Final Term Topic 2

Training and Development

Course outline syllabus:
1. Training and Developing Employees
2. Types of Training
3. Other Methods
4. Simulations
5. ADDIE Model
6. Management Development Programs
7. Evaluating Training Programs
Training means giving new or current employees the skills that they
need to perform their jobs, such as showing new salespeople how to
sell your product. Training might involve having the current jobholder
explain the job to the new hire
Training is important. If even high-potential employees don’t know what to do and how to
do it, they will improvise or do nothing useful at all.

Important though it is, training can’t work miracles

 Important Considerations
Things to
consider

Negligent Aligning
Law
Training strategy
The law asks the employer avoid Aligning strategy with training is vital in HRM
discriminatory actions in all aspects of its negligent training A as it ensures employees develop the skills
human resource management process,
and that applies to selecting which
situation where an needed to meet organizational goals. It
employer fails to bridges gaps between current capabilities and
employees to train. Employers face much future demands, boosts productivity, and
the same consequences for discriminating train adequately, and fosters a culture of continuous improvement.
against protected individuals when
selecting candidates for training programs
the employee This alignment drives employee engagement,
subsequently harms supports business growth, and ensures the
as they would in selecting candidates for workforce is prepared for strategic challenges.
jobs, or for promotion or other related a third party.
decisions
(ADDIE) training process
Develop the course
(actually
Analyze the training Design the overall
assembling/creating
need. training program.
the training
materials).

Implement training, by
actually training the
Evaluate the
targeted employee
course’s
group using methods
effectiveness
such as on-the-job or
online training.
Types of Training – Number 1 – On the Job
On-the-job training occurs when employees learn by performing their actual work tasks
under supervision. It’s one of the most practical and direct ways to transfer skills and
knowledge.
Examples: Restaurant part time workers washing, coffee-making techniques during
working hours or a software developer coding under a mentor’s guidance.

Pros-Cost-effective, tailored to specific job Cons-May disrupt regular workflows, quality

requirements, promotes real-time problem- depends on the trainer, and risky in high-
solving, and minimizes downtime. stakes environments.

Best time to use: When employees need to Not a option to use: In high-risk roles (e.g.,
quickly learn job-specific skills in a real- surgery, aviation) or when proper
world setting. supervision isn’t available.
Types of Training – Number 2 – Apprentice Training
Apprentice training Apprenticeship blends structured classroom instruction with hands-on
job training over a defined period.
Examples: Programs for electricians, carpenters, or chefs. In some big companies or
corporates accounting , IT specific departments may have such internships or apprentice
programs.

Pros- Builds deep expertise, often leads to Cons- Time-consuming, resource-intensive,

certification, and enhances employability. and requires strong mentorship.

Best time to use: For skill-based professions Not a option to use: When fast onboarding
requiring certification or mastery over time. or immediate workforce deployment is
required.
Types of Training – Number 3 – Informal Training
Informal training Unstructured, on-the-go learning through observation, interaction, or trial
and error.
Examples: Learning office procedures by shadowing a colleague. A junior project tem
member may do rotation wise informal training with each individual who are maintaining
a specific project management software

Pros- Flexible, low-cost, and often quicker Cons- Lacks consistency, effectiveness
than formal methods. Employers can have it depends on individual initiative.
whenever they feel the need

Best time to use: For supplementing formal Avoid: When standardization and
training or soft skill development. When you consistency are essential.
have fund crisis of organizing big formal
trainings.
Types of Training – Number 4 – Job Instruction Training
Job Instruction Training Job Instruction Training (JIT) is a systematic method where tasks are
broken down into steps and taught in sequence. This method ensures clarity and consistency
in learning. It covers listing steps in documents
Examples: Teaching assembly line workers to operate machinery or training a clerk to
handle billing software.
Pros- Clear, easy-to-follow instructions Cons- Time-consuming, requires skilled
ensure consistency and reduce errors. It trainers, and focuses narrowly on specific
builds confidence and enhances productivity tasks, limiting broader learning.
as employees understand their tasks
thoroughly.
Best time to use: Best Time to Use: For
repetitive, process-driven tasks where Avoid: When creative problem-solving or
accuracy is critical. broader skillsets are needed.
Types of Training – Number 5 – Lectures
Lectures: Lectures involve one-way communication where an expert imparts knowledge to an
audience. They are widely used in corporate training for foundational learning.
Examples: A workshop on leadership skills or a seminar on compliance laws.

