TRAINING

&
DEVELOPMENT

Dr. Jayalaxmi Samal

FMS, SSU
SKILL GAP
• A total of 1.36 million COVID-19 warriors have been
trained digitally in the country. Integrated
Government Online Training (iGOT) platform and
COVID Trainings — an online platform — began
functioning in April. The platform was aimed at
training the frontline workers in managing the
outbreak, reported Hindustan Times.
• Those under training include doctors, nurses, allied
and healthcare professionals, laboratory professionals,
frontline workers other than health care workers, NCC
cadets, and other volunteers, the report said.

Source: Odishabyte.com
Give a man a fish and you feed him for a day;
teach a man to fish and you feed him for a
lifetime
 Nature of Training
• Training is a planned programme designed to improve performance
and bring about measurable changes in knowledge, skills, attitude and
social behaviour of employees.
• Training is essential for job success. It can lead to higher production,
fewer mistakes, greater job satisfaction and lower turnover.
 Purpose of Training

Solving
Performance
Skill updating organizational
improvement
problems

New employee Opportunities

Preparation for personal
orientation
growth
 Training as a source of competitive
advantage
• Training and development offer competitive advantage to a firm:
• by removing performance deficiencies;
• Making employees stay long;
• Minimizing accidents, scrap and damage;
• Meeting future employee needs.
Training resulting in improved
performance
 Training vs Development
• Training is concerned with teaching specific job related skills and
behaviour. Development is future oriented training, focusing on the
personal growth of the employee. Training is a reactive process
whereas development is a proactive process.
Training & Development: A Comparison
Terms related to training & development
Training
Change in KSAs in
order to improve
performance on
currently held job

Learning Education
Development
Relatively Developing KSAs
Provide that will be
learning permanent applicable across
experience to change in several situations.
help employees behaviour that It increases in the
acquire KSAs results from range of possible
for future jobs practice or responses
experience available.

Experience
Learning on the
job that takes
place informally
and without
planning
 Types of Training
Skills training: here certain basic skills like reading, writing, computing, speaking, listening, problem
solving etc are taught
Refresher training: here the focus is on short term courses that would help employees learn about
latest developments in their respective fields
Cross functional training: this helps employees perform operations in areas other than their
assigned job.
Team training: this is concerned with how team members should communicate with each other,
how they should cooperate to go ahead, how they should handle conflicted situations, how to find
their way using collective wisdom etc.
Creativity training: this helps employees to think unconventionally, break the rules, take risks, go
out of the box and develop unexpected solutions.
Diversity training: it aims to create better cross cultural sensitivity with the aim of fostering more
harmonious and fruitful working relationships among a firm's employees
Literacy training: this is generally offered to those employees with weak reading, writing or
arithmetic skills.
 Talent & Learning initiatives @ Wipro
• ACME (All round Capability Model of Excellence) framework was launched, which has
a roadmap for competency development of employees on 5 axes – Technical,
Domain, Functional, Quality and Behavioral.
• A new training program called UPSCALE, involving multiskilling employees around a
cluster of high demand skills.
• Future Ready program was launched to build awareness on the latest Digital
Technologies.
• Unified Competency Framework (UCF)  for technical skill development.
 Talent & Learning initiatives @ Wipro
• Online Project Campus’ is a transformational e-learning initiative
aimed at developing essential competencies of potential employees
before joining Wipro.
• Growth Centers for Program Managers, Delivery Manager Academy
and a new Career Framework for Architects are deployed towards
capability building of middle managers.
• Manager Engagement Framework introduced to build Manager
capability.
 Benefits of Training & Development

