Training : Concept

• Training – Any effort initiated by an organization to foster

learning among its members. More specifically, it provides
learners with the knowledge and skills needed for their
present jobs
• The firm’s training programs must make sense in terms of
the company’s strategic goals.
• Should prepare employees to keep pace with the
organization as it changes and grows
 Why training?
• Training and development are a continuous effort designed to
improve employee competency and organizational
performance
• Organizations today compete on the basis of competencies.
Training plays a central role in nurturing and strengthening
these competencies.
• Rapidly changing technologies require that employees
continuously hone their KSA’s to cope with new processes
and systems
• Cost effectiveness
• Employee promotion and advancement
 Training : Process Phase IV : Evaluation
Reactions
Learning
Phase III :
Behavior
Implementation
Results
On the job methods
Off the job methods

Phase II : Design
Instructional objectives
Trainee readiness
Learning principles
Phase I :
Needs Assessment
Organizational analysis
Task analysis
Person analysis
 Phase I :
Needs Assessment

ORGANIZATION ANALYSIS …..of environment, strategies & resources

to determine where to emphasize training

TASK ANALYSIS …..of the activities to be performed in

order to determine the KSA’s needed

PERSON ANALYSIS
…..of performance, knowledge & skills in
order to determine who needs training
Phase II: Designing the training programme

• Next step is to use the information gathered in the trng

needs analysis and designing the type of environment
which will enhance learning.
• Training design should focus on at least four issues –
 Instructional objectives
 Trainee readiness and motivation
 Principles of learning and
 Characteristics of trainers
• Instructional objectives are the desired outcomes of a training
programme in terms of the skill/knowledge to be acquired
and/or behaviours to be altered.
• Trainee readiness should be assessed. Trainees should be
motivated on an ongoing basis by using positive
reinforcement, involving the participants and designing
interesting instructional material.
• For motivating trainees :
1. Maximize the similarity between the training situation
and the work situation.
2. Provide adequate practice.
3. Direct the trainees’ attention to important aspects of the
job.
4. At the start of training, a bird’s-eye view of the
material should be presented to facilitate learning.
5. A variety of familiar examples should be used
6. The information should be organized so that it can
be presented logically, and in meaningful units.
7. Terms and concepts that are already familiar to
trainees should be used.
8. As many visual aids as possible should be used.
• Instructors/Trainers should have–
 Knowledge of subject
 Adaptability
 Sincerity
 Sense of humour
 Interest & enthuziasm
 Create a perceived training need in the trainees’ minds.
 Understand that the schedule is important—the learning
curve goes down late in the day; less than full day training
is most effective.

• and must provide

 Clear instructions & individual assistance
 Phase III : Training Implementation
(methods)
Firms utilize a number of methods for imparting knowledge and
skills to workforce. Usually more than one method, called
blended training, is used to deliver the training

• On the job training • Off the job training

 Demonstration /  In-Basket Training
instruction  Instructor-Led
 Coaching  Case Study
 Job rotation  Behavior Modeling
 Apprenticeship Training  Role Playing
 Projects  Business Games
 Internships
 On the job training

Involves employees training at their place or work; one of the

most commonly used method; little problems of transferring
what has been learned to the job.

Common types of On-job training:

• Demonstration / instruction - showing the trainee how to do
the job
• Coaching - a more intensive method of training that involves
a close working relationship between an experienced
employee and the trainee
• Job rotation - where the trainee is given several jobs in
succession, to gain experience of a wide range of
activities
• Apprenticeship Training – Trainee works as an apprentice
with some senior professional to learn the nuances of the
trade.
• Projects - employees join a project team - gives them
multi-disciplinary exposure to other parts of the business
and allows them to take part in new activities.
 Off the job training
• Instructor-Led - Continues to be effective for many types of
employee training and conveys specialized information in
relatively short time.
• Case Study - Trainees study the case and make decisions based
on it; improves their diagnostic and analytical skills.
• Role Playing – Participants respond to specific problems they
may encounter at work/roles by acting out real-world
situations. Used for areas such as interviewing, grievance
handling, performance appraisal reviews, leadership, team
problem solving, communication etc
• Business Games – Cross department contests, team tasks
and games.
• In-Basket Training - Exercise in which participant is asked
to establish priorities for and then handle a number of
business papers or e-mail messages such as memoranda,
reports, and telephone messages that would typically cross
a manager’s desk.
• Internships Training - Summers
• Behavior Modeling - Training method which permits a
person to learn by copying or replicating behaviors of
others.
 Training Delivery Systems

• Corporate Universities
• Colleges and Universities
• Videoconferencing
• Vestibule Training
• Computer-Based Systems
• Video Media
• E-Learning
• Corporate Universities
 T&D delivery system provided under the umbrella of an
organization
 Focus on creating organizational change
 Proactive and strategic
• Colleges and Universities
 Primary delivery system for training professional,
technical, and management employees
 Corporate training programs often partner with colleges
and universities
• Videoconferencing
 Many firms use videoconferencing and satellite classrooms
for delivering T&D
 Interactive and offers flexibility and spontaneity of
traditional classroom
 Global firms, in particular, can benefit
 Increase access to training, ensure consistency of
instruction, and reduce cost of delivering T&D programs
• Vestibule Training
 T&D delivery system that takes place away from the
production area on equipment that closely resembles
equipment actually used on the job
 Removes employee from pressure of having to produce
while learning
 Emphasis on learning skills required by job
• Video Media - DVDs, videotapes, and film clips continue
to be popular training delivery systems
• E-Learning - Delivery system for online instruction.
Available anytime, anywhere in the world, and in
different languages.
 Phase IV – Evaluation

• Training Effects to Measure (Kirkpatrick Model for

assessing training effectiveness)
 Reaction of trainees to the program ( survey feedback)
 Learning that actually took place ( control group
experimentation, time series analysis)
 Behavior that changed on the job ( observation,
behavioural assessment)
 Results achieved as a result of the training ( assessing
utility and ROI, benchmarking)
 Development
• Employee development consists of experiences and
training opportunities designed to enhance employees’
knowledge and skills.
• The key difference between trng & devt. is that trng
addresses current performance problems, whereas devt.
focuses on preparing employees for future assignments.
• Employee development tends to focus more on
senior/middle level managers.
• It contributes to business success as it helps in creating that
manager pool it requires to meet its changing present and
future needs.
• Development as a process in an organization involves -
 Identifying managers with potential
 Encouraging them to prepare and implement personal
development plans and
 Ensuring that they receive the required development,
training and experience to equip them for more
demanding responsibilities within their own locations and
elsewhere in the organization.
• In order to successfully utilize a “promote from within” (PFW)
philosophy, companies must demonstrate a strong focus on
employee devt. to ensure that there is a steady supply of talent
to fill positions.

• Of course, one potential drawback of spending time and

money on employee devt is that employees can choose to leave
and utilize those skills working for another company.
 Approaches to Management Development
• The formal approaches to management development
include:
 Development on the job through coaching, counseling,
monitoring and feedback by managers on a continuous
basis associated with the use of performance management
processes to identify and satisfy development needs, and
with mentoring;
 Development through work experience, which includes
job rotation, job enlargement, taking part in project teams
or task groups, 'action learning', and deputation outside
the organization;
 Formal training by means of internal or external courses;
 Personality tests
 Development centers - Like assessment centres, devt.
centres are built around definitions of competence
requirements. Unlike assessment centres, however, devt.
centres look ahead at the competencies needed in the
future.
 360-degree feedback systems