workers, as in buddy systems,

Notes Complied By Dr Sunita Singhal

3. Members of the HR staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry associations, and
7. Faculty members at universities.
Who among these are selected to teach, often, depends on where the programme
is held and the skill that is being taught. For example, programmes teaching basic
skills are usually done by the members of the HR department or specialists in
other departments of the company. On the other hand, interpersonal and
conceptual skills for managers are taught at universities. Large organisations
generally maintain their own training departments whose staff conduct the
programmes. In addition, many companies arrange basic-skills training for
computer literacy.
Methods and Techniques of Training
training methods are categorised into two groups (i) on-the-job and (ii) off-the-
job methods. On-the-job methods refer to methods that are applied in the
workplace, while the employee is actually working. Off-the-job methods are used
away from workplaces. (Read about these techniques from your book of class 12)
What Should be the Level of Learning?
The next question in designing training and development programme is to decide
on the level of learning. As was pointed out earlier, the inputs passed on to
trainees in training and development programmes are education, skills, and the
like. In addition, there are three basic levels at which these inputs can be taught.
At the lowest level, the employee or potential employee must acquire
fundamental knowledge. This means developing a basic understanding of a field
and becoming acquainted with the language, concepts and relationships involved
in it.
The goal of the next level is skills development, or acquiring the ability to
perform in a particular skill area.
The highest level aims at increased operational proficiency. This involves
obtaining additional experience and improving skills that have already been
developed.
All the inputs of training can be offered at the three levels. How effectively they
are learned depends on several principles of learning.

Notes Complied By Dr Sunita Singhal

Learning Principles
Training and development programmes are more likely to be effective when they
incorporate the following principles of learning:
1. Employee motivation,
2. Recognition of individual differences,
3. Practice opportunities,
4. Reinforcement,
5. Knowledge of results (feedback),
6. Goals,
7. Schedules of learning,
8. Meaning of material, and
9. Transfer of learning
Conduct of Training
A final consideration is where the training and development programme is to be
conducted. Actually, the decision comes down to the following choices:
1. At the job itself.
2. On site but not the job for example, in a training room in the company.
3. Off the site, such as in a university or college classroom, hotel, a resort, or a
conference centre
Evaluation of the Programme
The last stage in the training and development process is the evaluation of results
Since huge sums of money are spent on training and development, how far the
programme has been useful must be judged/determined. Evaluation helps
determine the results of the training and development programme. In practice,
however, firms either overlook or lack facilities for evaluation. Evaluation of
training and development is considered here.
Need for Evaluation
The main objective of evaluating the training programmes is to determine if they
are accomplishing specific training objectives, that is, correcting performance
deficiencies.

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A second reason for evaluation is to ensure that any changes in trainee
capabilities are due to the training programme and not due to any other
conditions. Training programmes should be evaluated to determine their cost
effectiveness. Evaluation is useful to explain programme failure, should it occur.
Finally, credibility of training and development is greatly enhanced when it is
proved that the firm has benefited tangibly from it.
Principles of Evaluation
Evaluation of the training programme must be based on the following principles:
1. Evaluation specialist must be clear about the goals and purposes of evaluation.
2. Evaluation must be continuous.
3. Evaluation must be specific.
4. Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
5. Evaluation must be based on objective methods and standards.
6. Realistic target dates must be set for each phase of the evaluation process. A
sense of urgency must be developed, but deadlines that are unreasonably high
will result in poor evaluation.
Criteria for Evaluation
1. Training validity: Did the trainees learn during training?
2. Transfer validity: What has been learnt in training, has it been transferred on
the job? Has it enhanced performance in the work place?
3. Intra-organisational validity: Is performance of the new group of trainees,
for which the training programme was developed, consistent with the
performance of the original training group?
4. Inter-organisational validity: Can a training programme validated in one firm
be used successfully in another company? These questions often result in
different evaluation techniques.
Techniques of Evaluation
Several techniques of evaluation are being used in firms. It may be stated that the
usefulness of the methods is inversely proportional to the ease with which the
evaluation can be done.
One approach towards evaluation is to use experimental and control groups.

