Chapter 5 – Training & Development

Training is a planned program designed to improve the knowledge, skills,

capabilities, and performance of an individual or group of an organization.

Need for HR training and development

- Improve competencies
- Environmental adaptation
- Opportunity of career development
- Increase productivity
- Job satisfaction
- Commitment
- Mutual benefit

Objectives of training

a) Increase the knowledge:

Training upgrades employee knowledge to keep up with new technologies,
job redesign, and change. Employees become efficient after undergoing
training. Efficient employees contribute to the growth of the organization.

b) Change in attitude:
Training aims to develop healthy attitudes in employees towards the job and
the organization. It facilitates better cooperation, commitment, and loyalty of
employees.

c) Improve performance:
Another important objective of training is to improve the performance of the
employees. When employees are trained and become familiar with the
needed job skills, they can perform with minimum wastage of time and effort
efficiently.

d) Efficient use of resources:

Training aims to use resources efficiently. With the help of training, the
employees can learn how to use the machine, equipment, tools and methods
properly.

e) Reduce accidents:
Training aims to minimize operational errors. Training programs are
organized to reduce accidents. Generally, accidents, scrap and damage to
machinery and equipment can be avoided or minimized through training.

f) Career development:
 Training aims to the career development of employees. It helps the career
development of employees through promotion opportunities. It develops the
potential for the future growth of employees.

Methods of determining training needs

a) Management audit method:

This is a method consisting of systematic, comprehensive, independent and
regular analysis of the organization as a whole to find the training needs. It
consists of the analysis of internal environment factors like organizational
objectives, strategies and structure and also external environment to
determine any changes which may lead to need of training.

b) Task analysis:
This method consists of collection and analysis of task-related information
through the evaluation of job description and job specification. Based on the
nature of job or task to be performed by employee, training need is
determined.

c) Performance analysis:
Performance of an organization or employee is examined to find out
weaknesses. According to the comparison of current performance to
performance standards, training needs are determined.

d) Supervisory recommendation:
This method uses supervisors for finding the realities of work condition, gap
between the existing knowledge of employees and job requirements. Training
need is determined by supervisor through such gap and lack of knowledge of
employees.

e) Training need survey:

In this method, the information about need of training to the employees is
collected through gathering information by questioning or interviewing to the
concerned employee of the organization.

Training methods

A) On the job training methods:

a) Apprenticeship:
It involves learning from more experienced employee(s). Employees work
under close supervision of senior experts and follow their instructions and
guidance. This type of training is suitable for technical work such as to
 plumbers, carpenters, mechanics etc. It is an appropriate method of
training to employees who want to gain special expertise in certain sector
of job.

b) Internship:
An internship is a professional learning experience that offers meaningful,
practical work related to a student’s field of study or career interest. An
internship gives a student the opportunity for career exploration and
development, and to learn new skills. This type of training is suitable for
professional and technical employees.

c) Job instruction training:

It is also known as step-by-step training in which the trainer explains the
way of doing the jobs to the trainee and in case of mistakes corrects the
trainee. It is a systematic method to teach new skills and is received
directly on the job.

d) Job rotation:
This training method involves movement of trainee from one job to
another to gain knowledge and experience from different job
assignments. This method helps the trainee understand the problems of
other employees. It is also important for employee career development
i.e. it aids promotion and transfer of employees.

e) Special assignment training:

In some cases, the management forms a committee for assigning specific
task or to solve specific problems. The members of committee may have
diversity in knowledge, skills and efficiency. It provides guidelines to team
members to do assigned work in systematic manner.

B) Off the job training methods:

a) Programmed instruction:
It is a self-learning method with the help of text books or manuals. In
this method, subject matters of learning are arranged in logical
sequence. It involves a series of steps with bits of knowledge and
mechanism for presenting the series and measuring the trainee’s
knowledge. Trainees receive questions in a sequence and receive sign
when they answer each question correctly.

b) Simulation:
In the simulation training method, trainee are trained on the specially
designed equipment or machine seems to be really used in the field or
job. The purpose of this method is to make employee able to handle
equipment in the real field or job.
 c) Lectures method:
It is considered as a simple way of imparting knowledge to the
trainees. It takes place in a classroom-like environment and involves a
trainer providing instruction in a lecture format. Trainees learn crucial
skills needed for their jobs and also get the opportunity to have their
questions answered by experts.

