Manager1:

Why spend so much time and money in training the

employees?
What if they leave the organization after getting trained?

Manager 2:

And what if they continue with organization if we don’t train

them ?
Session 7:
Training & Management
Development

Praxis Business School, Kolkata

HCM | Jan-Mar 2019 1/24
Introduction
 In a rapidly changing society, employee training and development are not
only an activity that is desirable but also an activity that an organisation
must commit resources to if it is to maintain a viable and knowledgeable
work force.
 Training is a process of learning a sequence of programmed behaviour. It is
application of knowledge. It gives people an awareness of the rules and
procedures to guide their behaviour. It attempts to improve their
performance on the current job or prepare them for an intended job.
 ‘Training’, ‘education’, and ‘development’ are three Training refers to
terms frequently used. On the face of it, there might the process of
not appear any difference between them, but when a imparting specific
skills.
deep thought is given, there appears some differences
Development refers
between them. In all ‘training’ there is some to the learning
‘education’ and in all ‘education’ ‘there is some’ opportunities
designed to help
training. And the two processes cannot be separated employees grow
from ‘development’. Precise definitions are not Education is
possible and can be misleading; but different persons theoretical learning
2/24
in classrooms
have used these activities in different ways.
“Training” vs “Development”

“Training is short-term process utilising a systematic and organised procedure by
which non-managerial personnel learn technical knowledge and skills for a definite
purpose…. Development is a long-term educational process utilising a systematic
and organised procedure by which managerial personnel learn conceptual and
theoretical knowledge for general purpose.”

“Training” refers only to instruction in technical and mechanical operations, while
“development” refers to philosophical and theoretical educational concepts.
Training is designed for non-managers, while development involves managerial
personnel. In the words of Campbell, “training course are typically designed for a
short-term, stated set purpose, such as the operation of some piece(s) of machinery,
while development involves a broader education for long-term purposes.”

Training and development differ in four ways:
(a) “What” is learned; tech knowledge &skills vs Conceptual & theoretical
(b) “Who” is learning; Non managerial vs Managerial
(c) “Why” such learning takes place; for definite purpose and general purpose
(d) “When” learning occurs.short term vs long term

3/24
Basic Purposes of Training
i. To Increase Productivity TRAINING POLICY:
Every company or organisation should
ii. To Improve Quality New have well-established training policy.
Such a policy represents the top
iii. Skill Development management’s commitment to the
training of its employees, and comprises
iv. Obsolescence Prevention rules and procedures governing the
standard of scope of training. A training
v. Promotion and Succession Planning
policy is considered necessary for the
vi. To Help a Company Fulfill its Future following reasons:
 To indicate a company’s intention to
Personnel Needs develop its personnel; to provide
vii. To Improve Organisational Climate guidance in the framing and
implementation of programmes and to
viii. To Improve Health and Safety provide information concerning them
to all concerned;
ix. Personal Growth  To discover critical areas where
training is to be given on a priority
x. Retaining or Motivating Employees basis; and

To provide suitable opportunities to
xi. Creating Effective and Efficient the employee for his own betterment.
Organisation 4/24
 Need for training arises from more
than one reason:
i. An increased use of technology in production
ii. Labour turnover arising from normal separations due to death or physical
incapacity, for accidents, disease, superannuation, voluntary retirement, promotion
within the organisation and change of occupation or job.
iii. Need for additional hands to cope with an increased production of goods and
services;
iv. Employment of inexperienced, new or badli labour requires detailed instruction for
an effective performance or a job;
v. Old employees need refresher training to enable them to keep abreast of the
changing methods, techniques and use of sophisticated tools and equipment;
vi. Need for enabling employees to do the work in a more effective way, to reduce
learning time, reduce supervision time, reduce waste and spoilage of raw material
and produce quality goods and develop their potential.
vii. Need for reducing grievances and minimising accident rates;
viii. Need for maintaining the validity of an organisation as a whole and raising the
morale of its employees.
5/24
Responsibility for Training

Training is the responsibility of four main groups:

a) The top management, which frames the training
policy;
b) The HR department, which plans, establishes and
evaluates instructional programmes;
c) Supervisors, who implement and apply development
procedure; and
d) Employees, who provide feedback, revision and
suggestions for corporate educational endeavours.

