Employee Training and Development

Meaning of training

The term training is used here to indicate any process by which the aptitudes, skills and abilities
of employees to perform specific job are increased. Flippo defines training as the act of
enhancing the knowledge and skill of an employee for accomplishing a specific behavior.
Training is a systematic process of changing the behavior, knowledge and motivation of present
employees to improve the match between employee characteristics and employee requirements.
It is the art of increasing the knowledge and skill of an employee for doing a particular job.

Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge
in a specific area. It is usually job related Development is a long term investment in human resources. 2.
Training is present-day oriented. Development is future day oriented. 3. Training programs are arranged
for employees. Development programs are arranged for executives. 4. It is the lower level learning
program. It is a higher level learning program.

Training, education and development: A comparison

Training is different from education. The purpose of education is to increase the attitude,
understanding and knowledge of employees so that they are better adjusted to their working
environment. Education is the understanding and interpretation of knowledge ( Memoria, 1997).
Education is concerned with increasing the general knowledge and understanding of the
employee’s total environment . The two may go hand in hand.

Development is defined as preparing the individual for a future job. It refers to long term,
future oriented programs and the progress a person makes in learning how to manage.
Development is the process of transition of an employee from lower level of ability, skill and
knowledge to that of higher level. Education, training, work experience and environment
influence this transition. This will improve value of individual employee in terms of his self-
development, career growth, and contribution to the organization. Training is mostly a short-
term activity to help people do their jobs better. Training refers to instruction in technical and
mechanical operations, while development refers to philosophical and theoretical educational
concepts.
Benefits of training: The value of training cannot be over emphasized. Training is an investment
in people so it follows that systematic training is a sound business investment. Training
produces such benefits as:

 To improve employee skills which in turn, increases the quality and quantity of output.
 To decrease the relative amount of input needed to produce a unit of output.
 To improve quality of life of employees.
 To attain and sustain competitive advantage
 To bridge the gap between existing performance and desired performance.
 To increase the ability of an employee to learn from experience.

Identification of training needs of an employee

Training Needs Analysis (TNA) is the process in which the company identifies training and development
needs of its employees so that they can do their job effectively. It involves a complete analysis of
training needs required at various levels of the organisation.

1. Develop a workforce profile.

The initial step involves developing an accurate workforce profile to determine the skills
and knowledge required for specific roles and responsibilities. Vital information to
capture includes the demographics of audience, such as education, experience, and
literacy level. This information can be collated in a database or spreadsheet that allows
filtering to extract meaningful statistics, for example, viewing the number of people in a
certain role across all business units.

2. Verify compliance requirements.

To conduct business safely and ethically, most organizations have compliance regulations they
must meet, such as legislative requirements, licenses, and codes of conduct. At this stage, matrix
of organizational compliance requirements can be mapped to your workforce profiles to
determine the training that needs to be conducted to ensure your employees and business is
covered.
 3. Source, analyze, and map existing training materials.
Now that the educational needs of your employees have been identified, it’s time to look
at the state of your current training. This is often where most of the time is spent during a
Training Needs Analysis. Your current training will be sourced, analyzed, and mapped
against your compliance matrix and workforce profile to determine where the gaps lie
and any associated impacts. This review is conducted with the question, “What works
and what doesn’t?” in mind in terms of educationally sound, engaging, and consistent
content. During this step, a close review of courses is undertaken so a summary of
materials can be produced that includes content overview, learning outcomes, and usage
statistics. If required, your training can also be mapped to national competencies or
qualifications so your employees can receive accreditation on completion. Learning
Management System data can be a useful resource throughout this step.

4. Make recommendations.

Generally, the key deliverable of a Training Needs Analysis is a detailed report providing
recommendations and advice for developing the most effective training products to meet your
needs. This could include purchasing suitable off-the-shelf products, giving your current training
a makeover or investing in custom course design. Redundant courses can be removed, content
updated or added to “almost there” courses, and content condensed or consolidated to produce a
streamlined training experience.

Training Need Analysis (TNA) is the process of identifying the gap between employee training and needs
of training. Training needs analysis is the first stage in the training process and involves a series of steps
that reveal whether training will help to solve problem which has been identified. Training can be
described as “the acquisition of skills, concepts or attitudes that result in improved performance within
the job environment”. Training needs analysis looks at each side of operational area of job so that the
concepts and attitudes of the human elements of a system can be effectively identified and appropriate
training can be specified.[1]

Why training fails

The reasons for failure of training programs are:

 No one-the-job rewards for behaviors learned in training.

