TRAINING & DEVELOPMENT

Dr. Anil Mehta

DEFINITION OF TRAINING
A PLANNED ACTIVITY TO MODIFY ATTITUDE, KNOWLEDGE OR SKILL THROUGH LEARNING EXPERIENCE TO ACHIEVE EFFECTIVE PERFORMANCE OF AN ACTIVITY OR RANGE OF ACTIVITIES. ITS PURPOSE IN THE WORK SITUATION IS TO DEVELOP THE ABILITIES OF AN INDIVIDUAL AND TO MEET CURRENT AND FUTURE MANPOWER NEEDS OF THE ORGANIZATION

SPECIFIC PURPOSES OF TRAINING

1. TO INCREASE THE PRODUCTIVITY 2. TO IMPROVE QUALITY 3. TO FULFILL FUTURE PERSONAL NEEDS 4. TO IMPROVE ORGANIZATIONAL CLIMATE 5. TO IMPROVE HEALTH AND SAFETY 6. TO PREVENT OBSOLESCENCE 7. TO PROVIDE OPPORTUNITY FOR PERSONAL GROWTH

TRAIN8ING VS. EDUCATION

TRAINING

EDUCATION

APPLICATION ORIENTED THEORETICAL ORIENTED

JOB EXPERIENCE CLASSROOM LEARNING

SPECIFIC TASK
NARROW PERSPECTIVE

GENERAL CONCEPTS
BROAD PERSPECTIVE

TRAINING VS. DEVELOPMENT

TRAINING 1. IMPARTING SPECIFIC SKILLS 2. SHORT-TERM PERSPECTIVE 3. JOB CENTERED DEVELOPMENT

1. ASSOCIATED WITH OVERALL GROWTH

2. LONG-TERM PERSPECTIVE 3. CAREER CENTERED

4. ROLE OF TRAINER 4. SELF- DEVELOPMENT IMPORTANT

Identity Training Needs

Assess Results

Plan and Design Training

Implement Training
SYSTEMATIC APPROACH TO TRAINING

DEFINING IMMEDIATE LONG RANGE TRAINING NEEDS

Current desired level of performance Discrepancy

Reveals

Immediate Training Needs

Actual Level of Performance

Discrepancy

Reveals

Long Range Training Needs

Projected Desired Level of Performance

Executive Development Needs Decision Making Skills InterOrganization personal Knowledge Executive Skills Other Needs Job Knowledge

Development Needs
General Knowledge

Specific Individual Needs

Principles of Learning
1 Trainees must be motivated to learn

2 Information must be meaningful

3 Learning must be reinforced

4 Organization of material
5 Distribution of learning period

6 Feedback of learning

TYPES OF TRAINING
1. INDUCTION OR ORIENTATION TRAINING 2. JOB TRAINING 3. APPRENTICESHIP TRAINING 4. INTERNSHIP TRAINING 5. REFRESHER TRAINING 6. TRAINING FOR PROMOTUION

METHODS OF TRAINING

I ON THE JOB TRAINING

(1) COACHING (2) UNDER STUDY (3) POSITION ROTATION

II VESTIBULE TRAINING

III OFF-THE-JOB-TRAINING
(1) SPECIAL LECTURE-CUM DISCUSSION (2) CONFERENCES (3) CASE-STUDY (4) SENSITIVITY TRAINING (5) SPECIAL PROJECTS (6) COMMITTEE ASSIGNMENT

Evaluation of Training

Dr .Anil Mehta

EVALUATION OF TRAINING
EVALUATION OF TRAINING IS THE SYSTEMATIC COLLECTION OF DATA AND ASSESSMENT ABOUT THE TRAINING PROGRAMME SO AS TO STUDY THE EFFECTIVENESS OF TRAINING AND TO DECIDE HOW THE TRAINING RESOURCES CAN BE BEST UTILIZED TO ACHIEVE THE OBJECTIVES OF TRAINING AND THE GOALS OF THE ORGANIZATION .

STAGES OF EVALUATION

REACTION STAGE LEARNING STAGE JOB BEHAVIOR STAGE ULTIMATE OUTCOME STAGE

WHEN TO EVALUATE ?
PRE -EVALUATION CONCURRENT EVALUATION POST EVALUATION

EVALUATION FOR WHOM ?

TRAINEE
TRAINER

COORDINATOR
ENTERPRISE

TECHNIQUES OF EVALUATION
1. OBSERVATION 2. QUESTIONNAIRE 3. INTERVIEW

4. MERIT RATING
5. CONTROLLED GROUP

6. PAPER-PENCIL TEST
7. JOB SAMPLE OR PERFORMANCE TEST

MAKING TRAINING EFFECTIVE

1. TRAINING SHOULD BE NEED BASED 2. TRAINING SHOULD BRING ABOUT CHANGE 3. TRAINING SHOULD BE AN ON-GOING PROCESS 4. TRAINING SHOULD BE AN INTEGRAL PART OF THE COMPANY STRATEGY 5. TRAINING REQUIRES TOP MANAGEMENT COMMITMENT

6 TRAINING IS FOR EVERYONE IN THE COMPANY 7 THE REAL SUCCESS OF A TRAINING HINGES ON THE CONTENTS

8 CONGRUENCY OF OBJECTIVES AMONG ALL THE CONCERNED PARTIES 9 TRAINING SHOULD BE EASILY UNDERSTOOD 10 TRAINING SHOULD INCLUDE TOOLS AND WRITTEN MATERIAL 11 TRAINING SHOULD BE GIVEN IN RIGHT DOES

12 TRAINER MUST BE SELECTED CAREFULLY

13 TRAINING MUST BE TAILORED TO TARGET GROUP 14 TRAINING PROGRAMME MUST BE EVALUATED

15 TRAIN8NG SHOULD REFLECT BOTH END APPROACH