d) Experimental exercise:
It is ‘learning by doing’ experience. Trainees learn while training. It is
used by creating a conflict situation to the trainees where they have to
experience a conflict personally and work out its resolution. After
completing the exercise, the trainer usually discusses what happened
and introduces theoretical concepts to help explain the trainees’
behavior during the exercise.

e) Group discussion:
In this method, team leader provides subject matters of discussion to
all members for study and presentation in formal meeting. In group
discussion, all members put their views one after another about the
problems and their probable solution. They share each other
knowledge and information.

Process of training evaluation

a) Developing evaluation criteria:

Without having a set of predetermined criteria, the success or failure of
training program cannot be evaluated. The criteria should be objective
enough to be understood and measured. The criteria that can be used are
reaction, learning, behavior and result. The evaluation criteria serve as a
standard for measuring training effectiveness.

b) Pre-testing trainees’ existing skills/knowledge:

Once the criteria for evaluation is fixed, a pretest is conducted. It is
conducted in order to find out the present level of knowledge and skills or
abilities of the participants. This information is very much useful to compare
the achievement made after the training.

c) Monitor training:
This is concerned with the process of monitoring the training programs while
implementing the programs for providing knowledge and behavioral skills to
the trainees. At this step, the actual outcome of given training activity is
monitored and measured.
 d) Finding deviation:
This step is concerned with the final assessment of results obtained from the
implementation of training programs. At this step, the actual outcome is
compared with the intended outcome. If deviations are found, the causes of
deviation are identified and analyzed.

e) Corrective actions:
If some deviations have been found, corrective actions are taken to improve
the current performance and to plan future training programs.

Methods/approaches of evaluating training effectiveness

a) Pre-post performance method:

Under this method, each participant is evaluated before training and rated on
actual job performance. After training is completed, the participant is
reevaluated. This approach is very useful to examine the effects of training
on changing the participants’ knowledge, skills and their attitudes in the real
job situation.

b) Test-retest method:
According to test-retest approach, participants are once evaluated prior to
the beginning of the training program about their expectations regarding the
training program. As soon as the training program is completed, they are
again tested to know their final reactions regarding its success.

c) Observation:
In this approach, trainees are closely observed during the delivery of training
programs by trained experts. Change in knowledge, skills and attitudes of
trainees are assessed through the observation of trainees’ performance in
actual work situations and their participation in discussion, role play, case
study etc.

d) Experimental control group method:

In this method, a group is given training and it is compared with other group
without training. If the trained group shows the better result, then it is said
that training is effective.

e) Trainee survey:
At the end of training program, different questions regarding to training are
asked to trainees to get their reflections about training program’s value or
usefulness. Feedback of questions shows training effectiveness.

f) Cost-effectiveness analysis:
 It compares the total benefits against the cost of training. If the result shows
more benefits than cost incurred for training, it is said to be effective.

Levels/criteria of evaluating training effectiveness

a) Reaction:
It evaluates the trainee’s reaction to the program. Whether the trainee liked
the program, whether he think it as worthwhile, all are assessed. Reaction of
trainees to the coverage and depth of course content, method of
presentation, training techniques etc. serve as a basis for evaluating training
effectiveness.

b) Learning:
This criteria is concerned with whether the trainee acquired the important
idea and concept presented, whether he understood the principles, skills and
facts that the supervisor or trainer wanted them to learn. Special tests are
used to measure how well the trainees have learned the particular skill and
idea.

c) Behavior:
Whether the training brought the change in trainee’s behavior or attitude also
service as the criteria for measuring effectiveness of training program. If the
trainee has really learned, there must be change in his/her work behavior.

d) Result:
It measures the impact of training on achievement of organizational
objectives. The improvement in job performance, higher productivity, higher
sales, better quality etc. shows the effective result of training program.

Management development

It is a set of activities designed to improve the performance of existing managers

and to provide for a planned growth of managers to meet future organizational
requirements.