 Insufficient time to execute training programs.
 Work environment does not support new behaviors learned in training.
 Lack of motivation among employees.
 Insufficient training needs analysis.
 Management does not support training programs.
 Training needs changed after programs have been implemented.
 Insufficient funding of training programs.

Training Practices in Bangladesh

Most of the employees in Bangladesh want to hire trained personnel and very few are interested
in developing people through investing in them. Education over – emphasizes humanities and
concentrates less on the type of training, which develops skills for industrial development. Here
are some common problems at the macro level in Bangladesh:

 Training expenditure has a low priority in company budgets.

 Aggregate expenditures by business on training are inadequate.

 Management training in our country has not accepted as a top management activity.

 Corporate commitment about training is lacking. Most companies spend nothing at all on
training.

 Training is not viewed as an investment; rather it is treated as an expense.

 Business complain that schools award degree, but they are no guarantee that graduates
have been mastered skills. As a result, business must spend large amount of money to
retrain workers in basic skills.

 Employer and school must develop closer ties. Schools must learn the needs of business.
They should work with local business to respond to the needs of the business.
Training Need Evaluation Levels

Donald Kirkpatrick, former Professor Emeritus at the University of Wisconsin, first published
his model in 1959. He updated it in 1975, and again in 1993, when he published his best-known
work, "Evaluating Training Programs."

Each successive level of the model represents a more precise measure of the effectiveness of a
training program. It was developed further by Donald and his son, James; and then by James and
his wife, Wendy Kayser Kirkpatrick.

In 2016, James and Wendy revised and clarified the original theory, and introduced the "New
World Kirkpatrick Model" in their book, "Four Levels of Training Evaluation." One of the main
additions is an emphasis on the importance of making training relevant to people's everyday jobs.

The four levels are Reaction, Learning, Behavior, and Results. We look at each level in greater
detail, and explore how to apply it, below.

Level 1: Reaction

You want people to feel that training is valuable. Measuring how engaged they were, how
actively they contributed, and how they reacted to the training helps you to understand how well
they received it.

It also enables you to make improvements to future programs, by identifying important topics
that might have been missing.

Questions to ask trainees include:

 Did you feel that the training was worth your time?
 Did you think that it was successful?
 What were the biggest strengths and weaknesses of the training?
 Did you like the venue and presentation style?
 Did the training session accommodate your personal learning styles

 Were the training activities engaging?

Level 2: Learning

Level 2 focuses on measuring what your trainees have and haven't learned. In the New World
version of the tool, Level 2 also measures what they think they'll be able to do differently as a
result, how confident they are that they can do it, and how motivated they are to make changes.

This demonstrates how training has developed their skills, attitudes and knowledge, as well as
their confidence and commitment.
To measure how much your trainees have learned, start by identifying what you want to
evaluate. Training sessions should have specific learning objectives

, so make those your starting point.

You can measure learning in different ways, depending on the objectives. But it's helpful to
measure these areas both before and after training.

Before the training begins, test your trainees to determine their knowledge, skill levels and
attitudes. Then, when the training is finished, test your trainees a second time to measure what
they have learned, or measure their learning with interviews or verbal assessments.

Level 3: Behavior

This level helps you to understand how well people apply their training. It can also reveal where
people might need help. But behavior can only change when conditions are favorable.

Imagine that you're assessing your team members after a training session. You can see little
change, and you conclude that they learned nothing, and that the training was ineffective.

It's possible, however, that they actually learned a lot, but that the organizational or team culture
obstructs behavioral change. Perhaps existing processes mean that there's little scope to apply
new thinking, for example.

As a result, your people don't feel confident in applying new knowledge, or see few opportunities
to do so. Or, they may not have had enough time to put it into practice.

Be sure to develop processes that encourage, reinforce and reward positive changes in behavior.
The New World Kirkpatrick Model calls these processes "required drivers." If a team member
uses a new skill effectively, highlight this and praise him or her for it.

Level 4: Results

At this level, you analyze the final results of your training. This includes outcomes that you or
your organization have decided are good for business and good for your team members, and
which demonstrate a good return on investment (ROI). (Some adapted versions of the model
actually have a Level 5, dedicated to working out ROI.)

Level 4 will likely be the most costly and time-consuming. Your biggest challenge will be to
identify which outcomes, benefits, or final results are most closely linked to the training, and to
come up with an effective way to measure these outcomes in the long term.

Modern trainers often use the Kirkpatrick model backward, by first stating the results that they
want to see, and then developing the training that is most likely to deliver them. This helps to
prioritize the goals of the training and make it more effective.
Donald Kirkpatrick, professor emeritus, university of Wisconsin began working on evaluating the
effectiveness of training very early in his life. His early work on the same was published in the year
1959 in a journal of American Society of Training Directors. He laid out four levels for evaluation of any
training.

