Training & Development

Source : Chapter 12: Employee training, Personnel

management by C.B.Mamoria
TRAINING
 A learning experience in that it seeks a relatively
permanent change in an individual that will improve his/
her ability to perform on the job. It involves changing of
 Skills
 Attitude
 Knowledge
 A process of learning a sequence of programmed behaviour
 Training gives people an awareness of the rules and
procedures to guide their behaviour
 An attempt to improve performance of the current job or to
prepare for an intended job
Development
 A related process
 Aims not only to improve performance but also tries to
bring about growth of personality, help in attaining
maturity and actualisation of potential capacities
 Intended to equip persons to earn promotion and hold
greater responsibility
 Can also be termed as training a person for a bigger &
higher job
Education
 Understanding an interpretation of knowledge
 No definitive answers, rather develops a logical and
rational mind that can determine the relationships among
pertinent variables and thereby understand the phenomena
Difference between training and
development

TRAINING DEVELOPMENT
 Non managerial personnel  Managerial personnel
 Technical and mechanical  Theoretical, conceptual
operations ideas
 Specific job related  General knowledge
purpose
 Short term  Long term
Why training?
 To increase productivity
 Most evident on new employees
 Improve quality
 Better informed workers make fewer mistakes
 Help a company fulfill its future personnel needs
 Internal sources are fully tapped
 Improve organizational climate
 A chain reaction of training leading to productivity and quality improvement,
better financial incentives
 Improve health and safety
 Improving employee performance
 Updating employee skills
 Preparing for promotion
 Obsolescence prevention
 Retaining and motivation
 Personal growth
 Responsible for Training
 Top Mgmt – Frames the Trg policy
 HT Dept – plans, establishes and
evaluates
 Supervisors – implement and apply
development procedure
 Employees – provide feedback,
revision and suggestions
How to create desire for training?
 Programmes involving behavioral change which
employees think as useful in personal life also
 Awareness about better ways of performing (more
productive / satisfactory ways) and gain experience
 Forced demands from supervisors or higher authorities
Principles / concepts of training
1) Training tends to be most responsive when trainees feel
the need to learn
2) Learning is more effective when reinforcement given
inform of rewards and punishments
3) In the long run awards are better than punishments when
behavioral change is desired
4) Rewards are better when immediate results after training
are expected
5) Reinforcement has a positive correlation with size of
reward
6) Negative reinforcement may have a disruptive effect
Principles / concepts of training (contd..)
7) Participation and discussion are a must when a trainee is
expected to change attitudes, values and social beliefs
8) Feedback to the trainee on how he is performing after
training is important
9) Practice makes perfect. New skills & behavioral norms
are facilitated through practice and repetition
10) Meaningful training material through which the trainee
understands the general principles is better than asking
them to memorize few isolated steps
Learning theories
 Training causes learning, a process which takes place
within the trainee
 The 2 learning theories are

1) Connectionist theory
1) Believes in stimulus-response approach
2) Cognitive theory
1) All learning leads towards a goal
Learning curves