6/24
Training Process- the ADDIE model
*KSA = Knowledge, Skills, and
Abilities
1.Training Needs
Training Needs Analysis
Analysis
a) Organisational Support
a) Organisational Support
b) Organisational Analysis
b) Organisational Analysis
c) Task and KSA analysis
c) Task and KSA analysis
d) Person Analysis
d)Job & Person Analysis

2.Instructional Design
Instructional 3.Training
Training
Objectives Validity
Validity

Development
Selection andofDesign
Programme
Of Instructional
Programs

4.Training Use of
5.Evaluation
Training
Implement Evaluation
Modules
Execution
Modules
7/24
 Training Need Analysis (TNA)
1. Determine organization’s needs: Address the employer’s strategic/longer term
training needs and/or its current training needs. If the program is to use technology, the
manager should also include a review of the technology he or she plans to use for
presenting the program,as part of the analysis
ii) Current Training Need Analysis
i) Strategic Training Need Analysis
• To enter new line of business or new • To improve current performance
location and specifically training new
• It focuses on identifying the training joinees and those whose
that employees will need to fill these performance is below the curve
new future jobs • New joinees- use Task and
• Business leaders work closely with their Job analysis
HR team to formulate hiring policies and • Existing employees-
training programme Performance Analysis
• It is tied to succession planning where
skills are identied for high-potential
employees to get the training and iii) Competency based TNA
development so that they fill the firm’s
future positions 8/24
Competency model: Case-in-point

Process: Interview senior executives to identify the firm’s

strategic objectives and to infer what competencies those
objectives will require.
Also top performers could be interviewed.

• Threshold level competencies

• Trait-based recruitment tool for threshold
competencies
Training Need Analysis

Determine current needs: by evaluating existing training programs

ii) List and analyse shortfalls in the process or

i) Evaluate ongoing training programmes:
products. Determine whether they are due
a) Review training documents for to:
adequacy. a) Poor organisation;
b) Observe trainers and trainees in the b) Inadequate supervision;
.
learning environment of a classroom, a c) Poor communication;
shop or a laboratory. d) Improper personnel selection or
c) Analyse in-course and end-of-course policies or procedures;
test results. e) Unclear policies;
f) Poor job design;
d) Interview trainers and trainees.
g) Equipment or materials problems;
h) Work methods;
Differentiate between Can’t do and Won’t do i) Inappropriate work standards;
j) Or indeed Inadequate operator or
supervisor training 8/24
2. Design the training programme
• Planning the overall training program including training
objectives, delivery methods and program evaluation.
• Setting performance objectives,
• Creating a detailed training outline (all training program
steps from start to finish)
• Choosing a program delivery method (such as lectures or
Web),and verifying the overall program design with
management.
• Include summaries of how you plan to set a training
environment that motivates your trainees both to learn
and to transfer what they learn to the job.
• Review possible training program content (including work-
books exercises and activities) and estimates a budget for
the training program
11/24
• Knowledge transfer from classroom to work.
Deriving Instructional Objectives
 Who is the audience in the program?
 Who are the trainers?
 What methods and techniques are to be
used for training?
 What should be the level of training?
 What learning principles are needed?
 Where is the programme conducted?
 What is the expected outcome from the
training?
11/24
 3. Develop

• Actually assembling/creating the program s training

content and materials.
• Choosing the actual content the program will present,
as well as designing /choosing the specific
instructional methods (lectures cases , Web-based,etc.)
• Training equipment and materials include (for
example) iPads, work books lectures, PowerPoint
slides, Web- and computer-based activities,
course activities, trainer resources (manuals,for
instance),and support materials.
• Create content or buy turn key packages
 4. Implement: Methods/Techniques