Objectives of management development

a) Increase productivity and performance:

Management development increases the productivity and effectiveness of
managers in their current jobs by assisting them to master management
skills and techniques, develops a higher level of self-confidence, and
increases their ability to help subordinates advance.
 b) Identify future leaders:
Management development assists the organization to identify its future
leaders and accelerates their upward mobility to ensure the continuity of
leadership.

c) Produce skilled managers and executives:

Management development enables the organization to produce the number
of skilled managers and executives needed to anticipate growth needs.

d) Encourage managerial self-growth and ability:

Management development encourages managerial self-growth and increases
the ability of managers to take on greater responsibility and achieves their
full potential.

e) Providing up-to-date information:

Management development provides executives and managers with up-to-
date information on innovations in business theory and practice, and new
technologies that may impact the organization.

Techniques/methods of management development:

A. On the job method:

a) Coaching method:
In this method, superior guides and trains the subordinates as a coach.
The coach sets some mutually agreed goals and tells the trainee what he
wants to be done. S/he also suggests how it may be done, follow up
suggestions and correct errors. He helps the trainee through periodic
reviews of the trainees’ progress and suggesting modifications in his
behavior where needed.

b) Understudy assignment:
In this method, one person is selected by supervisor and trained like his
descendant. He is prepared to assume full time responsibilities of position
presently held by supervisor. If the supervisor leaves the job or is on long
absence due to illness, retirement, promotion or death etc., then trained
person become available at the place of supervisor. Supervisor gets most
of his work done from the trainee, discusses problems with him and
involves him in decision making. Trainee is also allowed to attend
discussions and meetings as a representative of supervisor.

c) Planned work assignments method:

It is also known as committee assignments. Under this method, managers
are assigned to task-forces and special committees where they learn new
 things and skills. Such committees are assigned to investigate or probe
certain management problems and irregularities reported to the
management. Such panels may also conduct research works. The
managers learn by the discussions in the committee meeting.

d) Job rotation:
This method involves moving the trainee manager from one department
to another or from one job to another. This allows the trainee to gain a
broader understanding of all aspects of the business and how organization
function as a whole. Job rotation allows trainees to interact with other
employees, facilitating future departmental collaboration. When trainee
managers are developed in this manner, the organization finds it easier to
promote, replace or transfer them.

e) Internship method:
It is also a method meant for technical and skill-oriented jobs and has a
goal to combine classroom-oriented theoretical knowledge with practical
application and work experiences. Under this method, managers are
interned in organizations for a specified period to work as employees to
gain practical knowledge and experiences.

B. Off the job method:

a) Lecture method:
This method is a formally organized talk by an instructor on specific
topics. This method is useful when philosophy, concepts and theories are
to be discussed. The lecture method is very useful to impart the
knowledge to large group of people in a short time.

b) Simulation:
It is an exercise of abstracting a real working condition in a classroom or
laboratory. Simulation duplicates the actual work situation as nearly as
possible thereby creating artificial work situation. Trainee managers are
placed in that artificial work situation and they learn with the actual or
simulated equipment and environment. Simulation techniques involves
case study, role playing etc.

c) Behavior modeling method:

In this method, trainees are shown the right way of doing things or solve
problems. Trainees watch live or video examples showing models
behaving effectively in a problem situation. Next, the trainees get roles to
play in a simulated situation, and practice effective behaviors
demonstrated by the models. The trainer then provides reinforcement in
the form of praise and constructive feedback. Finally, trainees are
encouraged to apply their new skills when they are back on their jobs.
 d) Sensitivity training:
It is also called laboratory training. They are basically designed to expose
the behavior, give and receive feedback, experiment with new behavior
and develop awareness of self and others. It involves use of development
techniques which attempts to increase human sensitivity and awareness.

e) Transactional analysis:
This method is used to improve interpersonal relation. This method views
interaction between individuals and group as transactions, which are
analyzed to develop those people. This method says that every person
has three distinct ego states i.e., parent, child and adult. Generally, most
effective behavior, human relations and performance come from the adult
ego state.

Career planning

Career planning is a deliberate process through which an employee becomes aware

of his/her personal skills, interests, knowledge, motivations and other
characteristics and establishes action plans to attain specific goals.

