Training may be defined as “a planned programme designed to improve performance and to being about

measurable changes in technical knowledge and skills of employees for doing a particular job.”
‘Any activity which deliberately attempts to improve a person’s skill on a job’ as opposed to education
which is mainly concerned with personal development and not related directly to the job.’
Training need = standard performance – actual performance.
Executive Development: “Management Development is the process by which manager acquire not only
skills & competencies in their present job but also capabilities for future managerial tasks of increasing
difficulty.”

Difference between training and development:

Training Development

Nature Tangible in nature. Intangible in nature.

Training is more specific, job- Development is more general

related information. in nature, especially at the top
level management level.

Importance Training is important because Development is important to

technology is improving and adapt to new technology and
changing. changing patterns in
organization.

Skills Training deals with non- Development deals with

human skills. human skills.

Directed towards Training is normally directed It is directed at managerial

at operative employees and personnel to acquire
relates to technical aspects. conceptual and human skills.

Methodology Greater emphasis on ON-JOB Greater emphasis on OFF the

methods Job methods.

Frequency Training is less frequent; it is It is more frequent and

carried out mostly at continuous in nature.
induction and every
succeeding stage of the job.

Who imparts Mostly the supervisors impart Supervisors, external experts

training and self undertake
development.

Relevance Training is of more relevance Development is of higher

at junior-levels. relevance at middle and
senior levels.

Cost involved Imparting is less expensive Imparting development is

more expensive.

Duration Training courses are designed It involves a broader long-

mostly for short term. term education for a long run
term.
Importance of training:
 Growth of organization: Training contributes to employee stability in at least two ways. Employees
become efficient after undergoing training. Efficient employees contribute to growth of
organization. Trained employees would be valuable assets to an organization. Organizational
efficiency, productivity, and progress to a greater extent depend on training.
 Flexibility: Training makes the employees versatile in operations. All-rounder can be transferred to
any job. Flexibility is therefore ensured.
 Efficient utilization of resources: Accidents scrap and damaged to machinery and equipment can be
avoided or minimized through training. Training enables employees to make better usage of
resources- men, materials and machinery which helps in reducing the cost and time wastage.
 Recruitment: Training serves as an effective source of recruitment. It is an investment in human
resources with a promise.

OBJECTIVES OF TRAINING
1. Train the employees in the companies’ culture and ethos.
2. Prepare the employees both newly recruited and already employed to meet the present as well as
the future requirement.
3. Train the employees to improve the work methods and skills.
4. Prevent obsolescence
5. Prepare employees for higher level responsibilities
6. Increase the efficiency and effectiveness of employees
7. Increase the efficiency and effectiveness of employees
8. Reduce supervision wastage and accidents
9. Ensure economic output with high quality
10. Develop inter-personal relations

Role and Responsibilities of Training Functional Head

1. Working with management to produce corporate plans and business strategies
2. Producing training policies, plans and budgets
3. Providing training inputs to management development
4. Selecting trainees (e.g. apprentices, student trainees, graduates)
5. Arranging appropriate induction programs
6. Carrying out job analyses
7. Assisting managers to identify training needs
8. Arranging and partly carrying out training programs
9. Organizing further education for employees
10. Measuring, evaluating and following up training

TRAINING & DEVELOPMENT PROCESS

1. Identification of Training Needs
Identifying the training needs of an organization is the first step in the systematic training process.
All training needs should be related to the specific needs of the organization and also of the
individual employees. For the identification of training needs, the gap between the existing level of
knowledge, skills, performance and aptitudes of employees and the required levels of the
knowledge, skills performance and aptitude should be clearly specified. Training needs can be
identified clearly through the following types of analysis.
a) Organizational Analysis.
b) Operational Analysis.
c) Manpower Analysis.
2. Implementation of Training Methods
After deciding the training needs, the logical steps in the training process is to set training and
development objectives in concrete terms. In fact, without clearly set objectives/goals, it is not
possible to design a well-planned training programme which is to be executed and also evaluated
for judging its effectiveness. Training objectives decided should be tangible, verifiable and
measurable. Some objectives are tangible while some others are difficult to state.
The overall training objective is to fill in the gap between the existing and the desired pool of
knowledge, skills and aptitudes. Defining training objectives in quantitative and qualitative terms is
useful for designing, executing and also for evaluation of the training programme
3. Evaluation of Training & Development Methods
After finalizing the objectives of training, the next step in the training programme is designing a
training programme which acts as a base of actual training to employees. For achieving training
objectives, an appropriate training policy is absolutely essential. This policy represents the
commitment of top management to employee training and development. Training policy involves
rules and procedures relating to training activity.
Every training and development programme must address certain vital issues- who participates
in programs, who are the trainers, what methods of techniques are to be used for training, what
should be the level of training?, what learning principles are needed? And where is the programme
conducted?

