Training and Deveplopment

8/4/2019 Training and Deveplopment

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TRAINING AND DEVEPLOPMENT

In the field of human resource management, training and development is the field concerned

with organizational activity aimed at bettering the performance of individuals and groups inorganizational settings. It has been known by several names, including employee

development , human resource development , and learning and development .

Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel

and Development during its review of professional standards in 1999/2000. "Employee

Development" was seen as too evocative of the master-slave relationship between employer and

employee for those who refer to their employees as "partners" or "associates" to be comfortable

with. "Human Resource Development" was rejected by academics, who objected to the idea that

people were "resources" an idea that they felt to be demeaning to the individual. Eventually,the CIPD settled upon "Learning and Development", although that was itself not free from

problems, "learning" being an over general and ambiguous name. Moreover, the field is still

widely known by the other names.

Training and development encompasses three main activities: training, education, and

development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development,

note that these ideas are often considered to be synonymous. However, to practitioners, they

encompass three separate, although interrelated, activities:

TrainingThis activity is both focused upon, and evaluated against, the job that an individual currently

holds.

Education

This activity focuses upon the jobs that an individual may potentially hold in the future, and is

evaluated against those jobs.

Development

This activity focuses upon the activities that the organization employing the individual, or that

the individual is part of, may partake in the future, and is almost impossible to evaluate.The "stakeholders" in training and development are categorized into several classes.

The sponsors of training and development are senior managers. The clients of training and

development are business planners. Line managers are responsible for coaching, resources, and

performance. The participants are those who actually undergo the processes. The facilitators are

Human Resource Management staff. And the providers are specialists in the field. Each of these


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groups has its own agenda and motivations, which sometimes conflict with the agendas and

motivations of the others.

The conflicts are the best part of career consequences are those that take place between

employees and their bosses. The number one reason people leave their jobs is conflict with their

bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John

Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by making the

boss look stupid." Training an employee to get along well with authority and with people who

entertain diverse points of view is one of the best guarantees of long-term success. Talent,

knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or

customer.

Training and Development Programme

Conventional 'training' is required to cover essential work-related skills, techniques andknowledge, and much of this section deals with taking a positive progressive approach to thissort of traditional 'training'.

Importantly however, the most effective way to develop people is quite different to conventionalskills training, which let's face it most employees regard as a pain in the neck. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people.The most effective way to develop people is instead to enable learning and personaldevelopment , with all that this implies.

So, as soon as you've covered the basic work-related skills training that is much described in thissection - focus on enabling learning and development for people as individuals - whichextends the range of development way outside traditional work skills and knowledge, and createsfar more exciting, liberating, motivational opportunities - for people and for employers.

Organisations are facing great pressure to change these days - to facilitate and encourage whole- person development and fulfillment - beyond traditional training.

N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effectivefrom 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age.This has several implications for training, documents used, and the training of trainers andfacilitators. For further guidance about the effects of Age Equality and Discrimination in trainingand developing people, (and in other aspects of managing people), see the Age Diversityinformation, which quite naturally relates to the subject of 'whole-person' development, given itsconnections with diversity and taking proper care of people.


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Y ou might not immediately be able to put great new emphasis on 'whole-person development'.Being realistic, corporate attitudes and expectations about what 'training' is and does cannot bechanged overnight, and most organisations still see 'training' as being limited to work skills,classrooms and PowerPoint presentations. However, if you start imagining and thinking and andtalking about concepts and expressions such as:

y ' enabling learning ' y ' facilitating meaningful personal development ' y ' helping people to identify and achieve their own personal potential '

then you will surely begin to help the organisation (and CEO) to see and accept these newer ideas about what types of 'learning and development' really work best, in terms of developingemployees.

See facilitating learning - rather than imposing training for more ideas in the area of whole- person development.

The group selection recruitment/assessment centre design guide also contains extremely relevantinformation for training and assessment design, especially the need to establish a clear specification (development/assessment criteria) before beginning to design training concepts,content, delivery and methods of assessment, illustrated by this outline process diagram:

training process ideas and outline process1. Assess and

agree trainingneeds

2. Create

training ordevelopmentspecification

3 . Consider

learning stylesand personality

4. Plan training

and evaluation

5. Design materials,

methods anddeliver training

Conduct some sortof training needsanalysis.

