BBAE 0101 -TRAINING

AND DEVELOPMENT BY: DR. SUPRIYA JAIN

MODULE 1
Introduction to Training and Development and techniques 
Introduction: Concepts of Training & Development, Definition, Meaning, need for
training, Importance of training, Objectives of training, Overview of training
functions, Types of training, Training and learning, Principles of learning.
Training needs assessment – organizational analysis, operational analysis, person
analysis; Designing the training programme, attributes and factors influencing
training design Behavioural skills and profile of trainer.
MODULE 1
Introduction to Training and Development and techniques 
Techniques & HRD: Types of training, Techniques of on the job training, off the job
training. Technology in Training: CBT, Multimedia training, e- learning/online
learning.
MODULE 2
HRD: Training environment, Areas of training, Training aids, how to improve
effectiveness of training programmes by applying learning principles, Human
Resource Development concept- HRD at micro and macro levels, Management
development programmes.
Training evaluation: Reasons for evaluating training, Overview of the evaluation
process, Outcomes used in the evaluation of training programs, Models of training
evaluation ,Considerations in choosing an evaluation design, Measurement of
effectiveness of training.
CONCEPT
CONCEPT
CONCEPT
TRAINING VS.
DEVELOPMENT
MEANING & DEFINITION -
TRAINING
When employees join an organisation, they are required to be trained because there
is a difference in the skills the employees possess and the skills a job requires. This
difference is removed by education, training and development. Skills of employees
are developed through training upon which the efficiency and effectiveness of an
organisation depends.

According to Michael J. Jucious, “Training is any process by which the aptitude,

skills and abilities of employees to perform specific jobs are increased.”
CONT’D
In words of Edwin B. Flippo, “Training is an act of increasing the knowledge and
skills of an employee for doing a particular job. The major outcome of training is
learning; a trainee learns new habits, refined skills and useful knowledge during the
training that helps him improve performance. Training enables an employee to do his
present job more efficiently and prepare himself for a higher level job.”
MEANING & DEFINITION -
DEVELOPMENT
Development is concerned with the growth of employees in all respects. It is the
process by which managers or executives acquire skills and competency in their
present jobs and also capabilities for future tasks. The purpose of development is
imparting advanced knowledge and competencies among the employees.

Development is a continuous process of building competencies of employees and

thus facilitating their overall development. The term is generally used in relation to
managers or executives and is described as ‘management development’ or ‘executive
development’.
MEANING & DEFINITION -
DEVELOPMENT
“Management development is nothing more or less than an educational process for
providing individuals having genuine professional competence.” — W. E. Bennett

“Management development refers to the process a manager makes in learning how to

manage.” — Koontz and O’ Donnell

“Management development is not so much a programme as a state of mind, a way of life.”

—L. A. Appley
FACTORS INFLUENCING
SUCCESS OF T&D
Many companies have substantial training budgets and a large number of training staffs who
design, develop, and market different programmes. Yet, they do not get the results they seek.
In order to see the success of training and development programmes, the following
factors must be seriously considered:
1. Organizational Change
2. Top Management Support
3. Commitment from Managers at All Levels
4. Technological Advances
5. Organizational Complexity
6. Learning Principles
FACTOR # 1.
ORGANIZATIONAL CHANGE
This is one factor that impacts and is impacted by training and devel­opment. The basic
propose of training and development is to anticipate change and to respond proactively to
it. Change involves moving from one condition to another, and it affects individu­als,
groups, and the entire organization.
(a) Changes in organizational structure caused by mergers, acquisitions, rapid growth,
downsiz­ing, outsourcing, etc.
(b) Changes in technology and the need for more highly skilled employees.
(c) Changes in the educational level of employees.
(d) Changes in human resources, creating a diverse workforce consisting of many groups.
(e) Competitive pressures necessitating flexible (just-in-time and just-what-is needed)
training courses, and
(f) Increased emphasis on learning organizations.
FACTOR # 2. TOP MANAGEMENT
SUPPORT