BENEFITS OF TRAINING TO AN ORGANISATION

 Higher Productivity: Training increases the skills of employees which improves the quality &
quantity of output.
 Less Supervision: Adequate Training eliminates the need for supervision to certain extent. Detailed
& constant supervision will not be required. The time saved can be used for other fruitful
organizational objectives.
  Economical operations: Trained employees will be able to make better & economical use of
materials & equipment which will cut down the cost drastically & improve the financial muscle of
an organization.
 Higher morale: Morale of employees will increase which will help them take additional roles &
tasks.
 Overall climate & culture will improve.

BENEFITS OF TRAINING TO AN INDIVISUAL

 Confidence: Training creates a feeling of confidence in the minds of employees, who feel
comfortable while handling newer challenges. It gives a feeling of safety and security to them at the
work place.
 New Skills: Training develops skills, which serves as a valuable personal asset of a worker. It remains
permanently with the worker himself
 Promotion: It will provide opportunity for quick promotion.
 Employees’ Job Satisfaction will improve.
 Promotability improves as HR department can develop appropriate career charts.

PHILOSOPHY OF TRAINING
Modelling:
Modelling – Fashion Show – Platform – Walk – Post Show – Sales – observers will see and thinks that it will
look good on them.
In modelling people copies the behaviour of others. The good things are observed by others implement
those things at work place.
Effectiveness is more as employees are observing it which makes it easier to copy at workplace.
Adult usually tries to correlate with actual situation, if this correlation is not made, then the employees
won’t able to make sense of the training
Example: Emergency Action Training PPT won’t do. But showing a video may help to understand them
better.
Motivation:
It is related to the interest of adults to know about new things.
Generally learning capacity decreases as a person age.
For Example: 0 – 5 years children have very good learning capacity, whereas, as people grow old the
learning capacity diminishes.
Therefore, Adults should be internally motivated to learn, if not the training won’t be of any use.
Reinforcement:
Reinforcement of promotion, recognition, increment and appreciation.
If programs are linked with these things, then the training becomes more attractive to employees
Feedback:
Adults like to know whether they are on right tracks and are doing things correctly
Adults needs feedback immediately as frequently as possible from trainers
Whether they are learning properly or not, whether they are improving or not.
Assignments like quizzes, short questions, etc can be used by trainers.
Trainers needs to appreciate the person immediately after the correct answers.
Spaced Practice:
It is a type of kinesthetics learning style in which people prefer to do the work themselves.
Intervals are given to individuals where they can try it by themselves.
At times people dislike continuous long lectures as after 30 minutes the grasping power decreases and
after 45 minutes people tend to get distracted and are not mentally present.
Therefore, trainers need to give breaks between the long lecture.
Whereas, trainer also need to use tactics to engage the audience so that grasping becomes easier.
Whole Learning:
Adults like to know how the training would be implemented at their work place and how it will help in
improving their work.
Adults like to know the whole training; trainers need to break the training into pieces and then join them
into a whole picture which would make it easier to understand.
Active Practice:
In this type of learning trainers need to try and let the adults do things themselves.
Opportunities for them to do it practically.
Example: driving – practice is necessary
Applicability of Training:
The training should to useful to the Adults at the work place, and not about the things which will not be
applicable at workplace.
Example: Training is for Manufacturing with Robots, whereas at workplace manufacturing is done manually
Environment:
Environment effects the learning of the participants, if the environment is not good then the participants
will not be able to concentrate properly
Environment should be conducive to training.
 TYPES OF TRAINING NEEDS
DEMOCRATIC NEEDS
Trainings are decided by employees whichever they want to attend.
Employees identify what type of training program they would like to attend
HR will give ling list of training programs and employees will select whichever they want to attend.
Flipside: Employees may select what they are interested and that me not be useful in their jobs.
So to maintain Check & balance, Management put the responsibility of check on the supervisor and they
have authority to reject and approval of them.
DIAGNOSTIC NEEDS
Identify the factors responsible for better performance.
And focus on improving those areas through training.
ANALYTICAL NEEDS
These are based on the intuition of senior employees who have many years of experience in the field.
They find out new ways of performing task and then try to take training for those tasks
COMPLIANCE NEEDS:
Compulsory training that is needed for employees to attend.
Example: Safety training
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A TNA is the process to determine whether training to address a performance gap is necessary.
TRAINING MIGHT BE APPROPRIATE WHEN THE PERFORMANCE ISSUE IS A “CAN’T DO” ISSUE:

 Poor performance (resulting from a knowledge or skill deficiency).

