Trainingdev.docx

8/13/2019 Trainingdev.docx

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CHAPTER 3

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

Definition of Training & DevelopmentImprove performanceTraining & Development is any attempt to improve current or future employee performance by

increasing an employees ability to perform through learning, usually by changing the

employees attitude or increasing his or her skills and knowledge.

MEANING O! TRAINING & DEVELOPMENT "

The need for Training and Development is determined by the employees performance

deficiency, computed as follows.Training & Development Need !tandard "erformance # $ctual "erformance

%e can make a distinction among Training, Development and ducation.

Di#tin$tion %eteen Training an' E'($ationTraining E'($ation

$pplication oriented

'ob e(perience

!pecific Task in mind

Narrow "erspectiveTraining is 'ob !pecific

Theoretical )rientation

*lassroom learning

*overs general concepts

+as road "erspectiveducation is no bar

TrainingTraining refers to the process of imparting specific skills. $n employee undergoing

training is presumed to have had some formal education. No training program is completewithout an element of education. +ence we can say that Training is offered to operatives.

E'($ation -t is a theoretical learning in classrooms. The purpose of education is to teachtheoretical concepts and develop a sense of reasoning and udgment. That any training and

development program must contain an element of education is well understood by +/

!pecialists. $ny such program has university professors as resource persons to enlighten

participants about theoretical knowledge of the topics proposed to discuss. -n fact organi0ationsdepute or encourage employees to do courses on part time basis. *)s are known to attend

refresher courses conducted by business schools. The education is more important for managers

and e(ecutives rather than low cadre workers. $nyways education is common to all employees,their grades notwithstanding.

Development Development means those learning opportunities designed to help employees togrow. Development is not primarily skills oriented. -nstead it provides the general knowledge

and attitudes, which will be helpful to employers in higher positions. fforts towards

development often depend on personal drive and ambition. Development activities such as those

supplied by management development programs are generally voluntary in nature. Developmentprovides knowledge about business environment, management principles and techni1ues, human

relations, specific industry analysis and the like is useful for better management of a company.


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O%)e$tive# of *MDP+ Management Development Program# OR A'vantage# of Development

2. 3aking them !elf4starters *ommitted

3otivated

/esult oriented !ensitive to environment

5nderstand use of power

6. *reating self awareness

7. Develop inspiring leadership styles

8. -nstill 0est for e(cellence

9. Teach them about effective communication

:. To subordinate their functional loyalties to the interests of the organi0ation

Differen$e %eteen Training an' Development

Training DevelopmentTraining is skills focused Development is creating learning abilities

Training is presumed to have a formal

education

Development is not education dependent

Training needs depend upon lack ordeficiency in skills

Development depends on personal driveand ambition

Trainings are generally need based Development is voluntary

Training is a narrower concept focused on

ob related skills

Development is a broader concept focused

on personality development

Training may not include development Development includes training wherever

necessary

Training is aimed at improving ob relatedefficiency and performance

Development aims at overall personaleffectiveness including ob efficiencies

,-at are t-e Training Inp(t#.

!kills

ducation Development

thics

"roblem !olving !kills Decision 3aking $ttitudinal *hanges

TRAINING AND DEVELOPMENT O/0ECTIVE1

The principal obective of training and development division is to make sure the availability of a

skilled and willing workforce to an organi0ation. -n addition to that, there are four other

obectives; -ndividual, )rgani0ational,


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)rgani0ational )bectives # assist the organi0ation with its primary obective by bringing

individual effectiveness.


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Team spirit # Training and Development helps in inculcating the sense of team work, team spirit,

and inter4team collaborations. -t helps in inculcating the 0eal to learn within the employees.

)rgani0ation *ulture # Training and Development helps to develop and improve the

organi0ational health culture and effectiveness. -t helps in creating the learning culture within the

organi0ation.

)rgani0ation *limate # Training and Development helps building the positive perception and

feeling about the organi0ation. The employees get these feelings from leaders, subordinates, andpeers.

>uality # Training and Development helps in improving upon the 1uality of work and work4life.

+ealthy work4environment # Training and Development helps in creating the healthy working

environment. -t helps to build good employee, relationship so that individual goals aligns with

organi0ational goal.

+ealth and !afety # Training and Development helps in improving the health and safety of the

organi0ation thus preventing obsolescence.