Top management support is perhaps the most basic training and development
requirement. Even the most competently designed training programme may fall
through if it is not actively supported by the top executives. The support of top
management must go beyond a policy statement regarding training. It must include
their active involvement and participation in development.
FACTOR # 3. COMMITMENT FROM
MANAGERS AT ALL LEVELS

In addition to top management, all managers— whether they are specialists or

generalists—should be committed to and involved in the training and development
programmes. Senior executives should never think that the training pro­grammes are
meant for their immediate subordinate managers only. Rather, it should include
everyone right from the top manager down to the first-line supervisor. And the top
management, as a matter of fact, should be trained first to provide an example of
their commitment to the con­tinuing development of all people in the organization.
FACTOR # 4. TECHNOLOGICAL
ADVANCES

Technology, perhaps, is one factor that has influenced training and development the
most. Technology is revolutionizing the way training and development pro­grammes
can be delivered. Technological advances, especially the computer and the internet,
are dramatically affecting the way the jobs are conducted by the employees.
Computer-based train­ing takes advantage of the speed, memory, and data
manipulation capabilities of the computer for greater flexibility of instruction. No
training and development programme can be effective unless it considers the impact
of technology, especially the way knowledge is being delivered to employ­ees
through computer-based interactive technologies such as multimedia and virtual
reality.
FACTOR # 5. ORGANIZATIONAL
COMPLEXITY

The degree of complexity has increased in modern organizations due to the

weakening of the stability-oriented traditional chain of command and the rapid
changes in technology, products, systems, and methods. This has impacted training
and develop­ment programmes in organizations.
In modern organizations, the tasks of individuals and groups have enlarged and
enriched, and employees are now performing more complex tasks than before.
Therefore, employees face the need to constantly upgrade their skills and develop an
attitude that permits them not only to adapt to change, but also to accept and even
seek it. All these changes translate into a greater need for training and development.
FACTOR # 6. LEARNING
PRINCIPLES
(a) Motivation to learn – Learners progress in an area of learning where they see that
learning will help them in achieving their goals.
(b) Spacing out the learning sessions – Learning takes time. Depending on the type of
train­ing, a wise move may be to space out the learning sessions. Learning in segments,
over a span of time, rather than all in one go, may be desirable and more rewarding.
(c) Reinforcing learning – It is natural to forget if what is learnt is not practiced
repeatedly. Repeating the process, as many times as necessary until the new employee
can do the task on his/her own, provides the opportunity to reinforce learnt knowledge
and behaviour.
(d) Feedback on learning – It is natural for people to know how much they have learnt
or how well they are doing. The sooner employees know the results of learning, the
better it is. Suitable mechanisms can be used (such as self-graded tests or programmed
learning kits) for this purpose
NEED AND IMPORTANCE OF
TRAINING
Aids in new entrants attaining role clarity
Promotions
Prevent skills obsolescence
Improves quality and productivity
Meet organizational objectives
Improves organizational culture
Prevent accidents
To support personal growth and development
Less supervision
Develop confidence and good judegemnt
OBJECTIVES OF TRAINING
To create capable and loyal employees
Meets changing demand and challenges
Opportunities of growth and self-development
To raise efficiency and productivity of employees
To enable the workers to take their decisions themselves.
To develop a team spirit
To introduce the policies and objectives of the organization to the employees
AREAS OF TRAINING
1. Knowledge: Here the trainee learns about a set of rules and regulations about the
job, the staff and the products or services offered by the company. The aim is to
make the new employee fully aware of what goes on inside and outside the company.

2. Technical Skills: The employee is taught a specific skill (e.g., operating a

machine, handling computer etc.) so that he can acquire that skill and contribute
meaningfully.
AREAS OF TRAINING
3. Social Skills: The employee is made to learn about himself and others, and to develop a
right mental attitude towards the job, colleagues and the company. The principal focus is on
teaching the employee how to be a team member and get ahead.