 Lack of basic skills (reading, writing, technology, math skills).
 Legislation or policies requiring new knowledge or skills.
 New technology.
 A customer request for new products or services.
 Higher performance standards.
 New jobs.
TRAINING IS NOT THE BEST INTERVENTION WHEN THE PERFORMANCE ISSUE IS A RESULT OF:

 Recruiting, selection or compensation problems.

 Policies and procedures issues.
 A lack of coaching and feedback.
 Insufficient tools, equipment or resources.
  Physical setting problems.
 A lack of motivation (job-person fit; person-org fit); a “won’t do” issue

IDENTIFYING TRAINING NEEDS

McGhee and Thayer (1961) have proposed a model of training needs identification. It consists of three
components:

 Organizational Analysis
 Task Analysis
 Man Analysis

Johnson (1967) provides the following additional methods of identifying training needs

 Analysis of Equipment
 Brainstorming

ORGANIZATION ANALYSIS

 The broad issues that can influence training needs are identified.
 Involves examination of the business environment, strategies of the organization and the resources
at its command to determine where training is needed.
 Economic and public policy issues influence the training needs of organizations.
 Strategic initiatives of the organizations like re-structuring, down-sizing, empowerment, team
working, etc. have influenced the need for training.
 The resources of the organizations like technological, financial and human resources influence the
training needs of an organization.

TASK ANALYSIS

 The job description and job specification are reviewed.

 It identifies the activities of a particular job and the job knowledge skill level and attitude required
for performing them.
 First step lists all the tasks and duties of the job.
 Second step lists the steps performed by the employee to complete each task.
 Task analysis takes into account more flexible sets of competencies required for effective
performance.

PERSON ANALYSIS

 Requires determining which employees require training and which employees do not require
training.
 It helps organisation to avoid the mistake of sending all employees to training
 It helps in saving the training cost to the organisation.
 It helps managers to determine the content coverage and design of the training programme

Two Phases of Person Analysis:

 The performance indicators are developed
 The gaps existing in knowledge, skill, attitudes are determined and approaches to resolve them are
developed.
KEY CONCERNS OF UPPER- AND MIDLEVEL MANAGERS AND TRAINERS IN NEEDS
ASSESSMENT
QUESTIONNAIRE
INTERVIEWS

OBSERVATIONS
DIARIES
READ TECHNICAL MANUAL AND RECORDS

DECISION WILL BE BASED ON THE FOLLOWING:

 Number of employees.
 Time constraint.
 Levels of employees.
 Type of programme.
 Resources available.
 Budget allowed.
A Training design is “a technique of arranging the course content in a logical manner, so as to enable the
trainees to learn maximum from the training course”.
It is a detailed plan for what an individual will do, why he/she will be doing it and the best ways to reach
the training goals or objectives.
Design is a planning activity which in the context of training, refers to the framework for analyzing a
training problem, defining the intended outcome, determining how to present the content to learners to
achieve those outcomes, developing the training course according to the design, implementing the course,
evaluating its effectiveness and devising follow-up activities.

Principles of training design

Gane has suggested six principles of training design as under:
1. The objectives should be expressed in performance terms as far as possible.
2. Learners should respond pro-actively to the material in a way that is relevant to the training
purpose.
3. Learners should receive immediate and unambiguous feedback as to how correct their responses
are.
4. Training systems must be validated and then modified if they do not achieve the intended
objectives.
5. Training system must adapt to the individual needs of the trainees.
6. Learners must be involved by having the material expressed in a way which they see as directly
relevant to their interest and needs.

Nilson (1992) has suggested 10 guidelines for designing training programs which are as under:
1. Spend a lot of time identifying the target audience (trainees) for this particular training.
2. Think of those trainees as customers and know what they expect regarding quality and suitability.
3. Break the design and development process into activities with beginnings and ends.
4. Hold a design review of each product.
5. Identify errors and eliminate them.
6. Build broad ownership by involving stakeholders.
7. Define objectives for learners not trainers.
8. Remember the business reasons, why you are designing this course.
9. Let people know that this course is tied into the life and breadth of your
company.
10. Ask for feedback during design activities and incorporate the suitable suggestions.

Similarly, Abella (1986) has suggested some steps for design and development process as under:
1. Gather information on training needs to precisely pinpoint the areas to be addressed.
2. Prepare program specification document and have it approved by the HRD head. This will
contain background of the program, description of the people to be trained, program objectives,
program requirements and constraints.
3. Conduct the design meeting with the stakeholders and experts to obtain their inputs and
involvement.
4. Prepare the design document, which contains the overall structure, individual units,
methodologies, duration, learning conditions and possible outcome.
5. Gather information on program materials.
6. Write/develop the materials at the development stage.
 7. Test the material for validity.
8. Hold the pilot program to see the outcome.