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Each group is randomly selected, one to receive training (experimental) and the
other not to receive training (control). The random selection helps to assure the
formation of groups quite similar to each other. Measures are taken of the relevant
indicators of success (e.g. words typed per minute, quality pieces produced per
hour, wires attached per minute) before and after training for both groups. If the
gains demonstrated by the experimental groups are better than those by the
control group, the training programme is labelled as successful.
Another method of training evaluation involves longitudinal or timeseries
analysis.
Measurements are taken before the programme begins and are continued during
and after the programme is completed. These results are plotted on a graph to
determine whether changes have occurred and remain as a result of the training
effort. To further validate that change has occurred as a result of training and not
due to some other variable, a control group may be included.
One simple method of evaluation is to send a questionnaire to the trainees
after the completion of the programme to obtain their opinions about the

Their opinions could also be obtained through interviews. A variation of this

method is to measure the knowledge and/or skills that employees possess at the
commencement and completion of a training. If the measurement reveals that the
results after training are satisfactory, then the training may be taken as successful.
In order to conduct a thorough evaluation of a training programme, it is important
to assess the costs and benefits associated with the programme. This is a difficult
task, but is useful in convincing the management about the usefulness of training.
Some of the costs that should be measured for a training programme include
needs assessment costs, salaries of training department staff, purchase of
equipment (computers, videos, handouts), programme development costs,

training period.
The benefits to be compared with the cost are rupee payback associated with

longevity of the period during which the benefits would last.

Levels of Evaluation
Evaluation of training by using any or all of the above techniques, can take place
at four levels: reaction, learning, behaviour, and results.

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Reaction measures whether the employees appreciated the training and the
facilities it is usually measured by a questionnaire.
Learning measures whether the employees know more than they did prior to
undergoing training. Series of tests help identify learning.
Behaviour measures what employees do on the job after the training.
Behavioural impact is measured through performance appraisal.
Evaluation of results looks at the overall outcomes of the training and the
impact that the training has on productivity, efficiency, quality, customer service
or any other dimension. This can be measured by sales figures, production,
mance
measures

As shown in Fig., the four levels of training form a hierarchy, meaning that lower
levels are pre-requisites for higher levels. In other words, if one of the lower-level
measures is not affected, then those measures that follow it will not be affected
as well.
HOW TO MAKE TRAINING EFFECTIVE?
Action on the following lines needs to be initiated to make training practices
effective:

Notes Complied By Dr Sunita Singhal

1. Ensure that the management commits itself to allocate major resources and
adequate time to training. This is what high-performing organisations do.
2. Ensure that training contributes to competitive strategies of the firm. Different
strategies need different HR skills for implementation. Let training help
employees at all levels acquire the needed skills.
3. Ensure that a comprehensive and systematic approach to training exists, and
training and retraining are done at all levels on a continuous and ongoing basis.
4. Make learning one of the fundamental values of the company. Let this
philosophy percolate down to all employees in the company. 5. Ensure that there
is proper linkage among organisational, operational and individual training needs.
6. Create a system to evaluate the effectiveness of training.
Role Specific and competency Based Trainnning
As the name implies, competency-based training is a type of training that is
focused on specific competencies or skills. Unlike other more traditional training
methods, competency-based training is broken down into much smaller units that
are focused on one single key skill. The learner must demonstrate his or her
mastery of that single skill or competency before continuing to the next segment
of training. The skills are put together into modules and typically at the end the
learner receives some form of qualification or certification. This type of training
may also be called outcome-based learning/training or skills-based
learning/training.
Benefits of Competency-Based Training
There are a lot of benefits of this type of training for both the employee and
employer.
Time management. Since the modules are broken down into small units, it can
be less daunting to begin. Learners are able to simply complete a unit on an as-
needed basis, without having to commit to a longer program all at once. This can
make it easier to fit into already busy work schedules allowing your employees
to gain skills without taking them away from other tasks for too long.
User-directed. These types of modules are often self-paced, which means they
ion. This can allow more flexibility in
getting an entire team trained on a particular skill without having to get the whole
team together at once. It can also mean that individuals can skip ahead when they
already know one component, while those who need extra time can take it.