 Time taken per trail or errors per trail are used as measures to
gauge the success of a training program
 Plotting time in X axis and the performance after training in
Y axis
Learning curves
 Varies from person to person
 The common elements of a learning curve are
1. Initial steep rise
2. Tendency to rise less and less rapidly in second phase
3. Leveling off at a certain time
4. Ups and downs on day to day basis
5. Some times plateaus
Steps in a training process
1) Discovering or identifying training needs
2) Getting ready for the job
3) Preparation of the learner
4) presentation of the operations and knowledge
5) Performance tryout
6) Follow up and evaluation of the programme
STEP 1: Discovering / Identifying training
needs
Task description analysis
1) List duties and responsibilities using JD as a guide
2) List standards of work performance on the job
Determine training needs
3) Compare actual performance against standards
4) Determine which parts of job are giving trouble to
employee
5) Determine what kind of training is needed
Tools to assist in determining training needs
 Identifying specific problems
 Anticipating impending and future problems
 Management requests
 Interviewing and observing personnel on the job
 Performance appraisal
 Questionnaire
 Check list
 Moral and attitude surveys
STEP 2: Getting ready for the job
 Decide who is to be trained
 Trainer has to prepare himself
 Decide on
 Support material
 Training period
 Training for different employees
 Training methods
STEP 3: Preparation of the learner
 Put the learner at ease
 State the importance and ingredients of the job and its
relationship with the work flow
 Explain why he is being taught
 Create interest and try to know the trainees knowledge on
the job to be trained
 Place the learner close to his normal working position
 Familiarize with training material, equipment tools and
trade terms
STEP 4: Presentation and operations
knowledge
 Trainer should clearly tell, show , illustrate and question
in order to put the knowledge across
 Learner should be told of the sequence of job, why each
step is important
 Clear instructions with emphasis on key points
 Audio visual aids
 Encourage questions
STEP 5: Performance tryout
 Trainee asked to perform the job several times slowly while
explaining each step
 Mistakes are corrected
 Gradual building up of speed and skills
 Once a satisfactory level is achieved trainee is put on his own but not
abandoned
 Effectiveness of the training program is checked
 Written / oral tests
 Observation
 Finding out individual / groups reaction to training while training is
going on
 Interviews
 Questionnaires
 Opinion of top management on after training performance
 Results comparison in terms of productivity, quality of work
STEP 6: Follow up
 Putting trainee on his own
 Checking frequently to see if he has followed instructions
 Tapering off excess supervision and close follow-up until
trainee is qualified to work under normal supervision
TRAINING METHODS /
TECHNIQUES
Classification of training methods
1) On the job
2) Vestibule
3) Demonstration and examples
4) Simulation
5) Apprenticeship
6) Classroom methods
 Lectures
 Conference
 Case study
 Role play
 Programmed instruction
7) Other training methods
1) Associations
2) Audiovisual aids
On the job training (OJT)
 Most commonly used
 Trainees earn as they learn under the watchful eyes of a
master mechanic or craftsmen, receive immediate
feedback, practice in the actual work environment and
associate with the same people they are will work with
after training
 Primarily concerned with developing and employee’s
repertoire of skills and habits consistent with the existing
practices of an organization and with orienting him to his
immediate problems
On the job training (OJT) (contd..)
 OJT mostly used for unskilled and semi skilled jobs
 Learning by doing : personal observation and practice
 Difficult to simulate jobs and jobs which can be learnt by
watching and doing
 Variety of OJT methods. They are
 Understudy
 Job rotation
 Special assignments or committees
 Understudy
 Also known as internship or apprenticeship
 Employee trained by immediate superior
 Internship is generally for managerial position
 Apprenticeship is used to impart skills requiring long periods of
practice as in crafts and technical fields
 Job rotation
 Management trainee is moved from one job to other job at
certain intervals
 The jobs vary in content
 Over all exposure to company
 Special assignments / committees
 For lower level executives
 Provides first hand experience of actual problems
 Various department executives working as a committee or a
board need to analyze practical problems and recommend
solutions to top management
Merits of On the job training (OJT)
 Trainee learns the actual equipment in use and in the true
environment
 Gets a feel of the actual production conditions and
requirements
 Makes transfer from training center or school to production
floor much easy
 Highly economical as no additional personnel or facilities
required for training
 Trainee learns the rules, regulations and procedures by
observing day to day applications
 Suitable alternative when the no of jobs is equal to the no of
people in the organization
 Most appropriate for teaching the knowledge and ksills which
can be acquired in a short period
Demerits of On the job training (OJT)
 Instructions are highly disorganized and haphazard
 Not properly supervised as the skilled employee cannot
devote time
 Breakdown of the job because of instructions
 Noisy distractions
Job Instruction Training (JIT)
 Similar to OJT
 Requires skilled trainers
 Known as training through step by step learning
 Need for extensive job analysis, training schedules and
prior assessment of trainee’s job knowledge
 Trainee put into actual work site by trainer and shown
how the work is done step by step and trainee has to try
out and errors are corrected
 Demerit: interfere with production and quality
Vestibule training
 Used for semi skilled workers
 Attempts to duplicate on the job situations in a classroom
 Classroom has equipments and machines which are
identical to the place of work. Trainee can concentrate on
learning the new skill rather than performing an actual job
 Once theory is completed in classroom practical work will
be carried out in production line
Vestibule training (contd..)
 Merits
 Minimal distractions
 Trained instructor can be effectively used
 Correct methods can be taught
 Trainee don’t have to fear supervisor’s wrath and other persons
ridicule
 Demerits
 Splitting of responsibilities leads to organizational problems
 Additional investments in equipment
 Artificial training situation
Demonstration and examples
 Trainer describes and displays something as when he
teaches how to do something by actually performing the
activity himself and by going through a step by step
explanation of why and what he is doing
 Effective method as showing how to do a job is better
than asking a person to go through manuals
 Can be used in conjecture with lectures, pictures, text
material etc..
 Not useful for managerial jobs
Simulation
 Trying to duplicate the actual conditions encountered in a
job as nearly as possible
 Vestibule training is an example
 Best used in aeronautical industry
 Trainee shows interest and motivation as the actions of
trainee closely duplicate real job conditions
 Used where an error in actual job can cause injury,
destruction of valuable material and resources
 Generally expensive
Apprenticeship
 Used for jobs like machinist, draughtsman, mechanic,
carpenters etc
 Major part of time is spent on the job productive work
 Each apprentice is given a programme of assignments
according to a pre determined schedule
 Merits
 Skilled work force is maintained
 Immediate returns from training
 Better workmanship
 Lower hiring costs and reduced turnover
In basket technique
 It provides trainees with a log of written text or
information and requests, such as memos, messages, and
reports, which would be handled by manger, engineer,
reporting officer, or administrator
Procedure of the In basket Technique
 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.
After all the trainees complete in-basket, a discussion with the
trainer takes place.
In this discussion the trainee describes the justification for the
decisions.
The trainer then provides feedback, reinforcing decisions
made suitably or encouraging the trainee to increase
alternatives for those made unsuitably.
Classroom or Off the job methods
 Lectures
 Conferences
 Group discussions
 Case studies
 Role play
 Programme instruction
 T-Group training
Role play
 Definition : a method of human interaction which involves
realistic behavior in the imaginary situations
 Demonstrates the gap between thinking and doing
 Trainees are given a role as in a stage play
 They are given a situation but no lines are given to act out
 Trainees now have to do a preliminary planning and act
out the play
 Primarily hiring, firing, grievance procedure type of roles
played
Merits of role play
 Learning by doing is emphasized
 More stress on human sensitivity and interactions
 Knowledge of results is immediate
 High level of trainee interest and involvement
 Useful when simulating on the job ocnditions in
classroom
 Brings on desired changes in behavior and attitudes
Evaluation of training
 Objective : to determine the ability of the participant to
perform the jobs for which they have been trained
 Methods
 Questionnaires or structured interviews
 Use of experimental and control groups
 Longitudinal or time series analysis
 Pre and post training tests