This commonlyhappens in the

appraisal process.

Involve the peoplein identifying andagreeing relevantaligned training.

Having identifiedwhat you want totrain and developin people, youmust break downthe training or

learningrequirement intomanageableelements.

Attach standardsor measures or

People's learningstyles greatlyaffect what typeof training theywill find easiestand most

effective. Look also at personalitytypes. Remember you are dealingwith people, notobjects. Peoplehave feelings as

Consider evaluation trainingeffectiveness,which includes

before-and-after measurements.

The Kirkpatrick model especiallyhelps you tostructure trainingdesign.

Consider moderninnovative methods -see the BusinessballsSpace for lots of

providers and ideas.

Presentation is animportant aspect todelivery.

See also runningmeetings and


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Consider organizationalvalues and aspectsof integrity andethics, andspirituality, loveand compassion atwork as well asskills.

Look also at your recruitment

processes - there isno point training

people if they arenot the right

people to beginwith.

Why people leavealso helps identifydevelopmentneeds.

parameters toeach element.

The 360 degree process andtemplate and thesimple training

planner (also in pdf format) areuseful tools.

Revisit the 'skill-sets' and trainingneeds analysis

tools - they canhelp organize andtraining elementsassessment on alarge scale.

well as skills andknowledge.

The Eriksonmodel iswonderful for understandingmore about this.

So is the JohariWindow model.

Consider the teamand the group.

Adair's theoryhelps. So does theTuckman model.

Consider Bloom'stheory too, so thatyou canunderstand whatsort of development youare actuallyaddressing.

Consider teamactivities andexercises.

See the self-study

program designtips below - theinternet offersmore opportunitiesthan ever.

workshops.

Good writingtechinues help withthe design ofmaterials.

So do the principlesof advertising - it'sall about meaningfulcommunication.

There is a usefultraining providers

selection template onthe sales training

page, which can beadapted for all sortsof providers andservices.

There are many different training and development methods. On-the-job training, informaltraining, classroom training, internal training courses, external training courses, on-the-jobcoaching, life-coaching, mentoring, training assignments and tasks, skills training, producttraining, technical training, behavioural development training, role-playing and role-play gamesand exercises, attitudinal training and development, accredited training and learning, distancelearning - all part of the training menu, available to use and apply according to individualtraining needs and organisational training needs.

Training is also available far beyond and outside the classroom. More importantly, training - or

learning, to look at it from the trainee's view - is anything offering learning and developmentalexperience. Training and learning development includes aspects such as: ethics and morality;attitude and behaviour; leadership and determination, as well as skills and knowledge.

Development isn't restricted to training - it's anything that helps a person to grow, in ability,skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding, self-control, motivation (see the motivation theory section), and more.


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If you consider the attributes of really effective people, be they leaders, managers, operators,technicians; any role at all, the important qualities which make good performers special arelikely to be attitudinal. Skills and knowledge, and the processes available to people, are no greatadvantage. What makes people effective and valuable to any organization is their attitude.

Attitude includes qualities that require different training and learning methods. Attitude stemsfrom a person's mind-set, belief system, emotional maturity, self-confidence, and experience.These are the greatest training and development challenges faced, and there are better ways of achieving this sort of change and development than putting people in a classroom, or indeed bydelivering most sorts of conventional business or skills training, which people see as a chore.

This is why training and learning must extend far beyond conventional classroom trainingcourses. Induction Training is especially important for new starters. Good induction trainingensures new starters are retained, and then settled in quickly and happily to a productive role.Induction training is more than skills training. It's about the basics that seasoned employees alltake for granted: what the shifts are; where the notice-board is; what's the routine for holidays,

sickness; where's the canteen; what's the dress code; where the toilets are. New employees alsoneed to understand the organisation's mission, goals and philosophy; personnel practices, healthand safety rules, and of course the job they're required to do, with clear methods, timescales andexpectations.

Managers must ensure induction training is properly planned - an induction training plan must beissued to each new employee, so they and everyone else involved can see what's happening andthat everything is included. Y ou must prepare and provide a suitable induction plan for each newstarter.