Organizational benefits
1. Increased efficiency and
profitability Employees benefits
2. Reduced employee turnover 1. Improved performance
Customer benefits
(voluntary)
1 . Better quality of products 2. Increase in employability
3. Reduced involuntary turnover (e.g.
terminations due to skill deficiencies)
and services 3. Enhanced motivation
4. Enhanced productivity 4. Job became more rewarding
5. Makes employees more 5. Opportunity for upward
accountable as they gain more mobility in the firm
knowledge and skills
 Training Pitfalls
Here is a checklist to avoid training pitfalls
Attempting to teach too quickly
Trying to teach too much
Viewing all trainees as the same
Giving very little time to practice
Offering very little to the trainee in the form of encouragement,
praise or reward
 Read this article and give your insights

• https://www.forbes.com/sites/hillennevins/2020/07/18/re-thinking-training-and-development-in
-a-post-covid-world-a-case-study/?sh=766e83595169
 Training Process
• A strategically aligned T&D process represents the system approach to
T&D. it is important for the entire training process to be oriented and
aligned with organizational goals and strategies.
• The system approach to T&D involves four different phases:
• Need assessment (diagnostic phase)
• Programme design and development
• Programme implementation
• Evaluation
 Need Assessment Phase
• The goal of need assessment is to determine whether a need for training
actually exists in the organization. A training need is said to exist when
there is a discrepancy between what is desired and what exists.
• Comparison between the expected level of performance (as specified by
job analysis) and the current level of performance of the individual may
indicate performance discrepancy. If the performance discrepancy is due
to a skill or knowledge deficiency that is trainable and can be met by
training, it suggest the need for training.
• For example: training needs have increased in the IT services industry as
the average graduate does not possess the required skills. Similarly
training has assumed particular importance in the BPO industry.
 Need Assessment Phase
• There are certain indicators in a firm that suggest the need for training.
• Productivity measures (reduced productivity or poor job performance)
• High wastage
• Accidents
• Poor product quality
These outcomes may not always be the result of skill deficiency. If the
employee has the required skill, yet is not performing as expected, the
performance problem may be due to factors such as low motivation. In this
situation, some other intervention such as new incentives or rewards
instead of training may prove to be more effective.
 Need Assessment Phase
• Information with respect to T&D needs assessments is collected by
conducting three primary types of analysis like:
• Organizational analysis
• Job/task analysis
• Person analysis
 Sources of need analysis data
Types of analysis in need assessment Sources of data
Organizational analysis • Economic and policy issues
An examination of the environment, strategies, • Strategic initiatives of the organization
organizational goals, resources of the organization, • Technological change
performance data, personnel inventories, etc. to • Technological, financial, and human
determine where the training emphasis should be resources available to meet training
placed in the organization. objectives
• Data about turnover, accidents,
absenteeism, etc.

Job analysis • Job description

Job description and job specification to determine the • Job specification
content of the training programme to ensure that the • Competency assessment
trainee performs well on the job