4. Techniques: This involves the application of knowledge and skill to various on-the job
situations. In addition to improving the skills and knowledge of employees, training aims at
moulding employee attitudes: When administered properly, a training programme will go a
long way in obtaining employee loyalty, support and commitment to company activities.
TYPES OF TRAINING
Induction or orientation training
Job training
Safety training
Promotional training
Refresher training
Remedial training
Internship training
INDUCTION OR ORIENTATION
TRAINING
ORIENTATION
JOB TRAINING
REFRESHER TRAINING
TRAINING VS. LEARNING
BASIS TRAINING LEARNING

MEANING The action of teaching a person a The acquisition of knowledge or

particular skill or type of behaviour. skills through study, experience, or
being taught
TERM Short Long

FOCUS Immediate needs Career development

AUDIENCE The Masses The individual

AIM Specific job or role related Conceptual and general knowledge

PRINCIPLES OF LEANING
1. Readiness
2. Exercise
3. Effect
4. Primacy
5. Recency
6. Intensity
7. Freedom
CONT’D
Readiness implies a degree of willingness and eagerness of an individual to learn
something new. Individuals learn best when they are physically, mentally and
emotionally ready to learn — and they do not learn well if they see no reason for
learning.
The principle of exercise states that those things that are most often repeated are the
ones that are best remembered. Your audience will learn best and retain information
longer when they have meaningful practice and repetition.
The principle of effect is that learning is strengthened when accompanied by a
pleasant or satisfying feeling — and that learning is weakened when associated with
an unpleasant feeling. The learner will strive to continue learning as long as it
provides a pleasant effect. Positive reinforcement is more likely to lead to success
and motivate the learner
CONT’D
Primacy, the state of being first, often creates a strong impression which may be
very difficult to change. Things learned first create a strong impression in the mind
that is difficult to erase.
The principle of recency states that things most recently learned are best
remembered. Information acquired most recently generally is remembered best.
The more intense the material taught, the more likely it will be retained. A sharp,
clear, dramatic, or exciting learning experience teaches more than a routine or boring
experience. The principle of intensity implies that a learner will learn more from the
real thing than from a substitute.
The principle of freedom states that things freely learned are best learned.
Conversely, if the audience is forced to learn something, the more difficult it is for
them to learn.
TRAINING NEED ANALYSIS
Today's work environment requires employees to be skilled in performing complex
tasks in an efficient, cost-effective, and safe manner. Training (a performance
improvement tool) is needed when employees are not performing up to a certain
standard or at an expected level of performance. The difference between actual the
actual level of job performance and the expected level of job performance indicates a
need for training. The identification of training needs is the first step in a uniform
method of instructional design.
TRAINING NEED ANALYSIS
Training Need Analysis (TNA) is the process of identifying the gap between
employee training and needs of training. Training needs analysis is the first stage in
the training process and involves a series of steps that reveal whether training will
help to solve problem which has been identified. Training can be described as “the
acquisition of skills, concepts or attitudes that result in improved performance within
the job environment”. Training needs analysis looks at each side of operational area
of job so that the concepts and attitudes of the human elements of a system can be
effectively identified and appropriate training can be specified.[1]
Training needs analysis is most often used as part of the system development
process. Due to the close tie between the design of the system and the training
required, in most cases it runs alongside the development to capture the training
requirements.
Training needs analysis is a systematic process of understanding training
requirements. It is conducted at three stages - at the level of organisation,
individual and the job, each of which is called as the organisational, individual
and job analysis.
ORGANISATIONAL ANALYSIS
The organisational analysis is aimed at short listing the focus areas for training
within the organisation and the factors that may affect the same. Organisational
mission, vision, goals, people inventories, processes, performance data are all
studied. The study gives cues about the kind of learning environment required for the
training. Motorola and IBM for example, conduct surveys every year keeping in
view the short term and long term goals of the organisation.
JOB
ANALYSIS/OPERATIONAL
ANALYSIS
The job analysis of the needs assessment survey aims at understanding the ‘what’ of
the training development stage. The kind of intervention needed is what is decided
upon in the job analysis. It is an objective assessment of the job wherein both the
worker oriented - approach as well as the task - oriented approach is taken into
consideration. The worker approach identifies key behaviours and ASK for a certain
job and the task - oriented approach identifies the activities to be performed in a
certain job. The former is useful in deciding the intervention and the latter in content
development and program evaluation.
INDIVIDUAL ANALYSIS