Need for career planning

a) Provide career goals and paths:

Career planning is needed to provide career goals and career paths to the
employees. It is needed to map out careers of employees suitable to their
ability and their willingness to be trained and developed for higher positions.

b) Motivate employees:
Career planning is needed to motivate employees. It improves employee
morale and motivation by matching skills to job requirements and by
providing job opportunities for promotion.

c) Meet staffing needs:

Career planning is needed to meet the immediate and future human resource
needs of the organization on a timely basis.

d) Increase technical competence:

Career planning is needed for employees who seek and value opportunities to
exercise technical competencies.

e) Reduce turnover:
Career planning is required to retain employees for the long run so that costs
of selection, socialization and training are minimized. It ensures a more
 stable workforce by reducing labor turnover and absenteeism, by motivating
and matching interest with job.

Process of career planning

a) Self-assessment:
The first and foremost step in career planning is to know and assess yourself.
You need to collect information about yourself while deciding about a
particular career option. You must analyze your interests, abilities, aptitudes,
desired lifestyle, and personal traits and then study the relationship between
the career opted for and self.

b) Goal setting:
Set your goals according to your academic qualification, work experience,
priorities and expectations in life. Once your goal is identified, then you
determine the feasible ways and objectives how to realize it.

c) Career options:
Narrow your general occupational direction to a particular one by an
informatory decision making process. Analyze the career option by keeping in
mind your present educational qualifications and what more academic
degrees you need to acquire for it.

d) Plan of action:
Recognize those industries and particular companies where you want to get
into. Make the plan a detailed one so that you can determine for how many
years you are going to work in a company in order to achieve maximum
success, and then switch to another. Decide where you would like to see
yourself after five years and in which position.

e) Catch hold of opportunities:

Opportunity comes but once. So, whenever you get any opportunity to prove
yourself and get into your desired career, try to convert it in every way for
suiting your purpose.

Career development

Career development is the lifelong process of managing learning, work, leisure and
transitions in order to move towards a personally determined and evolving
preferred future.

Stages of career development

 a) Exploration
b) Establishment
c) Mid-career
d) Late career
e) Decline

Process of career development

a) Self-assessment:
The first step in career development is self-assessment which means that
individual has to assess oneself on the kind of career and growth one wants
and what kind of skills and interests are there.

b) Career awareness:
This stage is when an individual explores various career paths which align
with the self-assessment done in first step. Career awareness can be how a
person can explore various domains and types of jobs/work available.

c) Goal setting:
This is the most important step in career development because this is where
one defines clear short term and long term goals to meet the career one
aspires. Both short term and long term goals need to be defined to begin
with. Short term goals would be more actionable but long term goals can be
changed or tweaked as per the growth.

d) Skill training:
Once the career and goals are set, one needs to acquire the right skills to
achieve the growth. Skill training can be done through self-training or joining
a structured training program online or offline.

e) Performing:
With all the right knowledge and skills, the important part is to perform the
task and jobs in the career to grow successfully in the career path.

Training and development practices in Nepalese organizations

a) Need assessment of training and development:

In most Nepalese organizations, the need for training and development is
not assessed properly except in some big private and multinational
companies. In most public organizations, the need for training and
development is assessed through supervisory recommendations. There is
a lack of training need surveys and performance analysis to identify
training and development needs.
b) Training and development method:
Most of the Nepalese organizations use a mix of on-the-job training and
development and off-the-job training and development. Basically, on-the-
job apprenticeship and internship methods are used for skills and
professional jobs whereas off-the-job training methods are
lecture/conference-oriented. Experimental exercises are little used for
training.

c) Training and development institutions:

In Nepal, there are very few training institutions involving in training
programs. Some of them are Management Association of Nepal (MAN),
CTEVT etc. These institutions provide off-the-job training to employees.
On the other hand, public sector organizations like banks, airlines,
electricity authority have their training centers and schools but they have
remained unfunded and mismanaged.

d) Training and development budget;

Training and development budget spent by Nepalese organizations are not
adequate, and that’s why employees are either untrained or under
trained. So there is an acute need to establish criteria to set training
budget and it must be compulsorily spent for the stated purpose.

e) Effectiveness and outcomes of T & D:

Most of the research works conducted in this issue indicates that there is
a poor link between training received and jobs given. Employees are not
placed on the jobs for which s/he has been trained.