CLASSIFICATION OF TRAINING METHOD

a) ON THE b) e) APPRENTICESHIP
JOB- DEMONSTRATION g) OTHER TRAINING
Observaing/JR AND EXAMPLES METHODS

c) SIMULATION f) CLASSROOM METHODS

d) VESTIBULE
-Mobile
Learning e- Learning

LECTURES AUDIOVISUAL
CONFERENCE
AIDS
ROLE – PLAYING
CASE STUDY
Learning
portals/
12/24
 On the Job Training (OJT)
The most common, the most widely used and accepted, and the most necessary
method of training employees in the skills essential for acceptable for job
performance.
Merits: Demerits:

The main advantage of on-the-job-training is that the 
The principal disadvantage
trainee learns on the actual equipment in use and in the of on-the-job training is that
true environment of his job. instruction is often highly

disorganised and haphazard
Secondly, it is highly economical since no additional
and not properly
personnel or facilities are required for training.
supervised.

Thirdly, the trainee learns the rules, regulations 
procedures by observing their day-to-day applications. Moreover, learners are
He can, therefore, be easily sized up by the often subjected to
management. distractions of a noisy shop
or office.

Fourthly, this type of training is a suitable alternative for 
a company in which there are almost as many jobs as Further, the other drawback
there are employees. is the low productivity,
especially when the

Finally, it is most appropriate for teaching the employee is unable to fully
knowledge and skills which can be acquired in a develop his skills.
relatively short period, say, a few days or weeks. 13/24
 Vestibule Training (Training-Centre Training)
This method attempts to duplicate on-the-job situations in a company classroom. It is a
classroom training which is often imparted with the help of the equipment and machines
which are identical with those in use in the place of work. This technique enable s the trainee
to concentrate on learning the new skill rather than on performing an actual job. In other
words, it is geared to job duties. Theoretical training is given in the classroom while the
practical work is conducted on the production line.

Merits:

As training is given in a separate room
distractions are minimised.

A trained instructor, who knows how
to teach, can be more effectively
utilized.

The correct method can be taught
without interrupting production.

It permits the trainee to practice
without the fear of
supervisors’/workers’ observation and
their possible ridicule.
Demerits:

The splitting of responsibilities leads to
organisational problems.
 An additional investment in equipment is
necessary, though the cost may be
reduced by getting some productive work
done by trainees while in the school.
 This method is of limited value for the
jobs which utilise equipment which can
be duplicated.
 The training situation is somewhat
artificial. 14/24
Training by SMEs Training by Supervisors

By this method, training is 
Such training is imparted on
imparted by experienced the job by the workers’
senior fellow-workers. It is immediate supervisors. It
particularly adaptable where provides to the trainees
experienced workmen need opportunities for
helpers. It is useful for getting acquainted with their
departments in which bosses. The bosses, too,
workmen advance through have an opportunity to judge
successive jobs to perform a the abilities and possibilities of
series of operations. trainees from the point of view
of their job performance.
The success of both these methods depends upon the fact that:

The experienced supervisor must be good teachers;

They should have incentives and sufficient time for carrying out the training
programmes; and

They should be provided with an accurate account of the training needs of
the trainees they are to teach. 15/24
Demonstrations And Examples Simulation
(or Learning By Seeing) 
Simulation is a technique which

In the demonstration method, duplicates, as nearly as possible,
the trainer describes and the actual conditions encountered
displays something, as when on a job. The vestibule training
he teaches an employee how method or the business-game
to do something by actually method are examples of business
performing the activity himself simulations. Simulation
and by going through a step- techniques have been most
by-step explanation of “why” widely used in the aeronautical
and “what” he is doing. industry.
Apprenticeship

For training in crafts, trades an in technical areas, apprenticeship training is
the oldest and most commonly used method, especially when proficiency in
a job is the result of relatively long training period of 2 years to 3 years for
persons of superior ability and from 4 years to 5 years for others.

The merits of this method are: (i) A skilled workforce is maintained; (ii)
Immediate returns can be expected from training; (iii) The workmanship is
good; (iv) The hiring cost is lower because of reduced turnover and lower
production costs; (v) The loyalty of employees is increased and
opportunities for growth are frequent. 16/24
Classroom / Off-the-Job Methods

Off-the-job training” simply means that training is not a part
of everyday job activity. The actual location may be in the
company class-rooms or in places which are owned by the
company, or in universities or associations which have no
connection with the company.


