Training as a tool for increasing

manpower productivity
Unit-V Continues……
Dr. Rajul Bhardwaj

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• THERE IS NOTING TRAINING CAN
NOT DO; NOTHNG IS ABOVE ITS
REACH;IT CAN TURN BAD MORALS
TO GOOD, IT CAN DESTROY BAD
PRINCIPLES and CREATE GOOD
ONES, IT CAN LIFT MEN TO
ANGELSHIP.
Mark Twain

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AND OF COURSE A PICTURE…

The training these days is just

so high tech but still inefficient!

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DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY

“Tell me and I forget, teach

me and I remember, involve
me and I learn”

- Benjamin Franklin

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 Importance of Training
Teaching people How to do Their Jobs:
• There are three kinds of training:
Job Instruction, Retraining, and
Orientation.
• The big sister/ big brother system
is when a old hand dominates a
newcomer.
• When good training is absent there
is likely to be an atmosphere of
tension, crisis, and conflict because
nobody knows what to do.
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 Training Process Model

II. Developing &

I. Needs
Conducting
Assessment
Training

III. Evaluating
Training

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 I. Needs Assessment

1. Organizational Level

2. Job Level

3. Individual Level
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 1. Organizational Level
• Technology change.
• Organizational restructuring.
• Change in workforce.
• Marketing Plans.
• Productivity measures
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 2. Job Level
• Job and task analysis.
• Identify Key areas.
• Review procedural and technical
manuals.

Design Training Program

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 3. Individual Level
Determine who needs training and what
kind.
• Tests.
• Prior training and experience.
• Performance review.
• Career assessment.

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 II. Developing and Conducting Training

1. Determine location and who will conduct the

training.
o Onsite facilities vs. offsite.
o Inside training staff vs. outside vendors.

2. Develop training curricula.

Based on job/task analysis and individual needs.

3. Select training methods.

o Considering learning principles.
o Consider appropriateness and cost. 11
Developing a Unit Training Program
• This is taught in several sessions.
• It should provide check points to
measure progress.
• Should include two elements:
1. Showing and telling the
employee what to do.
2. Having the employee do it
(right).
• Location should be ambient.
• Training materials should be the
same as used on the job.
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Who will do the Training?
• The magic apron method: people train
themselves the easiest ways to get the job
done.
• The person that is leaving trains:
teaches shortcuts and ways of breaking the
rules.
• Big sister, big brother method: passes on
bad habits and may resent new person as a
competitor.
• The logical person to train new workers
is The employer!
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How do Employees Learn the Best?

• Learning is the acquisition

of skills, knowledge, or
attitudes.
• The adult learning theory
is a field of research that
examines how adults learn.
A number of the following
tips come from the adult
leaning theory.

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 How employees learn the best:
• When they are actively involved in the
learning process-(to do this choose a
appropriate teaching method).
• Training is relevant and practical.
• Training material is organized and
presented in chunks.
• Training is in an informal, quiet, and
comfortable setting.
• When they have a good trainer.
• When they receive feedback on
performance.
• When they are rewarded. 15
How do Employees Learn the Best?

“Tell me and I forget, teach

me and I remember, involve
me and I learn”

- Benjamin Franklin

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 Kinds of training
• Informal – on the job, “phone a friend”
• Formal – “attendance” or “completion”
• Formal – certified, vindicated
– Evidence of Return on Investment
– Must be planned
– Allows for customisation, relates to workplace
standards

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Job Instruction Training (JIT)
• Also called on the job training.
• Consists of 4 steps:
1. Prepare the learner
2. Demonstrate the task
3. Have the worker do the task
4. Follow through: put the
worker on the job, correcting and
supporting as nessicary.
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 Classroom Training Skills
• Be aware of appropriate body
language and speech.
• Watch how you talk to employees.
Covey respect and appreciation.
• Handle problem behaviors in an
effective manner.
• Avoid time wasters.
• Facilitate employee participation
and discussion.
• Use visual aids to avoid constantly
referring to notes.
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 DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY

MAKE IT FUN – RULES FOR LEARNING:

1. ASK QUESTIONS
 The only dumb questions are the ones you don’t
ask!

2. MAKE MISTAKES
 Training is a great place to make mistakes. The you
won’t make as many at work in the live environment!

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 DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY

MAKE IT FUN – RULES FOR LEARNING Continued…

3. HAVE FUN
 This rule is very important

4. CHEAT
 Watch how other people do things or yell for help

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 Types ofofTraining
3. Types Training

1. Skills Training. 5. Creativity Training.

2. Retraining. 6. Literacy Training.
3. Cross-Functional. 7. Diversity Training.
4. Team Training. 8. Customer Service.

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1. SKILLS TRAINING

Focus on job knowledge

and skill for:
• Instructing new hires.
• Overcoming
performance deficits of
the workforce.