Person analysis • Attitude surveys

To determine which employees need training and • Group discussions
which do not • Questionnaires
• Performance appraisals
• Skills tests
• Exit interviews
• Employee performance documents
 Programme Design & Development Phase
• Design and development of training programme includes:
• The establishment of training goals;
• Selection of trainees;
• Trainee potential and readiness;
• Focus on principles of learning;
• Selection of trainers;
• Selecting training methods for use in the programme; and
 Establishment of Training Goals
• Training goals should be integrated with the training needs of the
organization in order to ensure that these needs will be served when
training goals are achieved. Training goals also provide direction to
the training programme.
• Well-written training goals have the following characteristics:
• Specify observable actions -what is to be achieved?
• Specify measurable criteria - How is to be measured?
• Conditions of performance- When the behaviour should occur?
 Selection of trainees
• Person analysis helps identify the individuals or groups that require
training. For example: customer feedback may indicate that
customers are dissatisfied by the manner in which sales personnel
interact with the customers. In this case, the target employee group
that should receive training is obvious.
 Trainee potential and readiness
• The individuals selected to undergo a training programme should be
‘trainable’ (ready to learn).
• Trainee motivation can be enhanced by:
• Demonstrating the value of training and how they can use new skills
on their jobs; and
• Informing trainees of the benefits (may include both intrinsic and
extrinsic) of attending the training.
 Focus on principles of learning
• Training is a learning situation aimed at imparting skills, knowledge, or
competencies to the learner. The training environment should be
designed to maximize learning. This can be achieved by incorporating
principles of learning in the training programme. Principles of learning
includes: goal-setting; meaningful presentation, practice and
repetition; feedback and reinforcement; whole vs part learning;
massed vs spaced learning; individual differences and transfer of
learning.
 Selection of Trainers
• The success of a training programme in large part is guided by the skills of the instructors
(trainer).
• Characteristics of a good trainer:
• Sincerity
• Sense of humour
• Knowledge of subject
• Interest
• Enthusiasm
• Ability to give clear instructions
• Ability to adapt style to match trainees’ preference
• Learning ability
 Selection of Trainers contd…
• Another issue related to the selection of a trainer relates to whether the
training will be in-house and conducted by internal training staff member(s) or
will be external to the organization and conducted by a consultant or training
specialist.
• For example: companies like ICICI, Infosys, Wipro, Genpact, and in most the IT
service industry, in-house training has become crucial to the growth of the firm.
• Many firms are outsourcing part of their training requirements, while several
others believe in developing an internal talent pool of trainers. The latter
believe that the best trainers are the line managers and executives who have
spent time with the organization and understand the business first-hand. Eg:
Accenture outsource its cross-cultural and communication training to out side
vendors, whereas for technical training, it develops trainers from within and
they called it as ‘leaders teaching leaders’ approach.
 Selecting of Training & development
Methods
• A range of training methods are available for training employees at all
levels. These differ from each other primarily in terms of the degree
to which they allow and encourage active involvement of trainees in
the process of learning.
• On a continuum of ‘degree of trainee participation’, Lecture method
fall at one end and Apprenticeship fall on the other end.
 Continuum of training and
development methods

Lectures Seminars & Apprenticeship

conference Case study Internship

Low trainee High trainee

participation participation

Degree of trainee
participation
Factors that influence selection of training
methods
• Programme objectives
• Trainer’s knowledge and experience
• Trainee characteristics
• Socio-cultural environment
• Principles of learning
• Available infrastructure
 Training methods
• On-the-job methods
• Off-the-job methods
Training & Development Methods