Notes Complied By Dr Sunita Singhal

 Training Methods: On Job
Training and off the Job Training
Methods

Training Methods: On Job Training and off the Job Training

Methods!

A large variety of methods of training are used in business. Even within

one organization different methods are used for training different
people. All the methods are divided into two classifications for:

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 A. On-the-job Training Methods:

1. Coaching

2. Mentoring

3. Job Rotation

4. Job Instruction Technology

5 . Apprenticeship

6 . Understudy

B. Off-the-Job Training Methods:

1. Lectures and Conferences

2. Vestibule Training

3. Simulation Exercises

4. Sensitivity Training

5. Transactional Training

A. On-the-job training Methods:

Under these methods new or inexperienced employees learn through
observing peers or managers performing the job and trying to imitate
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 their behaviour. These methods do not cost much and are less disruptive
as employees are always on the job, training is given on the same
machines and experience would be on already approved standards, and
above all the trainee is learning while earning. Some of the commonly
used methods are:

1. Coaching:

Coaching is a one-to-one training. It helps in quickly identifying the

weak areas and tries to focus on them. It also offers the benefit of
transferring theory learning to practice. The biggest problem is that it
perpetrates the existing practices and styles. In India most of the scooter
mechanics are trained only through this method.

2. Mentoring:

The focus in this training is on the development of attitude. It is used for

managerial employees. Mentoring is always done by a senior inside
person. It is also one-to- one interaction, like coaching.

3. Job Rotation:

It is the process of training employees by rotating them through a series

of related jobs. Rotation not only makes a person well acquainted with
different jobs, but it also alleviates boredom and allows to develop
rapport with a number of people. Rotation must be logical.

4. Job Instructional Technique (JIT):

It is a Step by step (structured) on the job training method in which a

suitable trainer (a) prepares a trainee with an overview of the job, its
purpose, and the results desired, (b) demonstrates the task or the skill to
the trainee, (c) allows the trainee to show the demonstration on his or
her own, and (d) follows up to provide feedback and help. The trainees
are presented the learning material in written or by learning machines
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 through a series called ‘frames’. This method is a valuable tool for all
educators (teachers and trainers). It helps us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

5. Apprenticeship:

Apprenticeship is a system of training a new generation of practitioners

of a skill. This method of training is in vogue in those trades, crafts and
technical fields in which a long period is required for gaining proficiency.
The trainees serve as apprentices to experts for long periods. They have
to work in direct association with and also under the direct supervision
of their masters.

The object of such training is to make the trainees all-round craftsmen.

It is an expensive method of training. Also, there is no guarantee that the
trained worker will continue to work in the same organisation after
securing training. The apprentices are paid remuneration according the
apprenticeship agreements.

6. Understudy:

In this method, a superior gives training to a subordinate as his

understudy like an assistant to a manager or director (in a film). The
subordinate learns through experience and observation by participating
in handling day to day problems. Basic purpose is to prepare
subordinate for assuming the full responsibilities and duties.

B. Off-the-job Training Methods:

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 Off-the-job training methods are conducted in separate from the job
environment, study material is supplied, there is full concentration on
learning rather than performing, and there is freedom of expression.
Important methods include:

1. Lectures and Conferences:

Lectures and conferences are the traditional and direct method of

instruction. Every training programme starts with lecture and
conference. It’s a verbal presentation for a large audience. However, the
lectures have to be motivating and creating interest among trainees. The
speaker must have considerable depth in the subject. In the colleges and
universities, lectures and seminars are the most common methods used
for training.

2. Vestibule Training:

Vestibule Training is a term for near-the-job training, as it offers access

to something new (learning). In vestibule training, the workers are
trained in a prototype environment on specific jobs in a special part of
the plant.

An attempt is made to create working condition similar to the actual

workshop conditions. After training workers in such condition, the
trained workers may be put on similar jobs in the actual workshop.

This enables the workers to secure training in the best methods to work
and to get rid of initial nervousness. During the Second World War II,
this method was used to train a large number of workers in a short
period of time. It may also be used as a preliminary to on-the job
training. Duration ranges from few days to few weeks. It prevents
trainees to commit costly mistakes on the actual machines.

