TRAINING & DEVELOPMENT

BY
DR. KUMKUM MUKHERJEE
What is Training?

 Training refers to a planned effort by an

organization to facilitate employees’ learning of
job-related competencies.

 Is the act of increasing the knowledge and skills

of an employee for doing a particular job

 The goal of training is for employees to

 master the knowledge, skill, and behaviors emphasized
in training programs, and
 apply them to their day-to-day activities
Features of Training

 Increases knowledge and skills for doing a job

 Bridges the gap between job needs and employee
skills, knowledge and behaviour
 Is job-oriented process and vocational in nature
 Is short-term activity designed essentially for
operatives
 Is a systematic process of changing knowledge, skill,
behaviour and/or motivation of employees to improve
their performance on the job
 Should facilitate introduction of newer technology,
new work methods
Training System is Interlinked with other
HR Activities

 Training is closely linked with other HR

activities such as manpower planning,
performance appraisal, career planning, and
staffing decisions
Differences between Training
and Development
Learning Training Development
Dimension
Who Non-managers Managers
What Technical- Theoretical-
mechanical conceptual
operations ideas
Why Specific job General
related knowledge
information
The Training Process

Organization Assessment Setting

Training Objectives
Vision Plan of
and Developing Plans
Training Needs

Implementation
Evaluation of Designing
& Training Training
Feedback Programmes programmes
Needs Assessment

 Refers to the process used to determine if

training is necessary.

 Because needs assessment is the first step in

the instructional design process:
 If it is poorly conducted, training will not achieve
the outcomes or financial benefits the company
expects
Training Needs Assessment: McGhee & Thayer
Framework

Three critical and interrelated components of

Training Need Assessment are:

 Organizational Analysis

 Task or Operations Analysis

 Person Analysis
 Organizational Analysis
 It involves a study of the entire organization in
terms of its objectives, its resources and the
utilization of its resources in order to achieve stated
objectives and its pattern of interaction with the
environment
 More specifically, it involves determining:
 the appropriateness of training, given the business
strategy
 resources available for training
 support by managers and peers for training
 Task or Role Analysis
 This involves identifying the important tasks and
knowledge, skill, and behaviors that need to be
emphasized in training for employees to complete their
tasks

 This is detailed examination of a job, its components, its

various operations and conditions under which it has to be
performed

 The focus here is on the roles played by an individual and the

training needed to perform such roles

 The effort here is to find out how the various tasks have to be
performed and what kind of skills, knowledge, attitudes are
needed to meet the job needs
 Task or Role Analysis
(contd.)
 Questionnaires, interviews, reports, tests,
observation and other methods are generally used
to collect job related information from time to time
 After collecting the information, an appropriate
training programme may be designed, paying
attention to i) performance standards required of
the employees, ii) the tasks that have to discharge,
iii) the methods they will employ on the job, iv) how
they have learned such methods
Person Analysis

 This involves:
 determining whether performance
deficiencies result from a lack of
knowledge, skill, or ability (a training issue)
or from a motivational or work design
problem
 identifying who needs training
 determining employees’ readiness for
training
 Person Analysis (contd.)
 Personal observation, performance reviews,
supervisory reports, diagnostic tests help in
collecting the required information and select the
particular type of training that will improve
individual performance
 Training effort must continuously monitor and
coordinate these three kinds of analysis
 Other options to training such as modification in the
job process should also be looked into.
Assessment of Training Needs

Performance
Deficiency

Lack of
Skill, Knowledge, Other Causes
Attitude

Non-training
Training
Methods
Methods of Training: Traditional
Methods Categories

Presentation Methods

Hands-on Methods

Group Building Methods

 Presentation Methods

 Presentation methods refer to methods in which

trainees are passive recipients of information.
 This information may include:
 Facts or information
 Processes
 Problem – solving methods
 Presentation methods include:
 Lectures
 Audio-visual techniques
Hands-on Methods

 Hands-on methods refer to training methods

that require the trainee to be actively involved in
learning.
 These methods include:
 On-the-job training
 Simulations
 Case studies
 Business games
 Role plays
 Behavior modeling
On-the-Job Training (continued)

 OJT can be useful for:

 Training newly hired employees
 Upgrading experienced employees’ skills when
new technology is introduced
 Cross-training employees within a department or
work unit
 Orienting transferred or promoted employees to
their new jobs
OJT Programs: Self-Directed Learning

 Employees take responsibility for all aspects of

learning:
 When it is conducted
 Who will be involved
 Trainees master predetermined training content
at their own pace without an instructor.
 Trainers are available to evaluate learning or
answer questions for the trainee.
Self-Directed Learning (continued)

Advantages Disadvantages
 Learn at own pace  Trainees must be
 Feedback about motivated to learn
learning on their own
performance  Higher
 Fewer trainers development costs
needed  Higher
 Consistent materials development time
 Multiple sites easier
 Fits employee shifts
OJT Programs: Apprenticeship

 Work-study training method with both on-the-

job and classroom training.
 To qualify as a registered apprenticeship
program under state or national regulations:
 144 hours of classroom instruction
 2000 hours (or one year) of OJT experience
 Can be sponsored by companies or unions.
 Most programs involve skilled trades.
Apprenticeship (continued)

