TRAINING AND

DEVELOPMENT
BY: DR. A.M. HYDE
- TRAINING IS THE PROCESS OF INCR-
EASING THE KNOWLEDGE & SKILLS
FOR DOING A PARTICULAR JOB.
- IT IS AN ORGANISED PROCEDURE
BY WHICH PEOPLE LEARN KNOWLED-
GE AND SKILL FOR A DEFINITE
PURPOSE.
- TRG. IS A SHORT TERM PROCESS
UTILISING A SYSTEMATIC AND ORGA-
NISED PROCEDURE BY WHICH NON
MANAGERIAL PERSONNEL LEARN
TECHNICAL KNOWLEDGE & SKILLS
FOR A DEFINITE PURPOSE.
DEVELOPMENT- DEVELOPMENT IS A
LONG TERM EDUCATION PROCESS
UTILISING A SYSTEMATIC & ORGAN-
ISED PROCEDURE BY WHICH MANA-
GERIAL PERSONNEL LEARN CONC-
EPTUAL AND THEORETICAL KNOW-
LEDGE FOR GENERAL PURPOSE.
NEED FOR TRAINING
1. JOB REQUIREMENTS
2. TECHNOLOGICAL CHANGES
3. INTERNAL MOBILITY
4. ORGANISATIONAL VIABILITY
 IMPORTANCE OF TRAINING
1. HIGHER PRODUCTIVITY
2. BETTER QUALITY OF WORK
3. LESS LEARNING PERIOD
4. COST REDUCTION
5. REDUCED SUPERVISION
6. LOW ACCIDENT RATE
7. HIGH MORALE
8. PERSONAL GROWTH
9. ORGANISATIONAL CLIMATE
 TYPES OF TRAINING
1. ORIENTATION TRAINING
2. JOB TRAINING
3. SAFETY TRAINING
4. PROMOTIONAL TRAINING
5. REFRESHER TRAINING
6. REMEDIAL TRAINING
 METHODS OF TRAINING
1. OJT- TRAINEE IS PLACED ON A
REGULAR JOB AND TAUGHT SKILLS
NECESSARY TO PERFORM IT.
-TRAINEE LEARNS UNDER GUIDANCE
AND SUPERVISION OF SUPERIOR.
MERITS- TRAINEE LEARNS ON THE
ACTUAL MACHINE IN USE AND IN
REAL ENVIRONMENT OF THE JOB.
- METHOD IS ECONOMICAL.
- TRAINEE LEARNS RULES,REGULA-
TIONS BY OBSERVING THEIR DAY TO
DAY APPLICATIONS.
- LINE SUPERVISORS TAKE AN ACTIVE
PART IN TRG. THEIR SUBORDINATES.
DEMERITS- LEARNER FINDS IT DIFFI-
CULT TO CONCENTRATE DUE TO
NOISE OF THE WORKPLACE.
- METHOD IS OFTEN HAPHAZARD.
- TRAINEE MAY CAUSE DAMAGE TO
COSTLY EQUIPMENT AND MATERIAL.
2. OFF-THE-JOB TRAINING
- TRAINEE LEARNS OUTSIDE THE
JOB AND DEVOTES WHOLE TIME
IN LEARNING.
a. VESTIBULE TRAINING- A TRAINING
CENTRE IS SET UP AND ACTUAL JOB
CONDITIONS R DUPLICATED.
- EXPERT TRAINERS ARE EMPLOYED
TO PROVIDE TRG. WITH THE HELP
OF EQUIPMENT,MACHINES WHICH
IDENTICAL WITH THOSE IN USE AT
THE WORKPLACE.
MERITS- TRAINEE CONCENTRATES
ON LEARNING WITHOUT DISTURBAN-
CE OF WORKPLACE NOISE.
- INTEREST AND MOTIVATION OF THE
TRAINEE R HIGH.
-METHOD IS ESSENTIAL IN CASES
WHERE OJT MIGHT RESULT IN A
SERIOUS INJURY,A COSTLY EVENT,
OR DESTRUCTION OF VALUABLE
EQUIPMENT AND MATERIAL.
- CORRECT METHOD CAN B TAUGHT
EFFECTIVELY BY THE TRAINED
INSTRUCTOR WHO KNOW HOW TO
TEACH.
- IT PERMITS TRAINEE TO PRACTICE
WITHOUT FEAR OF BEING OBSERVED
AND DESCRIBED BY THE SUPERIOR.
-EFFICIENT METHOD OF TRG. LARGE
NO. OF EMPLOYEES OF THE SAME
KIND OF WORK AT THE SAME TIME.
DEMERITS- MOST EXPENSIVE.
- TRAINEE DOES NOT GET A FEEL OF
REAL JOB.
