TRAINING:

IMPORTANCE
AND METHODS
BY: Prof. Teena Bharti
NEED OF TRAINING
INTRODUCTION:
Training is a planned programme designed to improve performance and
bring about measurable changes in knowledge, skills, attitude and social
behaviour of employees.

Features of Training-
 Increases knowledge and skills for doing a
particular job
 Focuses attention on the individual job.
 Concentrates on individual employees
 Gives importance to short term performance

Training is essential for job success. It can lead to higher production, fewer
mistakes, greater job satisfaction and lower turnover.
 IMPORTANCE
Training implies a process of upgrading an
individual’s knowledge, skills and
competencies. When an employee joins the
organization, he/she is given job-related training to
ensure satisfactory performance of the tasks and duties
assigned, so that the employee can contribute more to
the organization.

On the other hand, development has a long-term

view. It is all about preparing the employee for the
current as well as future jobs, by providing them with
learning opportunities to increase their capacities, to
undertake more challenging and complex tasks.
Training vs. Development:
Training is concerned with teaching specific job related skills and
behaviour. Development is future oriented training, focusing on the
personal growth of the employee.

L e a r n in g D im e n s io n Tr a i n i n g D e v e lo p m e n t
M e a n t fo r O p e r a t iv e s E x e c u tiv e s
Focus C u rre n t jo b C u r r e n t a n d f u t u r e jo b s
S cope In d iv id u a l e m p lo y e e W o r k g r o u p o r o r g a n is a t i o n
G oal F i x c u r r e n t s k il l d e f ic it P re p a re fo r fu tu re w o rk d e m a n d s
I n it i a t e d b y M anagem ent T h e I n d iv i d u a l
C o n te n t S p e c i f ic jo b r e l a t e d in f o r m a t i o n G e n e r a l K n o w le d g e
T im e - f r a m e Im m e d ia t e L o n g te rm
Training vs. Education:

Training, more or less, is job oriented (skill) learning. Education, on the

other hand, is a person-oriented, theory-based knowledge whose main
purpose is to improve the understanding of a particular subject (a kind
of conceptual learning).
Training Pitfalls
Here is a checklist to avoid training pitfalls
 Attempting to teach too quickly
 Trying to teach too much
 Viewing all trainees as the same
 Giving very little time to practice
 Offering very little to the trainee in the form of encouragement,
praise or reward
 TRAINING V/S
EDUCATION V/S
DEVELOPMENT
(SUMMARY)
Learning Principles: The Philosophy of Training
 Modelling: It is simply copying someone else's behaviour. (like showing the
videotapes of desired behaviour while at work)
 Motivation: For learning to happen, it is important to motivate the trainee
first.
 Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
 Feedback: Feedback helps an employee find where he stands. People learn
best if reinforcement is given as soon as possible.
 Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
 Whole learning: Employees learn better if the job information is given as an
entire logical process.
 Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
 Relevance: Training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
 Environment: Employees learn faster in comfortable environments
 TRANSACTIONAL ANALYSIS
CHILD EGO (from a child’s perspective): : The characteristics of this ego
are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc.
Verbal clues that a person is operating from its child state are the use of
words like “I guess”, “I suppose”, etc. and non verbal clues like, giggling,
coyness, silent, attention seeking etc.

PARENT EGO (from a parent’s perspective): The characteristics of this

ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues that a
person is operating from its parent states are the use of words like, always,
should, never, etc and non-verbal clues such as, raising eyebrows, pointing
Figure: The EGO
an accusing finger at somebody, etc.
STATES
ADULT EGO : It is a collection of reality testing, rational behaviour,
decision making, etc. A person in this ego state verifies, updates the reaction
which she has received from the other two states. It is a shift from the taught
and felt concepts to tested concepts.
TRAINING PROGRAMMES AT NESTLE:
Nestlé is the world’s leading food company, with a 135-year history and operations
in virtually every country in the world. It is the fact it is a global organization
comprised of many nationalities, religions, and ethnic backgrounds all working
together in one single unifying corporate culture.
The most important parts of Nestlé’s business strategy and culture are the
development of human capacity in each country where they operate. Learning is an
integral part of Nestlé’s culture.
Training Programs at Nestlé
The willingness to learn is therefore an essential condition to be employed by
Nestlé.
First and foremost, training is done on-the-job. Guiding and coaching is part of
the responsibility of each manager and is crucial to make each one progress in
his/her position.
Formal training programs are generally purpose-oriented and designed to
improve relevant skills and competencies.
Therefore, they are proposed in the framework of individual development
programs and not as a reward.
TRAINING PROGRAMMES AT
NESTLE: (CNTD)
Literacy Training- As the level of technology in Nestlé factories has
steadily risen, the need for training has increased at all levels. Much of this
is on-the-job training to develop the specific skills to operate more advanced
equipment.

