TRAINING &

DEVELOPMENT
TRAINING
 Involves a change in skills,
knowledge, attitudes & social
behavior.
Training and
Development
 Management development activities focus
on a broad range of skills, while training
programs concentrate on a limited
number of technical skills.
 A training programme for data entry
operators would help them in improving
typing skill. Management development
will emphasize on a variety of skills like
interpersonal skills and decision making.
PURPOSES
 Improved performance
 Update skills
 Avoid manual obsolesence
 Prepare for promotion and succession
 Satisfy personal growth needs
On – the – job - Training
 Job Instruction training : To
teach employees how to do
current jobs.
 Prepare the trainees by informing about the
job.
 Give essential information.
 Make the trainees try out, do their tasks.
 Placing the employees on their jobs under a
supervisor.
 Job Rotation

 Committee Assignments
 A group of employees is given an actual
organisational problem and asked to
solve.
 Coaching
 Coach acts as a model. He gives guidance.

 Apprenticeship
Off – the – job – training

 Lectures
 Simulation Exercise
 Case method
 Experiential Exercises
 Computer Modelling: Job dimensions
programmed
 Vestibule training: similar equipment
 Role play
Methods for determining
training needs.
 Observation & analysis of job
performance
 Staff conferences and
recommendations
 Analysis of job requirements
 Consideration of changes
 Surveys, reports
 Interviews
 Swot Analysis
Areas of training
 Company policies and procedures:
help new employees.
 Training in specific skills: for correct
ledger entries to clerks.
 Human relation training: teamwork.
 Problem solving training:
brainstorming
 Managerial & Supervisory: Planning,
organising, decision making.

 Apprentice training: Indian Apprentice

Act, 1961.
PSYCHOLOGICAL
PRINCIPLES OF LEARNING
 Knowledge of result (i.e. K.R.)
 Knowledge regarding one’s own
performance on any type of learning
task is an essential condiion.
 When a learner knows that a response
is correct, then the tendency of
repeating that response is
strengthened.
 K.R. can be extrinsic as well as
intrinsic.
 Example: If K.R. comes from internal
to the organism such as muscle
tensions, movement of the body etc…
intrinsic feedback.
 If K.R. may come from the actual
output… extrinsic feedback
 Distributed learning
 The task is not learned continuously
but after sufficient intervals between
practice periods.
 It has been found that most tasks can
be learned faster and with greater
economy of effort if distribution
method is followed.
 Reinforcement
 Learning that is rewarded is much more
likely to be retained.
 Propounded by Skinner in 1966, the
reinforcement shapes behavior.
 Positive feedback and reinforcement can
bring about a more permanent learning
outcome, negative feedback or harsh
criticism may be effective only as long as
some threat appears eminent.
 Primacy and recency
 Given any sequence of facts, the trainees
will tend to remember what they heard
first and last. What they heard in the
middle is generally forgotten. Therefore,
facts that are in the middle must be
emphasized and reinforced.
 Whole or part learning
 After defining training objective, the trainer
must decide whether to present the
knowledge or skill in logical, easily
acceptable parts or as a unified whole.
 Although the abilities of trainers should be
taken into consideration while making the
decision, it largely vests with the subject
matter itself.
 Transfer of training
 The amount of training that a trainee is
able to carry from training room to the
workplace depends on the following two
variables:
 Firstly, the degree of similarity between the
learning and occurrences at the workplace.
 Secondly, the case with which the trainees
can integrate the skills or knowledge to the
work environment.
 Meaningful materials
 Any training in order to be effective must
have the relevance for the trainees.
 While learning something the trainee
unconsciously evaluates whether the
information being presented to him is a
continum of the past experiences and
whether the information would be useful to
him in the immediate future.
 Multiple Sense Learning
 It has been suggested that of the
information a person takes in,
approximately 80% is obtained through
sight, 11% by hearing and 9% by other
senses combined.
 Therefore, to maximize the inputs to the
trainees, the trainer must use the maximize
senses possible.
MANAGEMENT
DEVELOPMENT
 Management development is a systematic
process of growth and development by
which employees, typically higher level
employees, develop their abilities to
manage.
 Management development is future
oriented and is concerned with education,
education refers to improve an individuals
ability to understand and interpret
knowledge.
 It is concerned with enhancing the
performance of managers by giving
them opportunities for growth and
development.
Objectives
 To study the management machinery.
 To enhance the performance of managers.
 To enable the top personnel to have an
overall view of the organisations functions
and to import skills required to effectively
co-ordinate efforts.
 To identify the employees with potential
and equip them to take up senior
managerial position.
 To increase the versatility of the
management group.
 To keep the managers informed of the
various changes and developments in
their respect fields.
 To improve logical thinking and analytical
skills
 To widen the outlook of managers
regarding their roles and responsibilities.
 To provide insights into conceptual issues
related to technical, economic and social
areas.
 To improve human relations skill.
 To stimulate creative thinking.
Process
 To review the organizational objectives
that provide a framework on the basis of
which managerial needs can be
determined.
 An evaluation of the organizations current
management resources. It is possible to
develop managerial inventory.
 It is possible to identify the skill defencies.
The subsequent step involves determining
individual.
Techniques
 On the job

 Off the job

On the job
 Coaching: It involves one manager
taking an active role in guiding another
manager. The coach gives guidance in the
form of direction, advice, criticism and
suggestion.
 Job rotation: The trainee is given the
responsibility of all the concerned duties
of the new job. Job rotation helps the
trainee to have a broader view of things
and turns specialists into generalists.
 Understudy assignment: When
potential managers are given the
opportunity to take the place of an
experienced manager, as a substitute in his
job for a certain periodical time.
 Multiple management: “Junior Board of
Executive system” these committees
analyze the actual problems, identity
alternative solutions, and decide on the
most appropriate solution. It is an
inexpensive method.
Off the job
 Incident Method: Incidents are
collected that take place in different
organizations. All the trainees in the group
study the incidents that took place in
different organizations. They make
decisions keeping the role of the person
who really tackled the incident. Later the
group members interact with each other
and after mutual discussion arrive at a
decision.