on-the-job Off-the-job
methods methods

Class-room instruction
Apprenticeship Lectures
Job instruction Seminars and conferences
training Programmed instructions
Audio-visuals
Coaching/
Teletraining and
understudy Videoconferencing
Job rotation Simulation
Special/Committee Vestibule training
Assignments Case study
Role play
Internship
Management games
In-basket
Behaviour modeling
Outdoor oriented programmes
 On-the-job Training methods
• Apprenticeship training: individuals entering industry, particularly
skilled workers such as laboratory technicians, electricians, plumbers,
carpenters, etc. are given thorough instruction and experience in
both technical and practical aspects of work by an experienced
person. Apprentices earn a stipend during the training period.
• Job instruction training: under this method an experienced employee
teaches the job to the newcomers in a stepwise manner. It consists of
four steps: preparation of the learner, presentation of skill or
knowledge, performance try-out by the learner, and follow-up by the
trainer to assess learning.
 On-the-job Training methods
• Coaching/understudy: The trainee works directly with the person he/she is to replace.
The latter is responsible for the trainee’s coaching. The trainee relieves the executive of
certain responsibilities, performs several duties under the coach, and in the process
learns the ropes of the job.
• Job rotation: It involves moving employees or management trainees to various
positions from department to department to broaden their understanding of different
aspects of business and also to assess their potential for shouldering higher
responsibilities. Job rotation method has been using in the Indian banking sector
mainly by State bank group for the probationary officers for the period of approximately
2 years to finally post them as Asst. Bank Manager . Under this method of training
candidates are placed in each and every job starts from clerical job, assistant, cashier
and managerial job for the purpose of knowing importance in nature of every job
before handling Asst. Bank Manager position.
 On-the-job Training methods
• Special/Committee Assignments: Trainees are assigned to temporary
committees that function as a taskforce to diagnose a specific
problem, generate alternative solutions, and recommend the best
solution. The trainees learns by being involved in specific
organizational problems, and also by watching others. It develops
team work.
• Internship: university and college students are offered an opportunity
to get real-world experience in an organization through internship.
Internship programmes help organizations get projects done at low
cost and also get new ideas from students interns.
 Off-the-job Training methods
• Classroom instruction: This method allows a single instructor to
impart training simultaneously to a large number of participants. This
method is particularly useful for presenting information through
lectures, demonstrations, films, audiotapes, videotapes, or through
computer instructions.
• Lectures: It is a traditional form of instruction that involves one-way
presentation of knowledge/concepts. Lectures are quick and simple
way to provide knowledge to large groups of trainees.
 Off-the-job Training methods
• Seminars and Conferences: This method bring group of people together for
training and development. These provide a vehicle for communicating ideas and
procedures and for a debate and discussion on relevant issues.
• Programmed instruction: This is a step-by-step self-learning method in which the
trainee can learn at his/her own pace. It consists of three parts:
Presenting facts and new knowledge to the trainee followed by a question;
Allowing the trainee to respond to the question;
Providing feedback on the accuracy of the answers.
The trainee cannot proceed to the next step without mastering the information
presented in the previous step. It is also called self-directed learning. It is primarily
used for teaching factual knowledge such as Mathematics, Physics, etc.
 Off-the-job Training methods
• Audio-visual methods: Films, PowerPoint presentations,
videoconferencing, audiotapes and videotapes are widely used in training.
These serve as effective accompaniment to lectures, seminars, role plays,
case studies, etc.
• Tele-training and Videoconferencing: With tele-training, a trainer in a
central location teaches groups of employees at remote locations via
televised hookups. Honda America began by using satellite television to
train engineers. Videoconferencing allows people in one location to
communicate live with people in another city or country, or with groups in
several cities.
 Off-the-job Training methods
• Simulation method: This method develops a training or learning situation that
is designed to closely resemble the actual work situation the trainee is likely to
work in. In the simulation training method, trainee will be trained on the
especially designed equipment or machine seems to be really used in the field
or job.  This method is mostly used  where very expensive machinery or
equipment used for performing Job or to handle  that job. Eg: The simulation
method has been using widely  for the purpose of training aeroplane pilots on
aeroplane simulator to make them ready to handle an fly  aeroplane.
• Vestibule Training: Mostly this method of training will be used to train
technical staff, office staff and employees who deal with tools and machines.
Employees learn their jobs on the equipment they will be using, but the
training is conducted away from the actual work floor by bringing equipments
or tools to certain place where training is provided, but not work place.
 Off-the-job Training methods
• Case study approach: this approach presents the trainee with a written
description of an organizational problem. The trainee proceeds to
analyse the case, define the problem, and generate possible solutions in
discussion with other trainees. This approach is most useful for imparting
