TRAINING AND DEVELOPING

INTRODUCTION
 Value of T&D cannot be
underestimated – critical function
 Number of incidents attributable
to lack of training, which cost
lives and money
 Success and competitiveness are
highly dependent
upon sound T&D – critical to
organizational performance
 T&D are key factors in creativity,
innovation, and transfer of
knowledge, and are part of the
defining factors of best companies
to work.
 It is a sound investment with an
ROI – not a cost!

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TRAINING AND DEVELOPMENT

8–3
ORIENTING EMPLOYEES
 Employee orientation
 A procedure for providing new employees with basic
background information about the firm.
 Orientation content
 Information on employee benefits
 Personnel policies
 The daily routine
 Company organization and operations
 Safety measures and regulations
 Facilities tour

8–4
ORIENTING EMPLOYEES
A successful orientation should accomplish four things for new employees:

8–5
TRAINING AND DEVELOPMENT
Training Development

 Formal and planned  To perform future job

efforts that allow one to responsibilities (longer-
acquire KSA term focus) – i.e., career
 To improve current job
goals and organizational
performance (short-term
objectives
focus)

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INSTRUCTIONAL SYSTEMS DESIGN
MODEL (ISD)

8
THE TRAINING AND DEVELOPMENT
PROCESS (ADDIE)
 Needs analysis
 Identify where the gap lies organization/ task/ person level.
 Training need analysis form ( TNA – Form)
 Instructional design and Delivery
 Set training objectives
 Decide either to purchase or design a training program.
 In case of purchase create a RFP and get is approved from concerned
authority
 Determine the training content
 Decide on the training methods
 Incorporate active practice into the training program.
 Implement the program
 Actually training the targeted employee group.
 Evaluation
 Assesses the program’s successes or failures. 8–9
8–10
TRAINING CONTENT
 Cass studies
 Lecture

 Audio/ visual learning

 Role plays

 Articles and publications

 Practice sessions

8–11
INSTRUCTIONAL METHODS
 Off the Job
 Off-the-job training
occurs when employees
are taken away from their
place of work to be
trained.
 On the Job
 Learn a task
by actually doing the job.

8–12
OFF THE JOB

 Classroom lectures
 Audio- Visual Learning

 Role Plays

 Case studies/ Case Incidence

 Simulations

 Behavior Modeling

 Action Learning

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ON THE JOB
 Job Rotation
 Job enrichment

 Job Enlargement

 Coaching

 Mentoring

 Apprenticeship programs

 Performance aid
 Instructional Manuals
 User Guides

8–14
Job Instruction Training at UPS

8–15
 OFF-THE-JOB VS. ON-THE-JOB
TRAINING

Off-the-Job Training Disadvantages

Method
Advantages
 Can use wide variety of
training methods
 Can control training
environment/tailor
programs
 Large numbers of trainees
can be trained at once
 Can be much more
costly than on-the-
job training
 Training
environment differs
from workplace –
creates challenge
for transfer of
training

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 OFF-THE-JOB VS. ON-THE-JOB
TRAINING

On-the-Job Training Disadvantages

Methods Distractionsin work

environment during
training
Advantages Disruption/slow-down of
 Lower cost service
 Greater likelihood of
application of training on-
the-job
 Less difficulty of transfer

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 EMPLOYEE DEVELOPMENT

 Future oriented
 Education, not training
 Reasoning, decision making
 Personal growth

 All employees, not just

managers

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 WHAT IS MANAGEMENT
DEVELOPMENT
 Management development
 Any attempt to improve current or future management
performance by imparting knowledge, changing attitudes, or
increasing skills.
 Succession planning
 A process through which senior-level openings are planned
for and eventually filled.
 Anticipate management needs
 Review firm’s management skills inventory

 Create replacement charts

 Begin management development

8–19
 MANAGERIAL TRAINING TRENDS IN
21ST CENTAURY
 Job rotation
 Moving a trainee from department to department to broaden
his or her experience and identify strong and weak points.
 Action learning
 Management trainees are allowed to work full-time analyzing
and solving problems in other departments.

8–20
 MANAGERIAL TRAINING TRENDS IN 21ST
CENTAURY
 Case study method
 Managers are presented with a description of an organizational
problem to diagnose and solve.
 Management game
 Teams of managers compete by making computerized decisions
regarding realistic but simulated situations.
 Outside seminars
 Many companies and universities offer Web-based and
traditional management development seminars and conferences.

8–21
 MANAGERIAL TRAINING TRENDS IN 21ST
CENTAURY
 Role playing
 Creating a realistic situation in which trainees assume the roles
of persons in that situation.
 Behavior modeling
 Modeling: showing trainees the right (or “model”) way of doing
something.
 Role playing: having trainees practice that way
 Social reinforcement: giving feedback on the trainees’
performance.
 Transfer of learning: Encouraging trainees apply their skills on
the job.

8–22
 MANAGERIAL TRAINING TRENDS IN 21ST
CENTAURY

 Corporate universities
 Provides a means for conveniently coordinating all the
company’s training efforts and delivering Web-based modules
that cover topics from strategic management to mentoring.
 In-house development centers
 A company-based method for exposing prospective managers to
realistic exercises to develop improved management skills.

8–23
 QUESTION & ANSWERS
8–24
 THANK YOU
8–25