These induction training principles are necessarily focused on the essential skills and knowledge

for a new starter to settle in and to begin to do their job. However there is great advantage in beginning to address personal development needs, wishes, opportunities, particular strengths,abilities, talent, etc., during or very soon after the induction process. The sooner the better.

An organisation needs to assess its people's skills training needs - by a variety of methods - andthen structure the way that the training and development is to be delivered, and managers andsupervisors play a key role in helping this process.

People's personal strengths and capabilities - and aims and desires and special talents (currentand dormant) - also need to be assessed, so as to understand, and help the person understand, thatthe opportunities for their development and achievement in the organisation are not limited bythe job role, or the skill-set that the organisation inevitably defines for the person.

As early as possible, let people know that their job role does not define their potential as a personwithin or outside the organisation, and, subject to organisational policy, look to develop each

person in a meaningful relevant way that they will enjoy and seek, as an individual, beyond the job role, and beyond work requirements.


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If possible 'top-up' this sort of development through the provision of mentoring and facilitativecoaching (drawing out - not putting in), which is very effective in producing excellent people.Mentoring and proper coaching should be used alongside formal structured training anyway, butthis type of support can also greatly assist 'whole-person development', especially where thementor or coach is seen as a role-model for the person's own particular aspirations.

G eneral training tips

These tips apply essentially to traditional work-related training - for the transfer of necessary job-or work-related skills or knowledge.

These tips do not apply automatically to other forms of enabling personal development andfacilitating learning, which by their nature involve much wider and various developmentmethods and experiences.

When we give skills training to someone we can use this simple five-step approach:

1. prepare the trainee - take care to relax them as lots of people find learning new thingsstressful

2. explain the job/task, skill, project, etc - discuss the method and why; explain standardsand why; explain necessary tools, equipment or systems

3. provide a demonstration - step-by-step - the more complex, the more steps - peoplecannot absorb a whole complicated task all in one go - break it down - always show thecorrect way - accentuate the positive - seek feedback and check understanding

4. have the trainee practice the job - we all learn best by actually doing it - ('I hear and Iforget, I see and I remember, I do and I understand' - Confucius)

5. monitor progress - give positive feedback - encourage, coach and adapt according to the

pace of developmentCreating and using progress charts are helpful, and are essential for anything complex - if youcan't measure it you can't manage it. It's essential to use other training tools too for planning,measuring, assessing, recording and following up on the person's training.

Breaking skills down into easily digestible elements enables you to plan and manage the trainingactivities much more effectively. Training people in stages, when you can build up each skill,and then an entire role, from a series of elements, keeps things controlled, relaxed and alwaysachievable in the mind of the trainee.

Establishing a relevant 'skill set' is essential for assessing and prioritizing training for any role. Itis not sufficient simply to assess against a job description, as this does not reflect skills, onlyresponsibilities, which are different. Establishing a 'behaviour set' is also very useful, but is amore difficult area to assess and develop.

Some tips to make training (and learning, coaching, mentoring) more enjoyable and effective:

y keep instructions positive ('do this' rather than 'don't do this')


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y avoid jargon - or if you can't then explain them and better still provide a written glossaryy you must tailor training to the individual, so you need to be prepared to adapt the pace

according to the performance once training has beguny encourage, and be kind and thoughtful - be accepting of mistakes, and treat them as an

opportunity for you both to learn from themy

focus on accomplishment and progress - recognition is the fuel of developmenty offer praise generouslyy be enthusiastic - if you show you care you can expect your trainee to care tooy check progress regularly and give feedback y invite questions and discussiony be patient and keep a sense of humour

Induction training tips:

y assess skill and knowledge level before you starty teach the really easy stuff firsty

break it down into small steps and pieces of informationy encourage pridey cover health and safety issues fully and carefullyy try to identify a mentor or helper for the trainee

As a manager, supervisor, or an organisation, helping your people to develop is the greatestcontribution you can make to their well-being. Do it to your utmost and you will be rewardedmany times over through greater productivity, efficiency, environment and all-round job-satisfaction.