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 2. Retraining

Maintaining worker knowledge and

skill as job requirements change due
to:
• Technological innovation
• Organizational restructuring

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3. Cross-Functional Training

Training employees to perform a

wider variety of tasks in order to
gain:
• Flexibility in work scheduling.
• Improved coordination.

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 4. Team Training

Training self-directed teams

with regard to:
• Management skills.
• Coordination skills.
• Cross-functional skills.
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 5. Creativity Training

Using innovative learning

techniques to enhance
employee ability to spawn
new ideas and new
approaches.

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 6. Literacy Training

Improving basic skills of the

workforce such as mathematics,
reading, writing, and effective
employee behaviors such as
punctuality, responsibility,
cooperation,etc.

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 7. Diversity Training

Instituting a variety of programs

to instill awareness, tolerance,
respect, and acceptance of
persons of different race,
gender, etc. and different
backgrounds.

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8. Customer Service Training

Training to improve
communication, better
response to customer
needs, and ways to
enhance customer
satisfaction.
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 Training Methods

Classroom Video

Computer Assisted
Instruction

Simulation On-the-Job

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 1. Classroom Instruction

PROS CONS
• Efficient dissemination • Learner does not control
of large volume of pace or content
information. • Does not consider
• Effective in explaining individual differences.
concepts, theories, and • Limited practice.
principles. • Limited feedback.
• Provides opportunity for • Limited transfer to job.
discussion.
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 2. Video and Film

PROS CONS

• Provides realism. • Does not consider individual

differences.
• Adds interest. • Limited practice.
• Allows scheduling • Limited feedback.
flexibility. • Adds additional cost.
• Allows exposure to
due to:
hazardous events.
* Script writers
• Allows distribution to * Production specialists
multiple sites. * Camera crews
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 3. Computer Assisted Instruction
PROS CONS
• Efficient instruction. • Limited in presenting
• Considers individual theories and principles.
differences. • Limited discussion.
• Allows scheduling • Transfer depends on
flexibility. particular job. (Good for
• Allows active practice computer work.)
for some tasks. • High development cost
• Allows learner control. (40-60 hours per hour of
• Provides immediate instruction at approx Rs.
feedback to tasks. 10,000 per hour.)
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 5. Simulation
PROS CONS
• Provides realism. • Cannot cover all job
• Allows active practice. aspects.
• Provides immediate • Limited number of trainees.
feedback. • Can be very expensive (for
example, “aircraft
• Allows exposure to simulators” and “virtual
hazardous events. reality” simulators).
• High transfer to job.
• No job interference.
• Lowers trainee stress.
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 6. On-The-Job Training
PROS CONS
• Provides realism. • Disruptions to operations.
• Allows active practice. • May damage equipment.
• Inconsistent across
• Provides immediate departments.
feedback. • Inadequate focus on underlying
• High motivation. principles.
• High transfer to job. • Lack of systematic feedback.
• Lowers training cost. • Transfer of improper
procedures.
• Trainee stress.

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Overcoming Obstacles to Learning
• Reduce fear with a positive
approach (convey confidence in the
worker).
• Increase motivation: emphasize
whatever is of value to the learner,
make the program form a series of
small successes, build in incentives
and rewards.
• Limited abilities: adjust teaching to
learners level.
• Laziness, indifference, resistance:
May mean a problem worker. 37
Overcoming Obstacles to Learning
• Teaching not adapted to learners:
Deal with people as they are (teach
people not tasks), keep it simple,
involve all the senses.
• Poor training program: revise to
include objectives.
• Poor instructor: The trainer needs
to know the job, be a good
communicator + leader, sensitive,
patient, helpful, etc.

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 III. Evaluating Training Effectiveness
• Formal evaluation: uses observation,
interviews, and surveys to monitor
training while its going on.
• Summative evaluation: measures results
when training is complete in five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity

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 Types of Evaluation Designs

Train Measure

Post Test Only. Cannot tell if there is a change in

knowledge or skill.

Measure Train Measure

Pre-test with Post-test. Detects a change, but cannot

tell if training was responsible.
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 Types of Evaluation Designs

Measure Train Measure

Measure No
Measure
Train

Scientific Method: Training Group and Control Group.

Compare performance of Training Group and Control
Group after training. If Training Group has higher
performance, it can be attributed to a training effect.
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 IV. Transfer
Transfer refers to the trainee’s
application of knowledge and skills
gained in training on the job. It is
affected by:
• Relevance and effectiveness of the training –
readiness, practice, and feedback principles.
• Follow-up instruction and support.
• Reinforcement to use new knowledge and skills.

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