As evident from the name itself, the individual analysis is concerned with who in the
organisation needs the training and in which particular area. Here performance is
taken out from the performance appraisal data and the same is compared with the
expected level or standard of performance. The individual analysis is also conducted
through questionnaires, 360 feedback, personal interviews etc. Likewise, many
organisation use competency ratings to rate their managers; these ratings may come
from their subordinates, customers, peers, bosses etc. Apart from the above
mentioned organisations also make use of attitude surveys, critical Incidents and
Assessment surveys to understand training needs which will be discussed in detail in
other articles.
TECHNIQUES FOR COLLECTING DATA FOR
(TNA)
Personnel and skill inventories, organisational climate and efficiency indices, Management
requests, Exit interviews, management by objectives (MBO) are the various kinds of
techniques that are used at the level of organisational analysis for collecting data for
training needs analysis.
The techniques for data collection at the level of the job include job description,
performance standards, work sampling, job specifications, job literature analysis, and
analysis of operational problems among others. These techniques are aimed at extracting
data for understanding the target of training i.e. what exactly should be taught in training. Time
management may be may be one critical intervention in project handling / management.
Training may prove worthless if it is conducted without studying individual data. Every
member in a team is unique and works as well as performs at a certain level (n). There may be
others who are at (n+1) or (n-1) or more. Thus, the same intervention may halt the progress of a
certain individual and finally the organisation. There are therefore certain tools that help in
deciding interventions at the individual level. Performance appraisal data, questionnaires,
attitude surveys, 360 degree feedback, assessment centres, critical incidents are some
techniques that are employed to a good benefit.
DESIGNING AND DEVELOPING
EFFECTIVE TRAINING
PROGRAMS
Training programs play a crucial role in enhancing employee’s capabilities, upgrading his
existing knowledge and help him acquire new skills and learnings. Effective training
programs help employees to cope up with changes, think out of the box, survive the cut
throat competition with a smile and contribute effectively to the success of organization.
Training programs need to be designed, keeping in mind the needs and requirements
of employees. Training modules ought to be precise, crisp and informative.
Training programs should not be designed just for the sake of it. Find out whether your
employees really need any kind of training or it is being conducted just as a mere formality.
1. KNOW YOUR EMPLOYEES
Know your employees well before you begin designing training programs for them.
Sit with them and try to find out where all they need assistance. Let them come up
with their problems and what all additional skills would help them perform better. It
is essential for managers to know the strengths and weaknesses of all his team
members. Design your training program accordingly. Knowing employees well will
help you figure out the skills you need to teach them. Training programs need to be
specific if you expect your employees to benefit from the same.
2. DIVIDING EMPLOYEES
INTO GROUPS
 One cannot design similar training programs for each and every employee. Divide
employees into groups where employees who need to learn the same set of skills can
be put into one group. You can also group employees as per their age, work
experience, departments, functional areas and so on.
3. PREPARING THE
INFORMATION
The next step is to prepare the content of the training program. The content needs to
be informative but interesting. Include diagrams, graphs, flow charts, pictures to
make your training program interesting so that individuals do not lose interest in the
middle of the session. The information needs to be relevant and authentic. Teach
them what all is necessary and would help them in their current as well as future
assignments. Prepare your training program keeping your audience in mind.
4. PRESENTING THE
INFORMATION
You need to design your presentation well. Decide how would you like to present
your information. PowerPoint or word helps you design your training program. It is
absolutely up to the trainer to decide the software which he/she would like to use.
Make sure there are no spelling errors. Read your presentation twice or thrice and
find out whether it has covered entire information you wish to convey or not?
Highlight important information. Make your presentation in bullets.
5. DELIVERING TRAINING
PROGRAMS
Select your trainers carefully. Remember, the right trainer makes all the difference.
Training programs should not be a mere one way communication. As a trainer, you
need to understand that you are speaking not only for the individuals sitting in the
front row but also for employees sitting at the back. Be loud and clear. Do not speak
too fast. The trainer needs to involve his/her audience and encourage employees to
come up with questions and doubts. Employees should not attend training programs
to mark their attendance. Try to gain as much as you can. Do not sit with a closed
mind.
FACTORS INFLUENCING
TRAINING DESIGN
A host of factors influence the design of training. These range from the conceptual, such as a clear definition of