analytical, problem-solving, and critical-thinking skills.
• Role play: It creates a realistic situation in which one or more trainees
assume the role of a specific person in the given situation. This provides
an opportunity to the trainee to try out and experiment alternative
behaviour, in order to develop sensitivity to the limitations of the other
person, group, or functional areas. This method is most useful for training
managers to handle conflict situations, performance feedback, etc.
 Off-the-job Training methods
• Management Games: Management games lead to a high degree of trainee
participation. They present the trainees with the task of making a series of decisions
in a hypothetical organization. The use of management games has become pervasive
in the industry and the games have become highly sophisticated and computerized.
This can develop leadership skills and foster cooperation and teamwork. Companies
like GE and Motorola use industry-specific games for training.
• In –basket: The trainee is given materials that include items from a manager’s typical
work-day. It provides trainees with a log of written text or information and requests,
such as memos, messages, and reports. In this technique, trainee is given some
information about the role to be played such as, description, responsibilities, general
context about the role. The trainee is then given the log of materials that make up
the in-basket and asked to respond to materials within a particular time period.
 Off-the-job Training methods
• Behaviour modeling: This is an approach to improve interpersonal
skills and is also called interaction management. Trainees learn
through observation.
• Outdoor oriented programmes: Also called as wilderness or survival
training, their purpose is to develop interpersonal skills, team skills,
skills for handling conflicts, interpersonal trust building, etc. through
participation in adventure games like river rafting, rock climbing, etc.
these games challenge an individual’s potential and reinforce the
importance of working together and of succeeding as a group.
 Role Playing Exercise
• You are going to play the role of a sales
representative of a company which is manufacturing
xyz product. The company has begun to gain a good
reputation and has an established name in the
manufacturing of this product.
• You will enact the role of a salesman who talks about
himself, his accomplishments, and experiences. Your
basic belief is that customers buy from successful
salesmen.
• In the process of enacting the role, you will be visiting
four customers one after the other. You will approach
them with improvised talking points and
presentations consistent with your role.
 HPCL Example of Orientation and
Training
• Name of the Programme- ‘Samavesh’
• Trainees- Engineers as “Officer Trainees”
• Phases
• “What is HPCL?”
• “How does HPCL work?”
• “How does your SBU work?”
• Outcome- Improve employee retention and employee engagement
• Motivation- Top 10 per cent of the trainees were rewarded with laptops and
nominated for a customised program on basic general management at IIMA
 Programme Implementation Phase
• Once the learning objectives have been specified, a learning
environment designed, trainees and trainers selected, and choice of
training methods been made, the training can be conducted. While
the training is in progress, the progress of the trainees in the direction
of learning objectives should be monitored. The monitoring is usually
done through periodic skill or knowledge tests, observation, or
feedback from trainees themselves.
 Evaluation Phase
• Evaluation is the process of systematically collecting information and
using the information to determine the effects and value of a training
programme.
• Evaluation of T&D programmes should assess:
The amount of change: degree to which change has occurred in skill,
ability or job performance;
The source of change: whether the change can be attributed to a
specific T&D programme.
 Evaluation Phase
• Stages of training evaluation
Pre-training evaluation: It is useful in ensuring that trainee
expectations are aligned with the objectives of the T&D programme.
Intermediate evaluation: Evaluating the programme while it is in
progress in order to ensure that it is progressing as expected.
Post-training evaluation: Assessing the effect of training programme
after completion of the training
 Evaluation Phase
(Kirkpatrick's Four-Level Training
Evaluation Model)
• Mostly used to analyze training effectiveness.
• Criteria for training evaluation
Reactions
Learning
Behaviour
Results
Evaluation Criteria Data Collection Methods Information Obtained
Reactions Administering questionnaire at the Trainees’ degree of
end of each session or day and/or satisfaction with:
at the end of the programme. These •The trainer
questionnaire are called the •Subject matter & content
reaction form or course evaluation •Training environment
form.
Learning •Paper & pencil tests Trainees’ level of
•Performance tests understanding before and
•Simulation exercise after the training to
determine gains in
knowledge
Behaviour •Performance appraisal Rating of trainees’ before
•Observation of the trainees on the and after training to assess
job the degree to which
•Interviews with trainees and their training has changed their
managers performance
Results •Productivity data records Before and after data on
•Tracking performance measures performance criteria
such as productivity, turnover, measures
grievances, absenteeism, sales
targets, etc.
Sample Reaction Form
 ROI of Training
• This is another method to assess the value of training approach.
• ROI (Return of Investment) is the gain from training in rupee term.
• If the cost of training is high and the benefits are low, the utility of
training and ROI may be low.
 The formula to calculate ROI

Where,
Net benefits= Total benefits of training – Cost of training
Cost of training (25 participants)= 88,500
Benefit per training programme (1st year)= 230,625
Thank You