Level 4 - Results
Was it worth it ?

Level 3 - Behaviour
KSA’s being used on the Job ?

Level 2 - Knowledge
Did they learn anything ?

Level 1 - Reaction
Was the environment suitable ?

On-the-job vs. off-the-job training

There are two methods used for training new employees: on-the-job training and off-the-job
training (training simulation). Both methods are effective; however, they are very different and
require specific measures. On-the-job training refers to the training provided at the job location
by an experienced supervisor or manager who is passionate about their job and will relay the
information to the newly hired, whereas the off-the-job method involves giving training to the
employees at a place other than the real job location, where simulations, videos, and tests are
replacing the human interaction. Off-the-job training is usually executed by an outsourced
vendor outside of the company.

Key differences between on-the-job and off-the-job training include but are not limited to:[4]

Category On-the-job Training Off-the-job Training

Imparted at the actual job
Location At a place other than the real job location
location
Approach Practical Theoretical
Time Consumption Less time More Time
Learning Method Learning by doing the task Learning by acquiring knowledge
Effect on No, because trainees produce the Yes, because training is provided first,
Production products during learning which is followed by a performance
Who Performs the Employees, internal trainers or
Experts outside of the company
Training managers
Cost Inexpensive Expensive
Advantages and disadvantages

There are both advantages and disadvantages to on-the-job training. Before deciding which type
of training is most beneficial, companies need to weigh out if there are more disadvantages than
advantages of the training method. If that's the case, they need to opt out from the on-the-job
training and look for better options.

Advantages

On-the-job training is beneficial for both employers and employees. For the employers, it is
beneficial because it narrows down and prepares the skilled employees who are right for the
company. By the end of the training process, the company's values, strategy, and goals are
introduced and resulting in an employee's loyalty to the business. Employees trained in the job
are an important asset for the company because they can cover more areas than just the tasks in
their job description. On-the-job training creates a culture which extends past the bare minimum
required by the job and allows continuing education as part of the working process. As a result,
an uninterrupted production process increases the company's gains when opting out from the
need of an initial investment for an off-site training. On-the-job training is cost-effective.[9]

For employees, on-the-job training is beneficial because it allows them to learn a new skill or
qualification within their field of work in a timely matter. During on-the-job training, they are
engaged in the real production process instead of the simulated learning process. The new
teammate is being introduced to the team and the company's values during the first step of the
on-the-job training. On-the-job training leads to more opportunities to grow within the
organization.[10]

Disadvantages
On-the-job training can be of disadvantage for the company when the new employee doesn't
have the required skills. This will result in more time needed for the training to be completed
and will cost the company more since it takes the trainer and materials out of production for
the duration of the training time. On-the-job training can often cause distraction of the regular
working day which can affect productivity. If employees are not introduced to the safety
features and in safety precautions are not taught prior to entering the job field, there could be
injuries since on-the-job training is most often used for practical tasks and working with
machinery. Such an issue can cause a company a lawsuit and loss of assets. Finally, oftentimes
on-the-job training is rushed and that can cause a negative effect on productivity.

Off-the-Job Training

Definition: The Off-the-Job Training is the training method wherein the workers/employees
learn their job roles away from the actual work floor.
Off-the-Job Training Methods

1. Special lectures: This is also called as classroom training wherein the employees are given
lectures about the job requirements and the necessary skills required for implementing the job.

There is generally a classroom or a workshop wherein the complete job knowledge is

given to the workers by the experts or specialists from the professional institutes.The
main purpose of this training is to make the employees well informed about their job
roles and discussing their queries arising out of the lectures.

2. Simulation: Under this training, the trainee is required to learn the operations of machines and
equipment, that are reasonably designed to look similar to those installed at the actual work
floor.

This is one of the most common method of training wherein the worker learns to operate
tools and machinery that look alike to those, they would be using in the actual work
environment.

3. Vestibule Training: This type of training is specifically given to the technical staff, office staff and
the employees who learn the operations of tools and equipment assembled at a place away
from the actual work floor.

This type of training is conducted to give the real feel to the trainees, that they would be
experiencing at the actual plant.
 4. Case Studies: Under this method, the trainees are given the situation or a problem in the form
of a case study, and are required to solve it as per their learning from the training program.
5. Role playing: This type of training is essential in case of customer services. Under this, the
trainees assume roles and enact as per the given situations. It is also called as socio-drama or
psycho-drama, wherein the employees act as if, they are facing the situation and have to solve it
spontaneously without any guidance.
6. Management Games: Under this method, the trainees are divided into groups and then they are
presented with the simulated marketplace or the situations, wherein they are required to apply
their learning and solve the problems accordingly.