training outcomes, to the practical, such as logistical considerations. By addressing key issues before and during

the design phase, the training designer can both increase course effectiveness and speed implementation.
1. Overall goals of training
2. Learning objectives
3. Course content
4. Course lifetime
5. Design needs
6. Participants
7. Intangibles
8. Resources
9. Evaluation factors
OVERALL GOALS OF
TRAINING
Identify the domain of learning to be targeted: knowledge, skills, attitude or
behavior. Determine if specific skills are to be taught that will require practice and
can be measured. If the training is oriented toward attitude or behavior, consider if
any emotional factors may be addressed.
LEARNING OBJECTIVES

Determine the specific desired outcomes of the training by answering the question:
Upon completion of this training, what should a participant know and be able to do?
Define what constitutes successful course completion. Identify the core skills,
knowledge and attitudes that are at the heart of the course.
COURSE CONTENT

Determine the amount of research and the expertise needed to develop and teach
relevant, timely and up-to-date content, as well as the length of time that the content
will maintain its relevance. Other factors affecting course content are both the total
number of trainees and the optimal number that can be taught at one time. The best
learning method for the material being taught will also influence the course's
content.
COURSE LIFETIME

Determine the course's schedule, including frequency of training, as well as a way to

test the objectives, materials and content for continued relevance. In addition, build
in a means to revise and update the course, particularly if it is expected to have
significant longevity.
DESIGN NEEDS

Ascertain whether this will be a new training or if there is an existing course to be

updated. Identify training designers and determine development time and cost. See
how diversity requirements (different learning styles, language, cultural
backgrounds, physical needs, etc.) will influence the training. Research to find out
what permissions are necessary to incorporate materials into the course. Find out if
any restrictions imposed by training locations or participant availability will affect
design.
PARTICIPANTS

Determine the size, location and characteristics of the target population, as well as
their current level of experience and expertise with the topic. Make certain that they
meet course prerequisites, and identify any technology needs or requirements.
INTANGIBLES

Trainees enjoy and respond positively to material that's presented creatively and
enjoyably. Engage instructors who are competent and compatible with their
audiences, and who can add inspiration and laughter to your course's syllabus.
RESOURCES

Determine how many instructors will be needed, how they will be trained, their scheduling
requirements, how much preparation time they will need and how much travel will be
required.
Determine space and location requirements. Determine the time required for training and
define course segments, if necessary. (For example, will an eight-hour course be taught in
one-hour segments over several weeks, in two half-day blocks, or a single intensive day?)
Identify all costs the training will generate: facilities, materials, instructors, travel and meals
both for participants and instructors, software, and presentation equipment (computers, TV,
video, microphones, etc.). In addition, be certain to identify any subject-matter experts
required for training development. Also determine all technology requirements: new software
or upgrades, computer and application access for participants, and complex installations or
technology management that will require technical expertise. Finally, note all administrative
and communication requirements and identify resources.
EVALUATION FACTORS

Ideally, successful training should be periodically repeated for a new crop of

trainees. Success can usually measured by identifying measurable outcomes and then
conducting the appropriate measurements. These measurements can be developed in-
house or obtained externally.
TRAINER SKILLS
Technology Skills
Strong Communication Skills
Organizational Skills
Adaptability
Ability to Assess Employees
Advanced Research Skills
Enthusiasm for Learning
1. Technology Skills
Instructors and trainers must know how to use learning management systems and the mobile learning apps and tools that
integrate with them, as well as how to develop effective training materials with video editing and advanced content
authoring tools and software. They also must know how to operate technology that’s used inside a workplace classroom
setting.

2. Strong Communication Skills

Instructors and trainers must have good communication skills to be able to communicate new and old concepts to adult
learners and relay those concepts in a way that is engaging and helpful.

3. Organizational Skills
Organizing lessons and courses is a part of being an instructor or a trainer. Instructors and trainers need to not only know
how to organize courses and materials in an engaging and practical way for learners’ retention levels but also keep their
calendars organized. In addition, they must clearly communicate and document what’s required of each learner and when.