L eadership and management training and development

Exercises that involve managing project teams towards agreed specific outcomes are ideal for developing management and leadership ability. Start with small projects, then increase projectsize, complexity and timescales as the trainee's abilities grow. Here are examples of other typesof training and development. Training need not be expensive, although some obviously is; muchof this training and development is free; the only requirements are imagination, commitment anda solid process to manage and acknowledge the development. The list is not exhaustive; thetrainer and trainees will have lots more ideas:

y on the job coachingy mentoringy delegated tasks and projectsy reading assignmentsy presentation assignmentsy job deputisation or secondmenty external training courses and seminarsy distance learningy evening classes


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y hobbies - eg voluntary club/committee positions, sports, outdoor activities, and virtuallyanything outside work that provides a useful personal development challenge

y internal training coursesy attending internal briefings and presentations, eg 'lunch and learn' formaty special responsibilities which require obtaining new skills or knowledge or exposurey

videoy internet and e-learningy customer and supplier visitsy attachment to project or other teamsy job-swapy accredited outside courses based on new qualifications, eg NVQ's, MBA's, etc.

Training planning

These guidelines essentially deal with conventional work skills training and development.Beyond this, issues of personal development and learning, for life, not just work, are the mostsignificant areas of personal development to focus on. Beyond this, issues of personaldevelopment and learning, for life, not just work, are the most significant areas of personaldevelopment to focus on.

To plan traditional training of work skills and capabilities that links to organizational performance improvement you must first identify the organizational performance needs, gaps,and priorities. These are examples of typical training drivers which give rise to training needs. Itis rare to use all of these aspects in determining training needs - select the ones which are mostappropriate to your own situation, the drivers which will produce the most productive and cost-

effective results, in terms of business performance and people-development:

Examples of training drivers

y Customer satisfaction surveysy Business performance statistics and reports.y Financial reports and ratios.y Competitor analysis and comparison, eg SWOT analysis.y Management feedback on employee needs, including from appraisals.y Training audits, staff assessment centres.y Staff feedback on training needs.y Director-driven policy and strategic priorities.y Legislative pressures.y Relevant qualification and certification programmes.


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Use the results and indicators from the chosen driver(s) to produce prioritised training needs per staff type, which will logically enable staff and management to achieve improvements requiredrequired by the organization.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe in training .They were holding the traditional view that managers are born and not made. There were alsosome views that training is a very costly affair and not worth. Organizations used to believe morein executive pinching. But now the scenario seems to be changing.

The modern approach of training and development is that Indian Organizations have realizedthe importance of corporate training. Training is now considered as more of retention tool than acost. The training system in Indian Industry has been changed to create a smarter workforce andyield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of askilled and willing workforce to an organization . In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives help employees in achieving their personal goals, which in turn,enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by bringingindividual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to theorganizations needs.

Societal Objectives ensure that an organization is ethically and socially responsible to theneeds and challenges of the society.

IMPORTANCE OF TRAINING AND DEVEPLOMENT

Optimum Utilization of Human Resources Training and Development helps inoptimizing the utilization of human resource that further helps the employee to achieve the

organizational goals as well as their individual goals.

Development of Human Resources Training and Development helps to provide anopportunity and broad structure for the development of human resources technical and

behavioral skills in an organization. It also helps the employees in attaining personalgrowth.

Development of skills of employees Training and Development helps in increasing the


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job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees.

Productivity Training and Development helps in increasing the productivity of theemployees that helps the organization further to achieve its long-term goal.

Team spirit Training and Development helps in inculcating the sense of team work, teamspirit, and inter-team collaborations. It helps in inculcating the zeal to learn within theemployees.

Organization Culture Training and Development helps to develop and improve theorganizational health culture and effectiveness. It helps in creating the learning culturewithin the organization.

Organization Climate Training and Development helps building the positive perceptionand feeling about the organization. The employees get these feelings from leaders,subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work andwork-life.

Healthy work environment Training and Development helps in creating the healthyworking environment. It helps to build good employee, relationship so that individual goalsaligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety of

the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image.

Profitability Training and Development leads to improved profitability and more positiveattitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets moreeffective decision making and problem solving. It helps in understanding and carrying outorganisational policies

Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.


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METHODS OF TRAINING

There are various methods of training , which can be divided in to cognitive andbehavioral methods . Trainers need to understand the pros and cons of each method, alsoits impact on trainees keeping their background and skills in mind before giving training.