Nestlé Apprenticeship Program- Apprenticeship programs have been an

essential part of Nestlé training where the young trainees spent three days a
week at work and two at school.

Local Training- Two-thirds of all Nestlé employees work in factories, most

of which organize continuous training to meet their specific needs. In
addition, a number of Nestlé operating companies run their own residential
training centers. The result is that local training is the largest component of
Nestlé’s people development activities worldwide and a substantial majority
of the company’s 2,40,000 employees receive training every year.
TRAINING PROGRAMMES AT NESTLE: (CNTD)
International Training- For over 30 years, the Rive-Reine International
Training Centre has brought together managers from around the world to
learn from senior Nestlé managers and from each other. Country
managers decide who attends which course, although there is central
screening for qualifications, and classes are carefully composed to include
people with a range of geographic and functional backgrounds. Typically
a class contains 15–20 nationalities. The Centre delivers some 70 courses,
attended by about 1700 managers each year from over 80 countries.
Management courses: these account for about 66% of all courses at
Rive-Reine. The participants have typically been with the company for
four to five years. The intention is to develop a real appreciation of Nestlé
values and business approaches. These courses focus on internal activities.
Executive courses: these classes often contain people who have attended
a management course five to ten years earlier. The focus is on developing
the ability to represent Nestlé externally and to work with outsiders. It
emphasizes industry analysis, often asking: “What would you do if you
were a competitor?”
Different Areas of Training:

Training is generally offered in the following areas

 Knowledge
 Technical skills
 Social skills
 Techniques
Other Types of Training:

 Skills training: It includes certain basic skills like reading, writing,

computing, speaking, listening, problem solving etc are taught.

 Refresher training: The focus is on short term courses that would help
employees learn about latest developments in their respective fields.

 Cross functional training: This helps employees perform operations in

areas other than their assigned job.

 Team training: This is concerned with how team members should

communicate with each other, how they should cooperate to get ahead, how they
should handle conflictful situations, how to find their way using collective
wisdom etc.
Types of Training: (cntd)

 Creativity training: This helps employees to think

unconventionally, break the rules, take risks, go out of the box and
develop unexpected solutions.

 Diversity training: It aims to create better cross cultural

sensitivity with the aim of fostering more harmonious and fruitful
working relationships among a firm's employees.

 Literacy training: This is generally offered to those employees

with weak reading, writing or arithmetic skills.
ON-THE JOB V/S OFF-THE JOB
TRAINING Off-the-job Training
Methods:
Off-the-job training methods
are conducted in separate
from the job environment,
study material is supplied,
there is full concentration on
learning rather than
performing, and there is
freedom of expression. 
On-the-job training
Methods:
Under these methods new or
inexperienced employees
learn through observing
peers or managers
performing the job and
trying to imitate their
behaviour.
 CONTD…
On-the-job Training Methods:
1. Coaching
2. Mentoring
3. Job Rotation
4. Job Instruction Technology (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.)
5. Apprenticeship (Apprenticeship is a
Skill Training program wherein a person is engaged by a
company as an apprentice/beginner level trainee and
gains classroom (theory) learning)
6. Understudy (superior instructs the staff)
Off-the-Job Training Methods:
1. Lectures and Conferences
2. Vestibule Training (Near the job or prototype
environment)
3. Simulation Exercises (management games, case
study, role playing)
4. Sensitivity Training (a.k.a laboratory or T-group
training, It reveals information about his or her own personal
qualities, concerns, emotional issues, and things that he or she
has in common with other members of the group to develop
social sensitivity and behavioral flexibility)
5. Transactional Training (It provides trainees with a
realistic and useful method for analyzing and understanding
the behavior of others. In every social interaction, there is a
motivation provided by one person and a reaction to that
motivation given by another person.)
On The Job Training Methods:
 Job instruction training (JIT): This is training directly received on the
job. Here the trainee receives an overview of the job. The trainer actually
demonstrates the hob and the trainee is asked to copy the trainer’s way. The
trainee, finally, tries to perform the job independently.