Pros- Cost-effective for large audiences, Cons- Passive learning, limited engagement,
suitable for delivering foundational and lacks customization to individual needs..
knowledge, and easily scalable.

Best time to use: For theoretical knowledge,

introducing concepts, or orienting Avoid: When interactive learning or skill
employees on new policies application is necessary.
Types of Training – Number 6 – programmed Training
Programmed Training: Programmed training provides step-by-step learning through pre-
designed materials or software, often self-paced. learning.

programmed learning is a step-by-step, self-learning method that consists of three parts:

1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what to do next

Generally, programmed learning presents facts and follow-up questions frame by frame.
What the next question is often depends on how the learner answers the previous
question. The built-in feedback from the answers provides reinforcement
Types of Training – Number 6 – programmed Training
Programmed learning reduces training time. It also facilitates learning by letting trainees learn at their own pace, get
immediate feedback, and reduce their risk of error.

Some argue that trainees do not learn much more from programmed learning than from a textbook. Yet studies generally
support programmed learning’s effectiveness.

In addition to the usual programmed learning, computerized intelligent tutoring systems learn what questions and
approaches worked and did not work for the learner, and then adjust the instructional sequence to the trainee’s unique
needs.

Cons- Lacks personal interaction, may not cater to diverse learning styles, and requires self-
discipline.

Best time to use: For standard, repeatable Avoid: When personalized coaching or
knowledge like compliance, customer complex skills are needed
service related company policy procedural
queries training.
Types of Training – Number 7 – Behavioral modeling
behavior modeling involves
(1) showing trainees the right (or “model”) way of doing something,
(2) Letting trainees practice that way, and then
(3) Giving feedback on the trainees’ performance. Behavior modeling is one of the most
widely used, well-researched, and highly regarded
Steps of the Modeling are:
First, trainees watch live or video examples showing models behaving effectively in a problem situation.
Thus, the video might show a supervisor effectively disciplining a subordinate, if teaching “how to discipline”
is the aim of the training program.

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 4. Transfer of training. Finally, trainees are
reinforcement in the form of praise and encouraged to apply their new skills when
constructive feedback. they are back on their jobs
Types of Training – Number 7 – Behavioral modeling
Example: Watching a manager handle a conflict and practicing the same techniques in role-
play scenarios.

Pros: Highly effective for soft skills, promotes active learning, and builds confidence through
practice.

Cons- Time-intensive, relies on skilled demonstrators, and may not work well for technical
skills..

Best Time to Use: For interpersonal skills, leadership training, or customer service.
Avoid: For technical or theory-based learning.
Types of Training – Number 8 – Audio Visual Training
Audio Visual training: Uses multimedia tools like videos, slideshows, or animations to teach
concepts or skills

Examples: Safety training videos or animations explaining complex machinery operations.

Pros- Visually engaging, scalable, and Cons- Production can be expensive, lacks
effective for complex topics. interactivity, and effectiveness depends on
quality.

Best time to use: For visually rich or complex Avoid: When hands-on practice or live
subjects like safety protocols. interaction is needed.
 Types of Training – Number 9 – Vestibule Training
Vestibule Training With vestibule training, trainees learn on the actual or simulated
equipment but are trained off the job (perhaps in a separate room or vestibule). Vestibule
training is necessary when it’s too costly or dangerous to train employees on the job. Putting
new assembly-line workers right to work could slow production. Training occurs in a simulated
work environment that replicates actual job conditions.

Examples: Flight simulators for pilots or a mock assembly line for factory workers..

Pros- Provides hands-on experience in a risk- Cons- Expensive to set up and maintain,
free setting, prepares employees for high- time-intensive.
stakes roles.