Training Structures
There are basically three kinds of training structures. They are linear, spiral and modular.

A linear structure is one in which the lessons are arranged logically one after the other from beginning to
conclusion or from simple to complex. Table shows the linear training structure.

A spiral structure is the one in which easier topics of all the interrelated subjects are taught first, then to
the next level of all interrelated subjects and then to the final level and so on. Figure shows the spiral
training structure.

A modular structure is one in which a programme is divided into small independent units with clear-cut
beginning and ending. This helps the learner to begin at any module any time without having to complete
the initial modules since they are independent from one another. Table 4 shows the modular training
structure.
IMPORTANT CONSIDERATIONS WHILE DESIGNING A TRAINING PROGRAMME
 Cover all contents of the training programme
 Motivating/Interesting Training Programme
 Combination of training methods
 Simple to complex
 Logical sequence of attitude/knowledge/skills
 Divide into modules
 Break-up

FACTORS AFFECTING TRAINING DESIGN

 Needs assessment is to be completed as a part of the entire training design content
 Job task analysis is to be completed
 Any new, unknown content added to the training programme
 The leader’s guide should be prepared in detail for those areas
 A reference manual of the training programme
 Use of video as a media
 The material required for the programme, by the participants as well as the instructor
 In case of multiple instructors there should be a level of coordination and uniformity among them.
 Revision of the content after a pilot review

IDENTIFYING OBJECTIVES
The training needs analysis plays a major role in determining the objectives of a training programme.
Components of a good Objective:

 Desired outcome
 Conditions
 Standards

TRAINING OBJECTIVES PERSPECTIVES

Trainee
The trainee benefits from the training objectives in many ways:

 They reduce the fear of unknown.

 They have a focus.
 They increase the likelihood of the trainee being successful in the training programme.
The Training Designer

 The learning objectives guide the designer of the training.

 They directly translate the training needs into training outputs.
  The contents and methods being used in the training programme can be tested for their
consistency and effectiveness.

The Trainer

 The learning process can be effective if the objectives are clearly defined.
 The objectives also help the trainers who want freedom to train the way they want, to keep on the
right track.
Training Evaluator

 Evaluation of training is very easy when objectives are present because these objectives define the
guidelines for behaviour that is expected or the outcome of training.

Types of Training

On-the-job training generally takes place in Off-the-job training is conducted

the normal work situation, the task very away from the work situation and
often contributing directly to the output of therefore is more often than not
the department. simulated

On-the-Job Training
Advantages

 NO SPECIAL FACILITIES NEEDED

 NO ADDITIONAL STAFF NEEDED
 REAL LIFE SITUATION, NOT SIMULATED
 PRODUCTIVE IN TERMS OF DEPARTMENT’S WORK
 TRAINEE CAN ESTABLISH WORK RELATIONSHIPS FROM THE START
 LEARNING CAN BE CONTROLLED
 NO ‘OFF-THE-JOB’ COST INVOLVED
 NO TRANSFERABILITY OF TRAINING REQUIRED

Disadvantages
 COST LOST IN DEPARTMENTAL BUDGET
 RISK TO MACHINES, EQUIPMENT, ETC. AND INCREASE IN SCRAP DUE TO LACK OF EXPERIENCE.
 PART-TIME INSTRUCTOR MAY LACK SKILL IN TRAINING.
  LACK OF TIME DUE TO PRESSURE OF PRODUCTION
 DIFFICULTY OF ACCOMMODATING TRAINEE IDIOSYNCRASIES
 PSYCHOLOGICAL PRESSURES ON TRAINEE DUE TO EXPOSURE BEFORE EXPERIENCED WORKERS

Off-the-Job Training
Advantages

 MORE TIME AVAILABLE

 TRAINEES’ SPECIFIC DIFFICULTIES ARE EASIER TO EXPLORE
 RELAXED ATMOSPHERE MORE CONDUCIVE TO LEARNING
 EASIER TO OBTAIN FULL ATTENTION OF TRAINEES (DISTRACTIONS REDUCED TO MINIMUM)
 IMPROVES MORALE AND MOTIVATION FOR SELF-DEVELOPMENT
Disadvantages

 COST OF EXTERNAL FACILITIES

 ARTIFICIAL SHELTERED ENVIRONMENT
 DIFFICULTY OF SIMULATING WORK PROBLEMS
 RESISTANCE OF TRAINEES BEING AWAY FROM HOME
 DIFFICULTY OF TRANSFERRING LEARNING TO WORK SITUATION
 GENERALLY, MORE TIME-CONSUMING
 OFTEN INVOLVES TRAVELLING COSTS AND INCONVENIENCE