M e r its
 T r a in e e le a r n s f a s t t h r o u g h p r a c t ic e a n d o b s e r v a t i o n .
 I t i s e c o n o m i c a l a s it d o e s n o t r e q u ir e a n y s p e c i a l
s e t t i n g s . A ls o , m is t a k e s c a n b e c o r r e c t e d i m m e d ia t e ly .
 T h e t r a in e e g a in s c o n f i d e n c e q u i c k ly a s h e
d o e s t h e w o r k h im s e l f i n a c t u a l s e t t in g w it h
h e l p f r o m s u p e r v is o r.
 I t i s m o s t s u it a b le f o r u n s k i ll e d a n d s e m i- s k ill e d jo b s
w h e r e t h e jo b o p e r a t i o n s a r e s im p l e ; e a s y t o e x p la i n
D e m e r its
 T h e t r a in e e s h o u l d b e a s g o o d a s t h e t r a in e r.
If th e tr a in e r is n o t g o o d , tr a n s fe r e n c e o f
k n o w le d g e a n d s k il ls w i ll b e p o o r.
 W h il e le a r n i n g , t r a in e e m a y d a m a g e e q u ip m e n t ,
w a s t e m a t e r i a l s , c a u s e a c c id e n t s f r e q u e n t l y .
 E x p e r ie n c e d w o r k e r s c a n n o t u s e th e m a c h in e r y
w h il e it is b e in g u s e d f o r t r a in in g .
On The Job Training Methods:

 Coaching: Here the supervisor explains things and answers

questions; throws light on why things are done the way they are;
offers a model for trainees to copy, conducts lot of decision making
meetings, and allows trainees freedom to commit mistakes and learn
.Coaching, thus, requires lot of teaching skills.

 Mentoring: The use of an experienced person to teach and train

someone with less knowledge and experience in a given area is known
as mentoring. The mentor nurtures, supports and guides the efforts of
young persons by giving appropriate information, feedback and
encouragement whenever required.
Functions of Mentoring:
G o o d m e n to r s ... ... G o o d m e n t e e s ......
 L is t e n a n d u n d e r s ta n d  L is te n
 C h a ll e n g e a n d s t i m u la t e  A c t o n A d v ic e
le a r n in g  S h o w c o m m i t m e n t t o le a r n
 C oach
 C h e c k e g o a t th e d o o r
 B u i l d s e lf - c o n f id e n c e S u c c e s s fu l  A s k fo r fe e d b a c k
 P r o v id e w is e c o u n s e l M e n t o r in g
 A r e o p e n m in d e d
 T e a c h b y e x a m p le
 A r e w il l i n g t o c h a n g e
 A c t a s r o le m o d e l
 A r e p r o a c tiv e
 S h a r e e x p e r ie n c e s
 O ffe r e n c o u ra g e m e n t
M e r its D e m e rits
 T h e r e is a n e x c e ll e n t o p p o r t u n it y t o le a r n  It m a y c r e a te fe e lin g s o f je a lo u s y a m o n g q u ic k ly
th r o u g h c o n tin u o u s in te ra c tio n . o th e r w o r k e r s w h o
a r e n o t a b l e t o s h o w e q u a ll y g o o d p e r f o r m a n c e .
 C o n s t a n t g u id a n c e h e lp s t h e m e n t e e  I f m e n t o r s f o r m o v e r ly s t r o n g b o n d s w it h
t o b e o n t r a c k , u s i n g f a c i li t ie s t o g o o d t r a in e e s , u n w a r r a n t e d f a v o u r it is m m a y r e s u lt .
a d v a n ta g e . T h is c a n h a v e a d e m o r a li s in g e f fe c t o n o t h e r w o r k e r s ,
a f f e c t in g t h e i r w o r k p e r f o r m a n c e in a n e g a t iv e w a y.
On The Job Training Methods:
 Apprenticeship training: Most craft workers such as plumbers,
carpenters etc are trained through formal apprenticeship programmes. In
this method, the trainees are put under the guidance of a master worker
typically for 2-5 years.