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 3. Simulation Exercises:

Simulation is any artificial environment exactly similar to the actual

situation. There are four basic simulation techniques used for imparting
training: management games, case study, role playing, and in-basket
training.

(a) Management Games:

Properly designed games help to ingrain thinking habits, analytical,

logical and reasoning capabilities, importance of team work, time
management, to make decisions lacking complete information,
communication and leadership capabilities. Use of management games
can encourage novel, innovative mechanisms for coping with stress.

Management games orient a candidate with practical applicability of the

subject. These games help to appreciate management concepts in a
practical way. Different games are used for training general managers
and the middle management and functional heads – executive Games
and functional heads.

(b) Case Study:

Case studies are complex examples which give an insight into the context
of a problem as well as illustrating the main point. Case Studies are
trainee centered activities based on topics that demonstrate theoretical
concepts in an applied setting.

A case study allows the application of theoretical concepts to be

demonstrated, thus bridging the gap between theory and practice,
encourage active learning, provides an opportunity for the development
of key skills such as communication, group working and problem

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 solving, and increases the trainees” enjoyment of the topic and hence
their desire to learn.

(c) Role Playing:

Each trainee takes the role of a person affected by an issue and studies
the impacts of the issues on human life and/or the effects of human
activities on the world around us from the perspective of that person.

It emphasizes the “real- world” side of science and challenges students to

deal with complex problems with no single “right” answer and to use a
variety of skills beyond those employed in a typical research project.

In particular, role-playing presents the student a valuable opportunity to

learn not just the course content, but other perspectives on it. The steps
involved in role playing include defining objectives, choose context &
roles, introducing the exercise, trainee preparation/research, the
roleplay, concluding discussion, and assessment. Types of role play may
be multiple role play, single role play, role rotation, and spontaneous
role play.

(d) In-basket training:

In-basket exercise, also known as in-tray training, consists of a set of

business papers which may include e-mail SMSs, reports, memos, and
other items. Now the trainer is asked to prioritise the decisions to be
made immediately and the ones that can be delayed.

4. Sensitivity Training:

Sensitivity training is also known as laboratory or T-group training. This

training is about making people understand about themselves and others
reasonably, which is done by developing in them social sensitivity and
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 behavioral flexibility. It is ability of an individual to sense what others
feel and think from their own point of view.

It reveals information about his or her own personal qualities, concerns,

emotional issues, and things that he or she has in common with other
members of the group. It is the ability to behave suitably in light of
understanding.

A group’s trainer refrains from acting as a group leader or lecturer,

attempting instead to clarify the group processes using incidents as
examples to clarify general points or provide feedback. The group action,
overall, is the goal as well as the process.

Sensitivity training Program comprises three steps (see Figure 18.7)

5.Transactional Analysis: It provides trainees with a realistic and
useful method for analyzing and understanding the behavior of others.
In every social interaction, there is a motivation provided by one person
and a reaction to that motivation given by another person.

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Vestibule Training

The term “vestibule training” refers to a training method that focuses on imparting
job education training to skilled personnel or those workers who need to deal with
machinery and equipment of the company in a location other than the primary
manufacturing plant.

To put it another way, “near-the-job training”—otherwise known as vestibule

training—refers to a simulation-based program that teaches workers how to
operate machinery at their workplace.

Under vestibule training programs, the focus is on learning instead of production.

Specialists or exceptional trainers are responsible for upskilling the technical staff
and training them, thus reducing the load on line supervisors who need to oversee
the whole production process. Vestibule training can be arranged in workstations or
classrooms near or within the leading manufacturing unit.

Vestibule Training is a commonly used type of training in industries where

safety, precision, and efficiency are crucial. Here are some real-world
examples:

Manufacturing: Employees train on complex machinery in a mock production

line setup.

Aviation: Pilots and cabin crew practice procedures in simulated aircraft

environments.

Healthcare: Medical professionals learn to handle equipment and patient care

techniques in a controlled setting.

