TRAINING & DEVELOPMENT

Paul Alukal
TRAINING
 Process of teaching new employees the basic skills they
need to perform the job

 Process of providing current employees with specific skills or

helping them correct deficiencies in their performances
TRAINING VS DEVELOPMENT
 Training has been referred to as teaching specific skills &
behavior

 Development is considered to be more generic than training

and more oriented to individual needs in addition to
organizational needs and often aimed at management level
employees
Learning Training Development
Dimension
Meant for Skill Development as per job Overall growth of the employees
requirement
Focus Current job Current & future jobs

Goal Fix current skill deficit Prepare for future work demands

Content Specific job-related information Conceptual & General knowledge

Time-frame Short term Long term

TYPES OF TRAINING
 Skills training – Most common in organizations. Need for
training in basic skills is identified through assessment. Specific
training objectives are set & training content is developed to
meet these objectives

 Refresher training – Rapid changes in technology may force

companies to go in for this kind of training. By organizing short-
term courses which incorporate the latest developments in a
particular field, the company can keep its employees up-to-
date & ready to take on emerging challenges

 Cross-functional training – Involves training employees to

perform operations in areas other than their assigned job. Job
rotation is one way of doing this. It helps employees to get a
better perspective of the job responsibilities in other domains
TYPES OF TRAINING
 Team training – It generally covers 2 areas: content tasks &
group processes. Content tasks specify the team’s goals
such as cost control & problem solving. Group processes
reflect the way members function as a team

 Creativity training – Some companies encourage their

employees to think out of the box, take risks & devise
unexpected solutions

 Diversity training – Considers all the diverse dimensions in

the workplace – race, gender, age, disabilities, lifestyles,
culture, education & background while designing a training
program
APPROACH TO TRAINING
 Analyze
 Determine training needs

 Design
 Develop Training Objectives

 Development
 Create the Training Plan

 Implementation
 Conduct training

 Evaluation
 Compare training outcomes against criteria
ANALYZE PHASE
 Organisational analysis – Involves a study of the entire
organization in terms of its objectives, resources, utilization of
these resources in order to achieve stated objectives

 Job/role/task analysis – Detailed examination of a job, its

components, its various operations & conditions under which it
has to be performed. Focus here is on the roles played by an
individual & the training needed to perform such roles

 Person analysis – Focus is on individual in a given job. First, we

try to find out whether performance is satisfactory & training is
required. Second, whether the employee is capable of being
trained & the specific areas in which the training is needed
DESIGN PHASE
 Training Budget
 Development Costs
 Direct Costs

 Indirect Costs

 Participant Compensation

 Evaluation Costs

 Develop Training Objectives

 Trainee Reaction Objectives
 Learning Objectives

 Transfer of Training Objectives

 Organizational Outcome Objectives

DEVELOPMENT PHASE
 Instructional Strategy
IMPLEMENTATION PHASE
 Training Methods
 Job Instruction Training (JIT)

 Mentoring

 Job rotation

 Apprenticeship training

 Off-the-job methods
JOB INSTRUCTION TRAINING (JIT)
 Four-step instructional process involving preparation,
presentation, performance tryout & follow up

 Used to teach workers how to do their current job

 The 4 steps are:

 Trainee receives overview of the job

 Trainer demonstrates the job in order to give the employee a
model to copy
 Employee is permitted to copy the trainer’s way. Demonstrations
by the trainer & practice by the trainee are repeated until trainee
masters right way to handle the job
 Finally, employee does the job independently without supervision
MENTORING
 Relationship in which senior manager in an organization
assumes responsibility for grooming a junior person

 Technical, interpersonal & business skills are conveyed

 In work situation, such mentoring can take place at both

formal & informal levels, depending on the work culture &
commitment from top management
JOB ROTATION
 Involves movement of trainee from one job to another

 Purpose of job rotation is to provide trainees with a larger

organisational perspective & greater understanding of
different functional areas

 Cross-trained personnel offer great amount of flexibility for

organisations when transfers, promotions or replacements
become inevitable
APPRENTICESHIP TRAINING
 Most craft workers are trained through formal apprenticeship
programs

 Apprentices are trainees who spend a prescribed amount of

time working with an experienced guide, coach or trainer

 Assistantships & internships are similar to apprenticeship

because they also demand high levels of participation from
the trainee
OFF-THE-JOB METHODS
 Vestibule training – Trainees learn on the actual or simulated
equipment they will use on the job but are trained off the job
(perhaps in a separate room or vestibule). Used when it is too
costly or dangerous to train employees on the job

 Self-Directed Learning – Content is pre-determined, but

trainees can learn the content at their own pace and in their
own way

 Lecture method – Traditional & direct method of instruction.

Instructor organizes the material & gives it to a group of
trainees in the form of a talk

 Conference/discussion approach – Trainer delivers a lecture &

involves the trainee in a discussion so that his/her doubts
METHODS OF EVALUATION
 Questionnaire

 Tests

 Cost benefit analysis

 Feedback
DEVELOPMENT
 Refers to learning interventions that make people better

 Executive or management development is a planned,

systematic & continuous process of learning & growth by
which managers develop their conceptual & analytical
abilities to manage

 Concerned with improving the performance of managers by

giving them stimulating opportunities for growth
METHODS/TECHNIQUES OF
MANAGEMENT DEVELOPMENT
 Decision-making skills

 In-basket
 Business Game
 Case study

 Interpersonal skills

 Role play
 Behaviour modelling

 Job knowledge

 Understudy
METHODS/TECHNIQUES OF
MANAGEMENT DEVELOPMENT
 Organisational knowledge

 Multiple Management

 General knowledge

 Special courses
 Specific readings
DECISION-MAKING SKILLS
 In-basket – Participant is given number of business papers.
The papers call for urgent actions to routine handling.
Participants are required to act after prioritizing each matter

 Case study – Method that employs simulated business

problems for trainees to solve. Individual is expected to
study the given information in the case & make decisions
based on the situation

 Business games – Simulations that represent actual business

situations. These simulations attempt to duplicate selected
factors in a specific situation, which are then manipulated by
the participants. Business games involve 2 or more
hypothetical organisations competing in a given product
market
INTERPERSONAL SKILLS
 Role play – Technique in which some problem (real or
imaginary) involving human interaction is presented & then
spontaneously acted out. Participants may assume roles of
specific organisational members & act out their roles

 Behaviour modelling – An approach that demonstrates

desired behaviour, gives trainees the chance to practice &
mimic those behaviours & receive feedback
JOB KNOWLEDGE
 Understudy – Person who is expected to assume at a future
time, the full responsibility of the position currently held by
his/her superior. This method supplies the organisation a
person with as much competence as the superior to fill
his/her post which may fall vacant because of promotion,
retirement or transfer
ORGANISATIONAL KNOWLEDGE
 Multiple management – System in which permanent advisory
committee of managers study problems of the company &
make recommendations to higher management. It is also
called Junior board of executives. These committees discuss
the actual problems & different alternative solutions after
which the decisions are taken
GENERAL KNOWLEDGE
 Special courses – Workshops or executive development
programs organized by the institutes, universities & colleges
help the participants acquire general knowledge

 Specific readings – Specific articles published by various

journals, specific portions of important books are provided to
improve general knowledge