 Committee assignments: In this method, trainees are asked to solve an

actual organizational programme working along with other trainees.
Off The Job Training Methods:
 Vestibule training: It occurs off the job on equipment or methods that are
highly similar to those used on the job.
 Role playing: This is a development technique requiring the trainee to
assume a role in a given situation and act out behaviours associated with that
role.
 Lecture method: Here the instructor organises the study material on a
specific topic and offers it to a group of trainees in the form of a talk.
 Conference or discussion method: In this method the trainer delivers a
lecture and involves the trainees in a discussion so that the doubts about the
job to be undertaken get clarified.
 Programmed instruction: This is an approach that puts material to be
learned into highly organised logical sequences that require the trainees to
respond.
A Systematic Approach To Training aka process of Training:

1. Assessment 2. Implementation 3. Evaluation

• Determine training • Select training • Compare training

needs methods outcomes against
criteria
• Identify training • Conduct Training
objectives
 Training needs assessment:

• A systematic approach to training would consist of three phases: training needs

assessment, implementation and evaluation.
Training efforts must aim at meeting the needs of the organisation and the
individual employees. This, essentially, involves three types of analysis:

a. Organisational analysis: This is a study of the entire organisation in terms of its

objectives, utilisation of resources to achieve objectives etc.

 Analysis of objectives
     Resource utilisation analysis
     Environmental scanning
 Organisational climate analysis
Training needs assessment:

b. Task or role analysis: this is a detailed examination of a job, its

components, its various operations and conditions under which it has to
be performed.

c. Person analysis: here the focus is on the individual in a given job;

whether training is needed, whether the employee is capable of being
trained, and the areas where the training is needed.

d. Identify training objectives: Training objectives can be of three types

Training needs assessment

e. Training methods: Formal training methods include on the job training

covering job instruction training, coaching, mentoring, job rotation,
apprenticeship training, committee assignments etc and off the job
training including lectures, conference, simulation exercises and
programmed instruction.
f. Evaluation: Evaluation helps in controlling and correcting the training
programme.
Evaluation of A Training Programme:
Training can be evaluated at five levels: reaction, learning, behaviour,
organisation and results.
Important decision points in training evaluation may be listed thus;

 Should an evaluation be made?

 Who should evaluate?
 What is the purpose of evaluation?
 What will be measured?
 How comprehensive will the evaluation be?
 Who has the authority and responsibility?
 What are the sources of data?
 How will the data be collected and evaluated?
 How will the data be analysed and reported?
 DETERMINING EFFECTIVENESS OF
TRAINING: KIRKPATRICK’S MODEL
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

Level 1: Reaction
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?
•What are the three most important things that you learned from this training?
•From what you learned, what do you plan to apply in your job?
•What support might you need to apply what you learned?
Identify how you want to measure people's reactions. Many people use employee satisfaction surveys to do this, but you can also watch trainees' 
body language during the session, or ask for verbal feedback.
Analyze the feedback, and consider the changes that you could make in response.
Level 2: Learning
Level 2 focuses on measuring what your trainees have and haven't learnedThis 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.
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.
Effectively measuring behavior is a longer-term process that should take place over weeks or months following the initial training.
Questions to ask include:
•Did the trainees put any of their learning to use?
•Are trainees able to teach their new knowledge, skills or attitudes to other people?
•Are trainees aware that they've changed their behavior?
One of the best ways to measure behavior is to conduct observations and interviews. Another is to integrate the use of new skills into
the tasks that you set your team, so that people have the chance to demonstrate what they know
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.)
Methods of evaluation:

 Questionnaires
 Tests
 Interviews
 Studies
 Human resource factors
 Cost benefit analysis
 Feedback.
Thank You