Advantages of Vestibule Training

• The employees are focused solely on the manufacturing process and are
aware of any errors that can occur during production.

• Vestibule training is provided by an exceptional trainer who devotes more

time to each worker’s problems. If such training is given by a line supervisor
authorized to monitor the entire production process, he can give less time to
his trainees.
 • Vestibule training is an effective way of training many workers who need to
engage in the same job.

• Workplace productivity is unaffected during the training time in the

vestibule because the simulated work setup is not in the main production
plant.

• When workers are trained, they focus with total concentration on the training
and do not fear making mistakes in production.

• Workers can get over their anxiety and nervousness at work by getting
training at a simulated work environment before they join the actual
workplace.

• Vestibule testing is performed in a simulated environment rather than on the

natural work floor; this avoids disruption to actual work.

• Instruction to many individuals who do the same task can be beneficial.

• Workers won’t have to suffer in actual settings since training is performed in

a simulated environment.

Disadvantages of Vestibule Training

• Vestibule trainers are highly skilled individuals and may demand large sums
of money for their services.

• Vestibule training is very expensive, as it requires an entire simulated

workplace to be created for imparting it. It requires duplication of all tools,
machinery and equipment similar to actual workplace for providing real time
experience to workers.

• Workers might have a difficult time settling into their work environment.

• Setting up the entire training program before imparting training is a time-

consuming process.

What is Sensitivity Training?

Sensitivity training is intended to help employees within an organization
acknowledge and respond to attitudes and behaviours that may unwittingly cause
offence to others, especially members of various backgrounds, beliefs, and
cultures.

During this training, employees are brought together in an open environment to

participate in group discussions and activities.

What are the objectives of sensitivity training?

• It creates a better interpersonal relationship between a group.

• Diversity leads to a better understanding of the sensitivity training meetings.
• Helps individuals to get an insight into others so that they could observe,
learn and rectify their behaviour.
• Educates members of the sensitivity group about constructive and correct
emotional actions and behavioural patterns.
• Sensitivity training encourages the concept of interaction and sharing
between individuals.
• Improvement in the ability to analyze and rectify own behaviour.
• Increased awareness of own feelings, actions, and their impact on others. He
becomes more sensitive to the feelings of others and tries to change his
behaviour accordingly so that he does not cause any harm to the well-being
of others.
• A gradual change in attitude and thinking.

In several cases, an individual joins a sensitivity training group following some

negative experience in his life. This method helps to overcome the negative
impacts and once again walk towards a positive and happy environment.

Steps essential for a sensitivity training :

Sensitivity training is designed to make people aware of group dynamics and their
own behaviour and traits within that group.

It helps individuals to develop their own potential via group therapy and
discussion. Some essential steps much needed are as follows-
• The members of a sensitivity group must keep aside their own prejudice or
opinion about the other members so that they do not sound judgemental. It
will give the others a chance to form a new relationship by speaking and
hearing freely from other members. Motivating others to take part in a
conversation so that they can overcome their hesitancy is one of the essential
steps of sensitivity training.
• Once a member gains the confidence to speak freely, whatever is on his
mind, interactions between everyone start taking place. It is easy to see the
behavioural pattern of each other and their impact on others. This is an
essential step in sensitivity training, as all the members start developing trust
and beliefs.
• The objective of sensitivity training is to see how others perceive him. Once
an individual becomes a frequent speaker, he starts moulding himself in
terms of what others think about him. He gets the opportunity to practice his
behaviour and see the difference it is creating.
What is the Training Process Outsourcing?

Training Process Outsourcing (TPO) has emerged as a transformative solution for

organizations seeking to improve their workforce training programs. It involves
the delegation of a company’s learning and development (L&D) functions to
an external provider, which manages the entire training lifecycle from
strategy formulation to execution. This outsourcing practice enables businesses
to access specialized expertise, streamline costs, and enhance training
effectiveness, making it a powerful tool in the rapidly changing corporate
landscape.