3orale # Training and Development helps in improving the morale of the work force.

-mage # Training and Development helps in creating a better corporate image.

"rofitability # Training and Development leads to improved profitability and more positive

attitudes towards profit orientation.

Training and Development aids in organi0ational development i.e. )rgani0ation gets more

effective decision making and problem solving. -t helps in understanding and carrying outorgani0ational policies

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

TRAINING PROCE11

1tep# in training pro$e##

2. )rgani0ational obectives

6. $ssessment of Training needs7. stablishment of Training goals

8. Devising training programme

9. -mplementation of training programme:. valuation of results

?et us go through the steps in training process in detail;


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I2 Organiational O%)e$tive# an' 1trategie#;

The first step in the training process in an organi0ation is the assessment of its obectives and

strategies. %hat business are we in@ $t what level of 1uality do we wish to provide this product

or service@ %here do we want to be in the future@ -t is only after answering these related

1uestions that the organi0ation must assess the strengths and weaknesses of its human resources.

II2 Nee'# A##e##ment

Needs assessment diagnosis present problems and future challenges to be met through training

and development@ )rgani0ations spend vast sums of money Ausually as a percentage on

turnoverB on training and development. efore committing such huge resources, organi0ations

that implement training programs without conducting needs assessment may be making errors.

Needs assessment occurs at two levels4 group and individual. $n individual obviously needs

training when his or her performance falls short of standards, that is, when there is performance

deficiency. -nade1uacy in performance may be due to lack of skill or knowledge or any other

problem. The problem of performance deficiency caused by absence of skills or knowledge can

be remedied by training.


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IV2 De#igning Training an' Development Programme

very training and development programme must address certain vital issues

2. %ho participates in the programme@

6. %ho are the trainers@

7. %hat methods and techni1ues are to be used for training@

8. %hat should be the level of training@

9. %hat learning principles are needed@

:. %here is the program conducted@

%ho are the trainers; Trainers should be selected on the basis of self4nomination,

recommendations of supervisors or by the +/ department itself. %hatever is the basis, it is

advisable to have two or more target audience.


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7. +ow comprehensive will the evaluation be@ The scope or the duration and

comprehensiveness of the evaluation is influenced by available support, communication

and evaluation purpose.

8. %ho has the authority and responsibility@ %ho has the authority and responsibility at

different stages of evaluation will be determined by the factors like personnel, credibilityof internal staff, communication, obectivity of internal staff to do an evaluation

regardless of results.

9. %hat are the sources of data@ The most common sources of evaluation data are reactions,

opinions andC or test results of the participants, managers, supervisors, production

records, 1uality control, financial records, personnel records, safety records, etc.

:. +ow will the data be collected and compiled@ Data can be collected before training for

needs analysis or pre4testing purpose, during training programme to make improvements

along the way and after training for evaluation. Ne(t step is selection of treatment or

control groups and determination of nature of samples. Data can be complied eithermanually or by computers.

. +ow will the data be analysed and reported@


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Translate the program obectives into terminal and enabling learning obectives.

>uantify program development, implementation and evaluation costs and effort re1uired. Determine program structure and se1uence. Determine program duration and pace.

Decide program format and mode of delivery.

!pecify type of participant assessments and assessment conditions. Determine program evaluation methodology, data collection methods, timing and

reporting formats.

$rticulate transfer of learning methods and workplace support. Define implementation and training administration re1uirements.

2. Develop

Develop communication packs for program stakeholders. Develop session plans, trainer guides, learner guides and trainer and participant

resources. Develop trainer and on4the4ob aids.

Develop coachingCmentoring guides and resources. Develop technology infrastructure and software.

Develop participant assessments. Develop proect and program evaluation instruments.

*onduct pilot program to test that program meets client re1uirements.

/eview implementation and evaluation costs, effort re1uired and schedule.

6. Implement

/ollout program communications to stakeholders. "roduce program materials and aids. -nstall technology infrastructure and services.

!et up administrative databases and systems.

-nstall on4the4ob aids. "repare coachesCmentors.

ook venue, accommodation and travel arrangements.

!et up venue and accommodation. !chedule participants.

*onduct training sessions.

-mplement training transfer strategies. *onduct participant assessments. *ollect participant feedback.

7. Eval(ate

*ollect training program evaluation data.