Disadvantages
Advantages
 Limited
Earn payaccess
while learning
for minorities and women
 No
Effective
guarantee
learning
of full-time
about “why
employment
and how”
 Training
Opportunity
results
forin
Full-time
narrow focus
employment
expertise
at
completion
Hands-on Methods: Simulations/In-
Basket Exercises
 Represents a real-life situation.
 Trainees’ decisions result in outcomes that
mirror what would happen if on the job.
 Used to teach:
 Production and process skills
 Management and interpersonal skills
Hands-on Methods: Case Studies

 Description about how employees or an

organization dealt with a difficult situation.
 Trainees are required to:
 Analyze and critique actions taken
 Indicate the appropriate actions
 Suggest what might have been done differently
 Major assumption of this approach is that
employees are most likely to recall and use
knowledge and skills learned through a process
of discovery.
Hands-on Methods: Role Plays

 Trainees act out characters assigned to them.

 Information regarding the situation is provided
to the trainees.
 Focus on interpersonal responses.
 Outcomes depend on the emotional (and
subjective) reactions of the other trainees.
 The more meaningful the exercise, the higher
the level of participant focus and intensity.
Hands-on Methods: Behavior Modeling

 Involves presenting trainees with a model who

demonstrates key behaviors to replicate.
 Provides trainees opportunity to practice the key
behaviors.
 Based on the principles of social learning theory.
 More appropriate for learning skills and
behaviors than factual information.
 Effective for teaching interpersonal and
computer skills.
Group Building Methods

 Group building methods refer to training

methods designed to improve team or group
effectiveness.
 Training directed at improving trainees’ skills as
well as team effectiveness.
 Group building methods involve trainees:
 Sharing ideas and experiences
 Building group identity
 Understanding interpersonal dynamics
 Learning their strengths and weaknesses and of their
co-workers.
Group Building Methods
(continued)

 Group techniques focus on helping teams

increase their skills for effective teamwork.
 Group building methods include:
 Adventure learning
 Team training
 Action learning
Elements of Programme Design

 Programme title
 Programme objectives
 Contents of the programme
 Duration of the Programme
 Topics of each session with session objectives
 Duration of each session
 Name of the lead faculty for each session
 Names of guest speakers, if any
Elements of Programme Design (contd.)

 Date, time and duration of inaugural session

 Date, time and duration of valedictory session
 Name of the chief guest for inaugural and
valedictory sessions
 Date, time, duration, & place for field trips and
things to be carried by the trainees, if any
 Methods of training to be adopted
 Training materials/ audiovisual aids required for
the training
Stages in Designing a
Structure

 Review the Training objectives

 Determine appropriate learning activities
 Assess training times
 Construct the time table
 Brief the trainers
 Organize the preparation of material and
equipment (handouts, etc.)
Why Should A Training Program
Be Evaluated?
 To identify the program’s strengths and
weaknesses.
 To assess whether content, organization, and
administration of the program contribute to
learning and the use of training content on
the job.
 To identify which trainees benefited most or
least from the program.
Why Should A Training Program
Be Evaluated? (continued)
 To gather data to assist in marketing training
programs.
 To determine the financial benefits and costs
of the programs.
 To compare the costs and benefits of training
versus non-training investments.
 To compare the costs and benefits of
different training programs to choose the
best program.
The Evaluation Process

Conduct a Needs Analysis

Develop Measurable Learning Outcomes

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation

Training Outcomes: Kirkpatrick’s Four-Level Framework of
Evaluation Criteria

Level Criteria Focus

1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills,

attitudes, behavior

3 Behavior Improvement of behavior on the

job

4 Results Business results achieved by

trainees
Expatriate Training

 Training of expatriates is of critical

importance in MNEs
Role of Expatriate Training

 Pre-departure training is the most important

training for the expats’ success, particularly in
culturally tough countries, to cope with
unexpected events in new culture
 US puts less emphasis on pre-departure
training
 Required for whole family & spouse
Components of Pre-departure
Training Programme

 Cultural awareness programmes

 Preliminary visits
 Language training
 Practical assistance
 TCN & HCN expatriate training
 Non-traditional expat assignment
Cultural Awareness
Programmes
In the case of high level of interaction, training
should focus on cross-cultural skill
development. It is recommended that:
 Long-term orientation than short-term focus
 Provision for foreign language training
 Communication competence
 Management of diversity
 Realistic preview of expat position
Language training

 Recognized role of English as official business

language. Monolingual English speakers may,
however, be at disadvantage
 Disregard for other languages show ethnocentric
bias and arrogance
 Language fluency is a key to adjustment
 Ability to speak others’ language increases
acceptability
 Knowledge of corporate language and language
nodes
Effectiveness of Pre-departure
Training

 35% indicated of great value

 45% indicated of high value

 17% considered of medium value

Effectiveness of Pre-departure
Training

Apparent lack of effectiveness depends on:

 Availability of limited data

 Use of mixture of different training methods,
thus making evaluation difficult
 Large diversity in cultures that expats face
 Effect of individual difference and
environmental diversity that is involved