The methods consist of:

Lectures;
 Conferences;
 Group Discussions;
 Case Studies;
 Role-playing;

Programmed Instructions;

Laboratory Training.
17/24
e-Learning
 E-learning refers to the use of CBT and/or conduct training online (over Internet)
 E-learning initially started with only technical subjects, but now is being
increasingly adopted for conducting behavioural or soft-skill trainings
 E-learning becomes more effective when blended with classroom trainings
 Massive Open Online Courses (MOOCs) are transforming the learning domain
Advantages Disadvantages
 Self-paced. Trainees can proceed on their  May cause trainee anxiety
own time  Not all trainees may be ready for e-
 Interactive. Taps multiple trainee senses learning, especially those uncomfortable
 Allows for consistency in delivering training with computers
 Enables online scoring, assessment and  Availability of uninterrupted access to
feedback computers and Internet connectivity may
 Incorporates built-in guidance and help for not be easy
trainees  Leadership and Cultural trainings may not
 Relatively easy for trainers to update be suited for e-learning
contents  Requires significance upfront cost and time
 Can be used to enhance instructor led to develop
trainings  No significantly greater learning evidenced
in recent research studies
 Requires significant top management
support to be successful 18/24
Training Evaluation

Objectives of training evaluation is to determine the ability of the participant in the
training programme to perform jobs for which they were trained, the specific nature
of training deficiencies, whether the trainees required any additional on the job
training, and the extent of training not needed for the participants to meet job
requirements.


PRINCIPLES OF EVALUATION: Evaluation of the training programme
must be based on the following principles:

Evaluation specialist must be clear about the goals and purposes of
evaluation.
 Evaluation must be continuous.
 Evaluation must be specific.

Evaluation must provide the means and focus for trainers to be able to
appraise themselves, their practices, and their products.
 Evaluation must be based on objective methods and standards.
 Realistic target dates must be set for each phase of the evaluation process. A
sense of urgency must be developed, but deadlines that are unreasonably
high will result in poor evaluation.
19/24
Measuring Training Effectiveness
Effectiveness measuring is usually done by:
a) Giving written or oral tests to trainees to ascertain how far they have
learnt the techniques and principles taught to them and the scores
obtained by them;
Observing trainees on the job itself and administering performance tests
b) to them;
Finding cut individual’s or a group’s reaction to the training programme
c) while it is in progress and getting them to fill up evaluation sheets;
Arranging structured interviews with the participants or sending
d) them questionnaires by mail;
Eliciting the opinion or judgement of the top management about the
e) trainees’ performance;
f) Comparing the results obtained after the training with those secured
before the training programme in order to find out whether any material
change has taken place in attitude, opinion, in the quality of output, in the
reduction in scrap, breakage and the supplies used and in overhead costs.
g) Study of profiles and charts of career development of the participants and

related assignment techniques. 20/24

Impediments to Effective Training

 Management Commitment is lacking and uneven

 Aggregate spending on Training is inadequate
 Inability of Education Institutions to impart proper
knowledge commensurate with the degree
 Large scale poaching of trained workers
 No help to workers displaced because of
downsizing
 Lack of ties with management schools
 Apathy of organised labor unions towards upskilling
21/24
Gamification : Effective Learning tool
for Gen Z

Gamification is the process of applying gaming designs and concepts to
learning or training scenarios in order to make them more engaging and
entertaining for the learner.

In game-based learning events, learners compete directly against one or
more individuals or participate individually in an interactive experience
that rewards learning performance in some way.

Game-based learning and Gamification methodologies have the potential
to turn routine, mundane tasks into refreshing, motivating experiences.

The increased popularity and usage of gaming techniques can be
attributed to the spirit of competition; it not only makes learning more
enjoyable, it increases retention and boosts all important time-to-
competency measurements.

Game-based learning reflects another significant training trend – the
increased role of learners in controlling their own learning

experiences. 22/24