Understanding Training Process Outsourcing

Training Process Outsourcing (TPO) is more than just hiring an external vendor
to conduct training sessions. It involves outsourcing multiple elements of the
training process, such as needs analysis, content development, training
delivery, program evaluation, and the use of advanced learning technologies.
TPO offers flexibility, allowing companies to offload their entire training
operations or only specific components based on their needs.

This approach ensures that the training aligns with the organization’s goals while
benefiting from the expertise and resources of the outsourced provider. TPO is
particularly useful for organizations facing talent shortages, rapid growth, or
complex training needs that require up-to-date knowledge and specialized
methodologies.

Key Components of the Training Process Outsourcing Lifecycle

1. Training Needs Analysis

The first step in any TPO model is a thorough needs analysis. The
outsourced provider works closely with the organization to identify gaps in
knowledge and skill levels. By conducting assessments, surveys, and
interviews, they gather data to determine what type of training is necessary.

According to a 2023 report by Deloitte, 70% of organizations that use

TPO reported improvements in training quality and alignment with
business goals. This is because TPO vendors are typically equipped with
cutting-edge tools and methodologies for assessing training needs, ensuring
 that programs are not generic but tailored to specific roles, departments, and
industries.

2. Customized Program Design and Content Development

Once the training needs are identified, the next step is to develop content
that meets those requirements. TPO providers create tailored training
materials that suit the company’s objectives. These can range from
classroom training and eLearning modules to hands-on workshops and
simulations.

Leading TPO providers utilize emerging technologies like AI and Machine

Learning to create personalized learning paths. This customization ensures
that training content is both engaging and effective, improving employee
retention of information. A study by Training Industry, Inc. found
that organizations with personalized learning programs experience 20%
higher employee engagement and retention rates.

3. Training Delivery and Facilitation

One of the most significant benefits of TPO is access to expert trainers and
facilitators. Whether it’s instructor-led training, virtual sessions, or a blend
of both, TPO providers have the resources to deliver training in formats that
best fit the organization’s culture and employees’ learning preferences.

The flexibility in delivery methods, including the use of microlearning and

mobile learning solutions, makes TPO an attractive option for companies
looking to scale their training efforts globally. For example, in multinational
corporations, TPO can offer consistent training across regions, ensuring that
employees in different locations receive the same quality and level of
instruction.

4. Assessment and Continuous Improvement

After the training has been delivered, TPO providers use performance
metrics and employee feedback to assess the effectiveness of the programs.
By evaluating KPIs such as knowledge retention, application of skills, and
overall employee performance, they can identify areas for improvement.
 Regular reviews and adjustments to the training process ensure that it
evolves to meet changing business needs and market conditions. In fact,
according to a report by McKinsey, 85% of organizations that partner
with TPO providers regularly update their training programs based on
data-driven insights, improving the ROI of their L&D investments.

5. Compliance and Certification

Benefits of Training Process Outsourcing

The Training Process Outsourcing model has become increasingly popular

among businesses for several reasons:

1. Cost Efficiency
Outsourcing training processes can reduce costs associated with in-house
L&D departments, including salaries, infrastructure, and technology
investments. According to a 2022 survey by Brandon Hall
Group, companies that outsource their training processes save an
average of 30% in operational costs.

2. Access to Specialized Expertise

TPO providers often have a network of experts who are well-versed in the
latest industry trends, technologies, and best practices. This expertise
ensures that the training programs are not only current but also innovative,
giving companies a competitive edge. For instance, many TPO providers
now incorporate AI-driven training, VR simulations, and gamification to
enhance employee engagement and skill development.

3. Scalability
TPO offers flexibility, allowing businesses to scale their training efforts up
or down based on evolving needs. This is particularly beneficial for
organizations undergoing rapid growth, mergers, or acquisitions, as TPO
providers can quickly adapt to changing workforce sizes and skill
requirements.

4. Enhanced Focus on Core Business Activities

By outsourcing the complexities of L&D, companies can refocus their
internal resources on core business functions. This increases productivity
 and drives business growth while ensuring that employees are still receiving
high-quality training.

Challenges in Implementing TPO

Despite its numerous benefits, organizations may face challenges when

implementing a TPO model.