- SEPARATION OF TRG. FROM SUP-
ERVISORY RESPONSIBILITIES MAY
 LEAD TO PROBLEMS IN ORGN.
b. APPRENTICESHIP- THEORETICAL
INSTRUCTION AND PRACTICAL LEAR-
NING R PROVIDED TO TRAINEES IN
TRG. INSTITUTES.
MERITS- BOTH THEORY,PRACTICE.
- TRAINEE ACQUIRES SKILLS WHICH
R VALUABLE IN JOB MARKET.
- SKILLED WORKFORCE READY.
DEMERITS-TIME CONSUMING.
- EXPENSIVE METHOD.
METHODS OF DEVELOPMENT
1. COACHING
- SUPERIOR GUIDES AND INSTRUCTS
TRAINEE AS A COACH.
- COACH SETS MUTUALLY AGREED
UPON GOALS,SUGGESTS HOW TO
ACHIEVE THESE GOALS.
-PERIODICALLY REVIEWS TRAINEE’S
 PROGRESS AND SUGGESTS CHANGE
REQUIRED IN BEHAVIOUR,PERFOR-
MANCE.
MERITS- LEARNING BY DOING.
- EVERY EXECUTIVE CAN COACH HIS
SUBORDINATE EVEN IF NO
EXECUTIVE DEV. PROGRAM EXISTS.
- PERIODIC FEEDBACK AND EVALUA-
TION ARE A PART OF COACHING.
-USEFUL FOR ORIENTATION OF NEW
EXECUTIVES AND FOR DEVELOPING
OPERATIVE SKILLS.
- INVOLVES CLOSE INTERACTIONS
B/W TRAINEE AND HIS BOSS.
DEMERITS- IT REQUIRES THAT THE
SUPERIOR IS A GOOD TEACHER.
- TRG. ATMOSPHERE IS NOT FREE
FROM WORRIES OF DAILY ROUTINE.
- TRAINEE MAY NOT GET SUFFICIENT
TIME TO MAKE MISTAKES AND
LEARN FROM EXPERIENCE.
2. UNDERSTUDY
- A FULLY TRAINED PERSON BECOME
AVAILABLE TO REPLACE A MANAGER
DURING HIS LONG ABSENCE/ILLNESS
ON HIS RETIREMENT,TRANSFER,PRO-
MOTION OR DEATH.
- SUPERIOR ALLOWS JUNIOR TO
PARTICIPATE IN DECISION MAKING.
-JUNIOR IS ASSIGNED TASKS.
MERITS- TRAINEE RECEIVES CONTI-
 OUS GUIDANCE FROM SENIOR.
- PRACTICAL AND TIME SAVING.
- TRAINEE TAKES INTEREST AND
SHARES SUPERIOR’S WORKLOAD.
- JUNIOR AND SENIOR COME
CLOSER TO EACH OTHER.
- IT ENSURES CONTINUITY OF MGMT
WHEN SUPERIOR LEAVES HIS
POSITION.
DEMERITS- IT PERPETUTES EXISTING
MANAGERIAL PRACTICES.
- ONE EMPLOYEE IS IDENTIFIED IN
ADVANCE, OTHERS R AFFECTED.
- SUBORDINATE MAY IGNORE AND
TREAT HIM AS INTRUDER WITHOUT
CLEAR AUTHORITY AND RESPONSI-
BILITY.
3. POSITION ROTATION- IT INVOLVES
TRANSFER OF EXECUTIVES FROM
ONE POSITION TO ANOTHER ON SOME
PLANNED BASIS.
- AIM IS TO BROADEN KNOWLEDGE,
SKILLS AND OUTLOOK OF EXECUTIVE.
MERITS- IT HELPS TO REDUCE MONO-
TONY AND BOREDOM BY PROVIDING
VARIETY OF WORK.
- IT FACILITATES INTERDEPARTMEN-
TAL COOPERATION AND COORDINA-
TION.
- IT INFUSES NEW CONCEPTS AND
IDEAS INTO ELDER PERSONNEL.
- EXECUTIVES GET A CHANCE TO
MOVE UP TO HIGHER POSITION BY
DEVELOPING THEM INTO
GENERALISTS.
- BEST UTILISATION CAN B MADE OF
EACH EXECUTIVE’S SKILLS.
DEMERITS- IT MAY CAUSE DISTUR-
BANCE IN ESTABLISHED OPERATIONS
- TRAINEE EXECUTIVE MAY FIND IT
DIFFICULT TO ADJUST HIMSELF TO
FREQUENT MOVES.
- NEW INCUMBENT MAY INTRODUCE
ILLCONCEIVED AND HASTY INNOVAT-
IONS CAUSING TO ORGN.
- IT MAY CAUSE JEALOUSLY,FRICTION
DUE TO GAME OF MUSICAL CHAIRS.