1. Cognitive methods are more of giving theoretical training to the trainees. The variousmethods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods areassociated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

LECTURES

DEMONSTRATIONS

DISCUSSIONS

COMPUTER BASED TRAINING (CBT)

INTELLEGENT TUTORIAL S Y STEM(ITS)

PROGRAMMED INSTRUCTION (PI)

VIRTUAL REALITY

2. Behavioral methods are more of giving practical training to the trainees. The variousmethods under Behavioral approach allow the trainee to behavior in a real fashion. Thesemethods are best used for skill development The various methods that come under Behavioral approach are:

GAMES AND SIMULATIONS

BEHAVIOR-MODELING

BUSINESS GAMES

CASE STUDIES

EQUIPMENT STIMULATORS


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IN-BASKET TECHNIQUE

ROLE PLA Y S

Both the methods can be used effectively to change attitudes, but through different means.

Another Method is MANAGEMENT DEVELOPMENT METHOD

MANAGEMENT DEVELOPMENT

The more future oriented method and more concerned with education of the employees. To become a better performer by education implies that management development activitiesattempt to instill sound reasoning processes.

Management development method is further divided into two parts:

ON THE JOB TRAINING

The development of a manager's abilities can take place on the job. The four techniques for on the job development are:

COACHING

MENTORING

JOB ROTATION

JOB INSTRUCTION TECHNIQUE (JIT)

OFF THE JOB TRAINING

There are many management development techniques that an employee can take in off the job. The few popular methods are:

SENSITIVIT Y TRAINING

TRANSACTIONAL ANAL Y SIS

STRAIGHT LECTURES/ LECTURES

SIMULATION EXERCISES


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TRAINING SCENARIO IN INDIAN INDUSTRY

Objective of Research

1. To study the different types of training methods.2. To know the training methods used in S.E.C.L.3. To understand the traditional and modern methods of the Training and Development.4. To study the importance of Training and Development in Employee Development

RESEARCH METHODOLOGY

RESEARCH PROBLEM: - A Project Report on Performance Appraisal of employees atBajaj Allianz .

DATA COLLECTION METHOD:

All the data used here in Project is Secondary data.

RESEARCH DESIGN:

Descriptive research and qualitative type of survey are conducted . The descriptive research is

description of the state of affairs as it exists at present such a result we were required in

analytical form.


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FINDING

1. Trained and Develop employees can work more efficiency.2. Training and Development employees more loyalty to an organization.3. Training and Development makes employees more useful to firm.4. Training enables employees to promotion easily. They can reliance the carrier goal

comfortably and development helps in increase their morable.5. Employees can avoid mistakes on the job. They can handle jobs with confidence. Theywill be more satisfied on their job.

6. Training and Development can contribute to higher. Production and fewer mistakesgreater ob satisfaction and lower employed turnover. Also it can enable employees tocope up with organizational technological change.


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CONCLUSION

In this knowledge-based economy training helps people to learn how to do the things differentlyto the different things and development is that which help in improving the performance of employees by giving them opportunities for growth. Products are now increasing knowledge intensive for this employer and responsible for providing opportunities for continued learning. Tocope with challenge and competitiveness in the world, every organization needs the service of

trained person for performing the activities in the systematic way. So training program plays aimportant role in individuals as well as organizational performance.


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SUGGESTION

1. The company should give periodic training and development to the

employee working in an organisation

2. It should be like long term training and development likes fundamentalcarrier class, basic carrier class which help the advisor in different stage.

3. New and modern method of tarinig and development should be adopted soas to benefit both employees and organization.

4. After training and development program of employees trainingeffectiveness should be measured.

Bibliography


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1. Aswathappa K, Human Resource & Personnel Management, Tata McGraw- Hill

Publishing Co. Ltd., New Delhi, Sixth edition 2001,

2. Kothari C.R., Research methodology methods & techniques,

3. Prakasan publishing Co. Ltd., New Delhi, Sixth edition 2001.

4. Human Resources Management by P. Subarea.

Search engines

1. www.google .com

2. www.secl.com

3. www.wikipedia .com

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Training and Deveplopment