7. “Off- the-job training” simply means that training is not a part of everyday job activity.
The actual location may be in the company classroom or in places which are owned by
the company or in universities or associations which have no connections with the
company.

8. These include classroom activities like lectures, special study, films, case studies, role-
playing, programmed instructions, laboratory training, etc.

The various off the job training methods are:-

1. Lecture (Classroom Instruction) 2. Audio-Visual Techniques 3. Conference

(Discussion) 4. Role Playing 5. Case Study 6. Simulation 7. Programmed Instruction 8.
Computer Assisted Instruction 9. Syndicate Methods 10. Behaviour Modelling

1. Lecture (Classroom Instruction): under the job methods of training, classroom method or lecture
method is well-known to train white-collar or managerial level employees in the organization. Under this
method employee are called to the room like that of the classroom to give training by the trainer in the
form of lectures. This method is effectively used to teach administrative aspects or on management
subjects to make aware of procedures and to give instructions on a particular topic. 

Advantage – It can be used for large groups. The cost per trainee is low. 

Disadvantages – Low interest of employees. It is not learning by practice. It is One-way communication.

No authentic feedback mechanism. Likely to lead to boredom for employees

2. Audio-Visual Techniques: Providing training by way of using Films, Televisions, Video, and
Presentations, etc. This method of training has been using successfully in education institutions to train
their students in subjects to understand and assimilate easily and help them to remember forever. New
companies have come up for providing audio-visual material for students in their concerned subjects. In
the corporate sector, mainly in customer care centers employers are giving training to their employees
by using audiovisuals material to teach how to receive, talk, and behave with the customer.

Advantages – Wide range of realistic examples, quality control possible. 

Disadvantages – One-way communication, No feedback mechanism. No flexibility for a different
audience. 

3. Conference (Discussion): This method encourages the participation of all members of the group
in an exchange of opinions, ideas, and criticisms. It is a small group discussion in which the leader plays a
neutral role in providing guidance and feedback. Despite the intention to encourage general
participation, the conferences are frequently dominated by a few, with the majority no more active than
they would be at a lecture.

4. Role Playing: During a role-play, the trainees assume roles and act out situations connected to
the learning concepts. It is good for customer service and training. This method is also called ‘role-
reversal, ‘socio-drama’ or ‘psycho-drama. Here trainees act out a given role as they would in a stage
play. Two or more trainees are assigned roles in a given situation, which is explained to the group. There
are no written lines to be said and, naturally, no rehearsals. The role players have to quickly respond to
the situation that is ever-changing and to react to it as they would in the real one. It is a method of
human interaction which involves realistic behavior in an imaginary or hypothetical situation. Role-
playing primarily involves employee-employer relationships, hiring, firing, discussing a grievance
problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman making a
presentation to a customer. 

5. Case Study: It is a written description of an actual situation in the past in the same organization
or somewhere else and trainees are supposed to analyze and give their conclusions in writing. This is
another excellent method to ensure full and wholehearted participation of employees and generates
good interest among them. The case is later discussed by an instructor with all the pros and cons of each
option. It is an ideal method to promote decision-making abilities within the constraints of limited data.

6. Simulation: The simulation Method of training is the most famous and core among all of the job
training methods. in the simulation training method, the trainee will be trained on the specially designed
equipment or machine that seems to be used in the field or job. But, those equipment or machines are
specifically designed for training a trainee were making them ready to handle them in the real field or
job.  This method of planning is mostly used where very expensive machinery or equipment is used for
performing Jobs or to handle that job. 

7. Programmed Instruction: This involves two essential elements: (a) a step-by-step series of bits of
knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series
and checking on the trainee’s knowledge. Questions are asked in proper sequence and indication gave
promptly whether the answers are correct.

This program may be carried out with a book, a manual, or a teaching machine. It is primarily used for
teaching factual knowledge such as Mathematics, Physics, etc. 

8. Computer-Assisted Instruction: which focuses on computer and information technology,

summarizes it simply as “the use of electronic devices/computers to provide educational instruction and
to learn.”

9. Syndicate Methods: Working in a small group to achieve a particular purpose is described as a

syndicate method. The essence of this method is that participants learn from each other and contribute
their own experience to the fullest. 
10. Behaviour Modelling: According to social learning theory, most human behavior is learned
observationally through modeling. When social learning theory is applied in industrial training
programmes, it is commonly referred to as – “behavior modeling”. Latham and Saari (1979) used
behavior modeling to improve the interpersonal and communication skills of supervisors in dealing with
their employees.