4. Adaptability
Effective instructors and trainers are adaptable. If they can tell certain course material isn’t “clicking” with some learners
or they need to switch schedules, they adapt. They are constantly finding new and engaging ways to relay the same
concepts and aren’t afraid to adopt new learning strategies or materials so that they’re accessible and engaging.
5. Ability to Assess Employees
All instructors and trainers should be comfortable assessing an employee’s willingness to learn, as well as
the knowledge or skills that employee has retained. They are adept at designing and administering
assessments and  always make sure assessments are accurate and helpful.

6. Advanced Research Skills

When designing course materials and assessing employees, effective instructors and trainers research the
best and most relevant methods. They ensure that their learning materials are relevant and that their tactics
inspire learning and engagement.

7. Enthusiasm for Learning

Above all else, effective instructors and trainers display a sincere enthusiasm for learning. They are always
learning new things themselves while inspiring others to do the same. They have the skills required to be
continuous learners and motivate continuous learning.
KEY DIFFERENCES BETWEEN ON-
THE-JOB AND OFF-THE-JOB TRAINING
The basic differences between on-the-job and off-the-job training are indicated
below:

The training method used to impart training to employees while he is at the

workplace performing the job is known as On-the-job training.
Off-the-job training involves the training of employees outside the job location.
KEY DIFFERENCES BETWEEN ON-
THE-JOB AND OFF-THE-JOB TRAINING

On the job training has a practical approach, whereas off the job training is
theoretical.
On the job training involves the hands-on experience of the trainees which is
not with the case of off the job training.
KEY DIFFERENCES BETWEEN ON-
THE-JOB AND OFF-THE-JOB TRAINING

‘On the job’ training involves learning by doing the task while ‘off the job’ training
involves learning by acquiring knowledge.
In on the job training, there is no work disruption as the training and production go
hand in hand. Conversely, in off the job training, the work is hampered because first
of all training is provided which is followed by the actual performance.
KEY DIFFERENCES BETWEEN ON-
THE-JOB AND OFF-THE-JOB TRAINING
On-the-job training is carried out by the experienced employees. Unlike off-
the-job training which is provided by the experts.
KEY DIFFERENCES BETWEEN ON-
THE-JOB AND OFF-THE-JOB TRAINING
On the job training is less expensive than off the job training.
On the job training is appropriate for manufacturing entities while off the job
training is suitable for non-manufacturing entities.
ON THE JOB TRAINING
METHODS – JOB
INSTRUCTION TRAINING
(JIT)
Job Instruction Training or training through step by step: It is used primarily to
teach
workers how to do their current jobs. A trainer, supervisor or co-worker acts as the
coach.
Various steps of JIT are as follows:
™™ Preparing: Overview, purpose and desired outcomes of a job
™™ Presentation: Trainer demonstrates the job
™™ Performance try out: Trainee performs and practices in front of trainer
follow up
It was developed during Second World War. It is a four step process involving
preparation, presentation, performance and follow up. It is used to teach workers how to
do their current job. The trainer or supervisor work as a coach. The steps are:
(i) The trainee receives an overview of the job, its purpose and its desired out come.
(ii) The trainer demonstrates the job to the employees.
(iii) Employee is permitted to copy the trainer’s way.
(iv) Demonstration by the trainer and practice by the trainee are repeated until the trainee
masters the right way to handle the job.
(v) Finally, the employee does the job independently without supervision.
MERITS AND DEMERITS OF JIT
COACHING AND MENTORING
Coaching is a one-on-one relationship between trainees and supervisors which offer
workers continued guidance and feedback on how well they are handling their tasks.
Mentoring is a particular form of coaching used by experienced executives to groom
junior employees.
Coaching is a training and/or developmental approach in which the learner follows a
learning process at work, usually with the involvement of the manager or supervisor,
but using real work projects. This learning at work is different from traditional
training methods. It is achieved by the use of actual work, as opposed to the more
artificial nature of training course activities.
CONT’D
Project management is an approach that follows on naturally from coaching and
usually relates to the development of experienced people who need to have their skill
in certain functions is achieved. They need to increase the number and range of their
skills; or well experienced persons might need to be extended or tested by
performing tasks with which they have had no precious experience but will need if
they are to progress in their careers.
Whereas coaching is usually applied to operative and similar tasks mentoring is an
approach that has application in higher-level and/or more complex situations. There
are a number of different ways in which mentoring is applied, but usually one
experienced person will act, potent over an extended period, as the mentor,
supporter, advisor, event arranger, etc. to the learner.
MERITS AND DEMERITS OF
COACHING AND MENTORING
JOB ROTATION TRAINING
Job rotation training involves the movement of trainee from one job to another. This
helps him to have a general understanding of how the organisation functions. The
purpose of job rotation is to provide trainees with a larger organisational perspective
and a greater understanding of different functional areas as well as a better sense of
their own career objectives and interests. Apart from relieving boredom, job rotation
allows trainees to build rapport with a wide range of individuals within the
organisation, facilitating future cooperation among departments. The cross-trained
personnel offer a great amount of flexibility for organisations when transfers,
promotions or replacements become inevitable.
Job rotation may pose several problems, especially when the trainees are rolled on various jobs at frequent
intervals. In such a case, trainees do not usually stay long enough in any single phase of the operation to
develop a high degree of expertise. For slow learners, there is little room to integrate resources properly.
Trainees can become confused when they are exposed to rotating managers, with contrasting styles of
operation. Today’s manager’s commands may be replaced by another set from another manager! Further, job
rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change
positions, because they must be acquainted with different people and techniques in each department.
Development costs can go up and productivity is reduced by moving a trainee into a new position when his
efficiency levels begin to improve at the prior job.

Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and aggressive trainees, on
the other hand, may find the system to be thoroughly boring as they continue to perform more or less similar
jobs without any stretch, pull and challenge. To get the best results out of the system, it should be tailored to
the needs, interests and capabilities of the individual trainee, and not be a standard sequence that all trainees
undergo. Job Rotation allows the manger to operate in diverse roles and understand the different issues that
crop up. If someone is aspiring to be a corporate leader, then he or she must have this type of training. A recent
study indicated that the single most significant factor that leads to leader’s achievement was the variety of
experiences in different departments, business units, cities, and countries.
APPRENTICESHIP TRAINING
It is the most oldest and commonly used method especially when proficiency in a job is
the result of a relatively long period of 2 years to 3 years for persons of superior ability
and from 4 to 5 years for others e.g. draughtsman, a machinist, a painter, a toolmaker, a
pattern designer, mechanic, carpenter, etc.
The merits of these methods 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 low turnover and reduced production cost.
(v) The loyalty of employees is increased and opportunities for growth are frequent.
COMMITTEE ASSIGNMENTS
Trainees are asked to solve an actual organizational problem. The method helps to
develop team spirit and work unitedly towards common goals.
In this method, trainees are asked to solve an actual organisational problem. The
trainees have to work together and offer solution to the problem. Assigning talented
employees to important committees can give these employees a broadening
experience and can help them to understand the personalities, issues and processes
governing the organisation. It helps them to develop team spirit and work unitedly
toward common goals. However, managers should very well understand that
committee assignments could become notorious time wasting activities.
The above on-the-job methods are cost effective. Workers actually produce while
they learn. Since immediate feedback is available, they motivate trainees to observe
and learn the right way of doing things. Very few problems arise in the case of
transfer of training because the employees learn in the actual work environment
where the skills that are learnt are actually used. On-the-job methods may cause
disruptions in production schedules.
Experienced workers cannot use the facilities that are used in training. Poor learners
may damage machinery and equipment. Finally, if the trainer does not possess
teaching skills, there is very little benefit to the trainee.
OFF THE JOB TRAINING
METHODS
1. Vestibule Training
2. Role playing
3. Lecture method
4. Conference/discussion approach
5. Programmed Instruction
6. Virtual Organisations and E-Learning
7. Behaviourally Experienced Training
Vestibule Training: 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.
The technique enables the trainee to concentrate on learning the new skill rather than
performing an actual job. It is a very efficient method of training semi-skilled personnel,
particularly when many employees have to be trained for the same kind of work. Training
is generally given in form of lectures, conferences, case studies, role-playing and
discussions.