*ollect proect evaluation data.

/eview training program performance Anumber of employees trained, percent participantspassed, participant satisfactionB.

/eview proect performance Acost, schedule, scope, stakeholder satisfaction, proect team

satisfactionB. /eport program and proect performance results.


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TRAINING NEED ANAL81I1 *TNA+

$n analysis of training need is an essential re1uirement to the design of effective training. Thepurpose of training need analysis is to determine whether there is a gap between what is re1uired

for effective performance and present level of performance.

,-6 training nee' anal6#i#.

Training need analysis is conducted to determine whether resources re1uired are available or not.

-t helps to plan the budget of the company, areas where training is re1uired, and also highlightsthe occasions where training might not be appropriate but re1uires alternate action.

Training Nee' ari#e# at t-ree level#

*orporate need and training need are interdependent because the organi0ation performanceultimately depends on the performance of its individual employee and its sub group.

)rgani0ational ?evel # Training need analysis at organi0ational level focuses on strategic

planning, business need, and goals. -t starts with the assessment of internal environment of theorgani0ation such as, procedures, structures, policies, strengths, and weaknesses and e(ternal

environment such as opportunities and threats.$fter doing the !%)T analysis, weaknesses can be dealt with the training interventions, while

strengths can further be strengthened with continued training. Threats can be reduced by

identifying the areas where training is re1uired. $nd, opportunities can be e(ploited by balancingit against costs.


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1uestions, etc. Today, obs are dynamic and keep changing over the time. mployees need to

prepare for these changes. The ob analyst also gathers information on the tasks needs to be done

plus the tasks that will be re1uired in the future.ased on the information collected, training Need analysis ATN$B is done. -dentification of

Training Nee'# *Met-o'#+In'ivi'(al Training Nee'# I'entifi$ation

2. "erformance $ppraisals

6. -nterviews

7. >uestionnaires

8. $ttitude !urveys

9. Training "rogress uality *ircles

H. *ustomer !atisfaction !urvey

I. $nalysis of *urrent and $nticipated *hanges

/enefit# of Training Nee'# I'entifi$ation

8. Trainers can be informed about the broader needs in advance

9. Trainers "erception =aps can be reduced between employees and their supervisorsTrainerscan design course inputs closer to the specific needs of the participants

:. Diagnosis of causes of performance deficiencies can be done

METHOD1 O! TRAINING

On t-e 0o% Training# These methods are generally applied on the workplace while employees

is actually working.


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0o% In#tr($tion -t may consist an instruction or directions to perform a particular task or a

function. -t may be in the form of orders or steps to perform a task.

Apprenti$e#-ip#=enerally fresh graduates are put under the e(perienced employee to learn the

functions of ob.

Intern#-ip# an' A##i#tant#-ip#$n intern or an assistants are recruited to perform a specific

time4bound obs or proects during their education. -t may consist a part of their educationalcourses.

A'vantage# of On"t-e"0o% Training

-t is directly in the conte(t of ob

-t is often informal-t is most effective because it is learning by e(perience

-t is least e(pensive

Trainees are highly motivated

-t is free from artificial classroom situations

Di#a'vantage# of On"t-e"0o% Training

Trainer may not be e(perienced enough to train

-t is not systematically organi0ed

"oorly conducted programs may create safety ha0ards

Off t-e 0o% Training# These are used away from work places while employees are not working

like classroom trainings, seminars etc.


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1en#itivit6 Training#; This is more from the point of view of behavioral assessment, under

different circumstances how an individual will behave himself and towards others. There is nopreplanned agenda and it is instant. $dvantages # increased ability to empathi0e, listening skills,

openness, tolerance, and conflict resolution skills. Disadvantage # "articipants may resort to their

old habits after the training.

Programme' In#tr($tion#"rovided in the form of blocks either in book or a teaching machine

using 1uestions and


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:. *reations of effective training evaluation system

TRAINING EVAL:ATION

The process of e(amining a training program is called training evaluation. Training evaluationchecks whether training has had the desired effect. Training evaluation ensures that whether

candidates are able to implement their learning in their respective workplaces, or to the regular

work routines.

P(rpo#e# of Training Eval(ation

The five main purposes of training evaluation are;


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F >uestionnaire

F -nterview

F !elf diariesF !elf recording of specific incidents

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Trainingdev.docx