1. One key challenge is Cultural Fit. Companies need to ensure that the
outsourced provider aligns with the company culture, values, and long-term
goals. A poor fit between the outsourcing partner and the company can lead
to suboptimal training outcomes.
2. Communication Issues
3. Dependency on Vendor
4. Staff Resistance

Another challenge is data security. When outsourcing any process, companies

must be vigilant about how sensitive data, such as employee information and
proprietary training materials, are handled. Selecting a TPO provider with a strong
reputation for security and compliance is crucial to mitigating risks.

Conclusion: The Strategic Importance of TPO

Training Process Outsourcing has become an essential strategy for companies

looking to optimize their learning and development functions. By outsourcing
training processes, businesses can leverage specialized expertise, improve training
outcomes, and achieve greater efficiency. With the growing complexity of modern
business environments, TPO offers a solution that not only meets current training
needs but also adapts to future challenges.

For organizations seeking to stay competitive in today’s fast-paced

market, Training Process Outsourcing is more than a cost-saving measure — it’s
a strategic investment in building a skilled, adaptable workforce.

By adhering to best practices and selecting reputable TPO providers, businesses

can maximize the value of their training initiatives and drive long-term success.

References:
 • Deloitte’s 2023 Global Human Capital Trends Report

• Training Industry, Inc. Research on Personalized Learning Programs (2022)

• Brandon Hall Group Cost Efficiency Report (2022)

• McKinsey’s Data-Driven Training ROI Insights (2023)

Culture Shock

Culture Shock is the situation which a person experiences once he moves from one
place to another with difference of cultures which has different rituals, ceremonies
etc. Culture shock is not a positive experience for an individual and it has a
negative collocation.

This concept becomes very important in companies which sends its executive on
foreign deputation for considerably long period. It is part of international human
resource management practices.

When employees are sent on foreign deputation, culture shock happen in two
important ways as follows

1. When employees are sent to new culture (Expatriation)

2. When employee goes back to the own culture which he had left
(Repatriation)

The important thing about culture shock is that experience may not be the same for
every individual. Someone may adjust to the culture in weeks or someone it might
take more time.

When a person enters new culture, every new incident become the leaning point
for him. He encounters a shock which becomes his learning in new culture. The
person has to find some meaning out of events that are unfolding before him. It is
his/her ability of person to adjust to new culture that become important.
In case of repatriation also, there is cultural shock due to fact that person coming to
his own culture expects everything to be as it was when he left it. But things would
have changed in that culture. Another points is about values and belief systems that
person has acquired from new culture would prevent him from coping up with his
very own culture. So this becomes the problem of unfreezing-learning-freezing.
When person come back to same culture he has to again pass through unfreezing
phase in order to accommodate himself in that culture.

Culture Shock has important role in employee transfers from one culture to other
culture but its effect can be reduced by creating awareness about new culture
before actually going in to that culture.

Stages of culture shock

The five stages of culture shock are:

1. The Honeymoon Stage - You are very positive, curious, and anticipate new
exciting experiences. You even idealize the host culture.

2. Irritability and Hostility - You start to feel that what is different is actually
inferior. The host culture is confusing or the systems are frustrating. It's a small
step from saying that they do things in a different way to saying that they do things
in a stupid way. You may blame your frustrations on the new culture (and its
shortcomings) rather than on the adaptation process.

3. Gradual Adjustment - You feel more relaxed and develop a more balanced,
objective view of your experience.

4. Adaptation of Biculturalism - You feel a new sense of belonging and sensitivity

to the host culture.

5. Re-entry Shock - You go home and it isn't what you expected it to be.

How to Overcome Culture Shock

Time and habit help deal with culture shock, but individuals can minimize the
impact and speed the recovery from culture shock.

• Be open-minded and learn about the new country or culture to understand

the reasons for cultural differences.
• Don’t indulge in thoughts of home, constantly comparing it to the new
surroundings.

• Write a journal of your experience, including the positive aspects of the new
culture.

• Don’t seal yourself off—be active and socialize with the locals.

• Be honest, in a judicious way, about feeling disoriented and confused. Ask

for advice and help.

• Talk about and share your cultural background—communication runs both

ways