Best Time to Use: For roles requiring technical expertise or high-risk activities.
Avoid: For jobs with minimal risks or simpler skills.
Types of Training – Number 10 – Electronic performance support system
Electronic performance support systems (EPSS) are computerized tools and displays that
automate training, documentation, and phone support. When you call a bank or telecom, he
or she is probably asking questions prompted by an IVR; it takes you both, step by step,
through an analytical sequence. Without the IVR, they would have to train its service reps to
memorize an unrealistically large number of solutions

Performance support systems are modern job aids. Job aids are sets of instructions, diagrams, or similar
methods available at the job site to guide the worker. Job aids work particularly well on complex jobs that
require multiple steps, or where it’s dangerous to forget a step. For example, airline pilots use job aids (a
checklist of things to do prior to takeoff).

Digital tools offer on-demand guidance and resources to employees as they perform tasks.
Examples: Embedded help in software applications or online manuals.

Pros: Accessible, reduces downtime, and enhances Best Time to Use: For quick, task-specific guidance or
productivity. complex systems.
Cons: Limited depth, over-reliance on technology can Avoid: When foundational understanding or theory is
hinder problem-solving skills required.
Types of Training – Number 11 – Videoconferencing
Videoconferencing: Training delivered through live video sessions connecting trainers and
participants remotely.

Examples: Virtual leadership workshops or global onboarding sessions.

Pros- Real-time interaction, cost-effective for Cons- Technical issues, less effective for
remote teams, flexible scheduling. hands-on skills, and limited engagement.
Best time to use: For remote teams or Avoid: When in-person interaction or
geographically dispersed employees. physical practice is essential.

All these technology based trainings are the modern and recent form of training.
Types of Training – Number 13 – Computer Based Training
Computer-based training refers to training methods that use interactive computer based systems to
increase knowledge or skills. Computer-based training is increasingly realistic. For example, 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. In training a physician, for
instance, such a system lets a medical student take a hypothetical patient’s medical history, conduct an
examination, and analyze lab tests. The student can then interpret the sounds and draw conclusions
for a diagnosis. Virtual reality training takes this realism a step further, by putting trainees into a
simulated environment.

Learning via digital platforms with self-paced modules or interactive tools.

Examples: E-learning courses on software or soft skills.

Pros: Scalable, cost-effective, and tracks learner Best Time to Use: For standardized or company-
progress. wide training needs.
Cons: Requires self-discipline, lacks personal Avoid: When training requires personalized
interaction, and may not suit all learning styles. feedback or team collaboration.
Types of Training – Number 14 – Simulated learning and Gaming
“Simulated learning” means different things to different people. A survey asked training
professionals what experiences qualified as simulated learning experiences. Virtual reality
puts the trainee in an artificial three-dimensional environment that simulates events and
situations experienced on the job. Employers also increasingly use computerized simulations
(sometimes called interactive learning) to inject realism into their training.
Training simulations are expensive to create, but for large companies the cost per employee is usually
reasonable. In general, interactive and simulated technologies reduce learning time by an average of 50%.
Other advantages include mastery of learning (if the trainee doesn’t learn it, he or she generally can’t move
on to the next step), increased retention, and increased trainee motivation (resulting from responsive
feedback).

Pros: Engaging, builds practical skills, and promotes teamwork.

Cons: High setup costs, requires skilled facilitators.
Best Time to Use: For leadership, strategy, or decision-making training.
Avoid: When budgets or timelines are constrained.
Types of Training – Number 15 – Lifelong Literacy Training
Lifelong learning means providing employees with continuing learning experiences over their
tenure with the firm, with the aim of ensuring they have the opportunity to learn the skills
they need to do their jobs and to expand their horizons. Lifelong learning may thus range
from basic remedial skills

Continuous skill-building to help employees adapt to evolving workplace demands.

Examples: Courses on AI, advanced Excel, or communication skills.
Provides employees with continuing learning experiences over their tenure with the firm,
with the aims of ensuring they have the opportunity to learn the skills they need to do
their jobs and to expand their occupational horizons.
Pros: Future-proofs workforce, encourages Best Time to Use: During industry
personal growth. transitions or skill upgrades.
Cons: Requires ongoing investment, may not Avoid: For short-term, task-specific needs.
yield immediate results.
Types of Training – Number 16 – team Training
Team training focused on technical, interpersonal, and team management issues. In terms of technical
training, for instance, management encouraged team employees to learn each other’s jobs, to
encourage flexible team assignments. Cross training means training employees to do different tasks or
jobs than their own; doing so facilitates flexibility and job rotation, as when you expect team members
to occasionally share jobs. Interpersonal problems often undermine teamwork. such as in listening,
handling conflict, and negotiating. Effective teams also require team management skills, for instance,
in problem-solving, meetings management, consensus decision making, and team leadership, and the
teams received such training as well.