Role playing: It is defined as a method of human interaction that involves realistic

behaviour in imaginary situations. This method of training involves action, doing and
practice. The participants play the role of certain characters, such as the production
manager, mechanical engineer, superintendents, maintenance engineers, quality control
inspectors, foreman, workers and the like. This method is mostly used for developing
interpersonal interactions and relations.
MERITS AND DEMERITS OF
VESTIBULE TRAINING
Lecture method: The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives it to a group of trainees in the form of a talk. To be
effective, the lecture must motivate and create interest among the trainees. An advantage of
lecture method is that it is direct and can be used for a large group of trainees. Thus, costs
and time involved are reduced. The major limitation of the lecture method is that it does not
provide for transfer of training effectively.

Conference/discussion approach: In this method, the trainer delivers a lecture and involves
the trainee in a discussion so that his doubts about the job get clarified. When big
organizations use this method, the trainer uses audio-visual aids such as blackboards, mock-
ups and slides; in some cases the lectures are videotaped or audio taped. Even the trainee’s
presentation can be taped for self-confrontation and self-assessment. The conference is,
thus, a group-centered approach where there is a clarification of ideas, communication of
procedures and standards to the trainees. Those individuals who have a general educational
background and whatever specific skills are required – such as typing, shorthand, office
equipment operation, filing, indexing, recording, etc. – may be provided with specific
instructions to handle their respective jobs.
Behaviourally Experienced Training: Some training programmes focus on emotional and
behavioral learning. Here employees can learn about behaviour by role playing in which the
role players attempt to act their part in respect of a case, as they would behave in a reallife
situation. Business games, cases, incidents, group discussions and short assignments are
also used in behaviorally-experienced learning methods. Sensitivity training or laboratory
training is an example of a method used for emotional learning. The focus of experiential
methods is on achieving, through group processes, a better understanding of oneself and
others. These are discussed elaborately in the section covering Executive Development
Programmes.
VIRTUAL ORGANISATIONS
AND E-LEARNING
The virtual organisation is a temporary network of companies that come together
quickly to exploit fast changing opportunities. Partners in a virtual organisation
generally share costs, skills and access to international markets. Each partner
contributes to the virtual organisation what it is best at—its core capabilities. In
many high tech industries, virtual organisations rely heavily on internal computer
networks or even the Internet to provide instantaneous communications and access
to people who may be in many different locations, perhaps even around the world.
Speed, agility and fast response are the greatest benefits of going virtual. To cross
fertilize ideas and to gain from an experienced partners specializing in a core area,
virtual class rooms have gained currency in recent times. A virtual class room
employs special collaboration software to enable multiple remote learners, using
their PCs or laptops to participate in live audio and visual discussions, communicate
via written text and learn via content such as power point presentations.
Other E-learning methods include training delivered by CD-ROM, intranet or internet,
satellite broadcasts and digital collaboration between partners willing to learn from each
other. Information provided may vary from a single needed fact or procedure, to a module
on a narrow topic, to a broader training course, to a full university degree. Many e-learning
resources are entirely self-paced, permitting employees to initiate and pursue training when
they require it and when they really find time. In other cases, e-learning courses have set
start and end dates and interactivity with an instructor and sometimes classmates. In a
synchronous e-learning programmes, as mentioned above, all participants must log on to
discussion groups or attend broadcasts in a virtual class room at the same time.

E-learning allows trainees to improve their skills and knowledge at their own comfortable
pace. The trainee participates actively and is able to upgrade skills in a time-bound manner.
Of course, e-training requires top management support, uninterrupted internet access,
investments in establishing learning portals and is not suitable for imparting behavioural
skills to trainees. Technology barriers like bandwidth will restrict and hamper the
effectiveness of e-learning. Learning effectiveness might never match the level of classroom
for a long time.
COMPUTER BASED TRAINING
(CBT)
Computer based training involves the use of a personal or networked computer for
delivery and access of training programs.
CBT is a new age way of learning
It is a form of education in which student learns by using special training programs
while on a computer.