4.PROJECT ASSIGNMENT
-A NO. OF TRAINEE EXECUTIVES ARE
PUT TOGETHER TO WORK ON A PRO-
JECT DIRECTLY RELATED TO THEIR
FUNCTIONAL AREA.
- THE GROUP WILL STUDY PROBLEM
AND FIND APPROPRIATE SOLUTIONS.
- PARTICIPANTS INTERCHANGE
THEIR IDEAS AND EXPERIENCES.
5. SELECTIVE READINGS
- BY READING SELECTED PROFESS-
IONAL BOOKS,JOURNALS MANAGERS
CAN KEEP IN TOUCH WITH LATEST
RESEARCH FINDINGS.
- THIS HELPS TO AVOID MANAGERIAL
OBSOLESCENCE.
- IT HELPS IN INDIVIDUAL DEVELOP.
6. CASE STUDY
- A REAL/ HYPOTHETICAL BUSINESS
PROBLEM DEMANDING SOLUTION IS
PRESENTED IN WRITING TO THE
TRAINEES.
-THEY R REQUIRED TO IDENTIFY AND
ANALYSE PROBLEM,SUGGEST AND
EVALUATE ALTERNATIVE COURSES
OF ACTION AND CHOOSE THE MOST
APPROPRIATE SOLUTION.
- TRAINER GUIDES THE DISCUSSION
AND ENSURES THAT NO RELEVANT
FACT IS OVERLOOKED.
MERITS- IT PROMOTES ANALYTICAL
THINKING AND PROBLEM SOLVING
SKILLS.
- TRAINEES BECOME AWARE OF
MANAGERIAL CONCEPTS AND PRO-
CESSES AND THEIR APPLICATION TO
SPECIFIC SITUATIONS.
- DETAILED DESCRIPTIONS OF REAL
LIFE SITUATIONS HELP TO CREATE
INTEREST OF TRAINEES.
DEMERITS- THE CASES MAY BE USED
INDISCRIMINATELY AS PERMANENT
PRECEDENTS.
-EXPENSIVE TO PREPARE GOOD
CASE STUDIES.
7. ROLE PLAYING
- TRAINEES ACT OUT A GIVEN ROLE
AS THEY WOULD IN A STAGE PLAY.
- TWO OR MORE TRAINEES ARE
ASSIGNED PARTS TO PLAY BEFORE
THE REST OF THE CLASS.
- THIS INVOLVES REALISTIC BEHAVI-
OUR IN AN IMAGINARY SITUATION.
MERITS- TRAINEES LEARN TO ACC
EPT CRITICISM FROM OTHERS, AND
GROUP SOON RECOGNISES THAT
SOUND SUGGESTIONS BENEFIT
EVERYONE.
8. INBASKET EXERCISE
- THE TRAINEE IS PROVIDED WITH A
BASKET OR TRAY OF PAPERS AND
FILES RELATED TO HIS FUNCTIONAL
AREA.
- EXPECTED TO GIVE OWN RECOMM-
ENDATIONS ON THE PROBLEM SITUA-
TION.
- RECOMMENDATIONS R COMPARED &
CONCLUSIONS R ARRIVED AT.
-REPORT IS PREPARED.
MERITS- IT IS SIMPLE, IN-EXPENSIVE.
- TRAINEES GET A BETTER APPRECIA-
TION OF DIFFERENT FUNCTIONAL
AREAS.
- TRAINEES LEARN PROBLEM SOLVING
SKILLS.
- INTER DEPT. CONFLICTS CAN BE
REDUCED.
DEMERITS- SOLUTION ARRIVED AT BY
PARTICIPANTS TEND TO BE ABSTRACT.
- LEARNERS MAY FIND IT DIFFICULT TO
ADAPT THEMSELVES TO RIGID SITUAT-
IONS AND MAY LACK ORIGINALITY.
9. MANAGEMENT GAMES
- THESE R CLASSROOM SIMULATION
EXERCISE IN WHICH TEAMS OF INDI-
VIDUALS COMPETE AGAINST ONE
ANOTHER OR AGAINST AN ENVIRON.
IN ORDER TO ACHIEVE A GIVEN
OBJECTIVE.
- PARTICIPANTS PLAY A DYNAMIC ROLE
& ENRICH THEIR SKILLS THRU INVOL-
VEMENT AND SIMULATED EXERCISE.
-IT CAN B INTERACTING/NON INTERAC.
- MGMT. GAMES R INTENDED TO TEACH
TRAINEES HOW TO TAKE MANAGERIAL
DECISIONS IN AN INTEGRATED MANNER
- PARTICIPANTS LEARN BY ANALYSING
PROBLEMS AND BY MAKING TRIAL AND
ERROR DECISIONS.
- IT IS DIFFICULT AND EXPENSIVE.
- TRAINEES WHO R SUCCESSFUL IN
THESE GAMES MAY NOT B SUCCESS-
FUL ON THE JOB.