Examples: Workshops on conflict resolution or team-building exercises.

Pros- Builds trust, enhances teamwork, and Cons- Time-consuming, can neglect
improves group dynamics. individual skill gaps.

Best time to use: For project-based or Avoid: For jobs requiring primarily individual
collaborative roles. contributions.
Management Development programs
Management development is any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or increasing skills. It thus includes in-house
programs like courses, coaching, and rotational assignments;
Strategy’s role Some management development programs are company-wide and involve all or most
new (or potential) managers. And it should included in their strategy
How to implement

Succession planning involves developing workforce plans for the company’s management development. Any
Succession planning attempt to improve current or future management performance by imparting knowledge, changing attitudes, or
increasing skills. it is the ongoing process of systematically identifying, assessing, and developing organizational
leadership to enhance performance
Improving performance
through HRIS Candidate assessment: Some high-potential managers fail in their jobs, while some apparently low-potential
managers excel.
Candidate assessment
Job rotation means moving managers from department to department to broaden their understanding of the
business and to test their abilities. The trainee may be a recent college graduate, or a senior manager being
Managerial on the job groomed for further promotio
training and rotation

Off the job

On the job programs
There are also many off-the-job techniques for training and developing managers. As most
everyone knows, the case study method has trainees solve realistic problems after studying
written or video case descriptions. The person then analyzes the case, diagnoses the
problem, and presents his or her findings and solutions in a discussion with other trainees
Computerized management games enable trainees to learn by making realistic decisions in
simulated situations. For example, Interpret is a team exercise that “explores team communication,
the management of information and the planning and implementation of a strategy. It raises
management trainees’ communication skills, helps them to better manage the information flow
between individuals and the team, and improves planning and problem-solving skills. Gamification
of such training also reportedly improves learning, engagement, and morale and is fairly
easy to achieve. For instance, inject point systems, badges, and leaderboards into the
training. Outside deminars Numerous companies and universities offer Web-based and
traditional classroom management development seminars and conferences.
On the job programs
Outside Seminars: Numerous companies and universities offer Web-based and traditional
classroom management development seminars and conferences.
University related programs: Many universities provide executive education and continuing
education programs in leadership, supervision, and the like. These can range from 1- to 4-
day programs to executive development programs lasting 1 to 4 months

role-playing The aim of role-playing is to create a realistic situation and then have the
trainees assume the parts (or roles) of specific persons in that situation.
Corporate Universities Many firms, particularly larger ones, establish in-house
development centers (often called corporate universities). Employers may collaborate with
academic institutions, and with training and development program providers and Web-
based educational portals, to create packages of programs and materials for their centers.
The best corporate universities (1) actively align offerings with corporate goals, (2) focus on
developing skills that support business needs, (3) evaluate learning and performance, (4)
use technology to support learning, and (5) partner with academia
On the job programs
executive coach An outside consultant who questions the executive’s associates in order to
identify the executive’s strengths and weaknesses, and then counsels the executive so he or
she can capitalize on those strengths and overcome the weaknesses

role-playing The aim of role-playing is to create a realistic situation and then have the
trainees assume the parts (or roles) of specific persons in that situation.

Corporate Universities Many firms, particularly larger ones, establish in-house

development centers (often called corporate universities). Employers may collaborate with
academic institutions, and with training and development program providers and Web-
based educational portals, to create packages of programs and materials for their centers.
The best corporate universities (1) actively align offerings with corporate goals, (2) focus on
developing skills that support business needs, (3) evaluate learning and performance, (4)
use technology to support learning, and (5) partner with academia
Evaluation of training programs
A controlled experiment uses a training group and a control group that receives no training.
Data (for instance, on quantity of sales or quality of service) are obtained both before and
after one group is exposed to training and before and after a corresponding period in the
control group. This makes it easier to determine the extent to which any change in the
training group’s performance resulted from the training, rather than from some
organization wide change like a raise in pay.
Evaluation of training programs
The manager can measure four basic categories of training outcomes or effects:

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?
5. 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 these is straightforward
Thank You and Questions