TRAINING AND

DEVELOPMENT
 MANAGERIAL PERSPECTIVE
 Every organization needs a trained and
experienced work – force
 Need to raise skill levels to
- Increase versatility
- Adaptability
- Respond to Technological
Change
 PURPOSE OF TRAINING
 Address skill – deficiency in work- force
 Learning required sequence of programmed
behaviour
 Awareness of Rules and Procedures to
guide behaviour
 Improve current job performance through
enhanced technical and mechanical skills
 Focus is on the individual
 TRAINING: DEFINITION
• “A short – term process utilizing a
systematic and organized procedure by
which non-managerial personnel learn
technical knowledge and skills for a
particular purpose”
• “The process of providing employees with
specific skills or helping them correct
deficiencies in their performance”
 DEVELOPMENT: DEFINITION
• “A long-term educational process utilizing a
systematic and organized procedure by
which managerial personnel learn
conceptual and theoretical knowledge for
general purpose”
• “An effort to provide employees with the
abilities the organization will require in the
future”
 DEVELOPMENT: CONCEPTS
• Focus on current and future jobs
• Prepares for higher responsibilities
• Conceptual thinking, analysis and decision
–making abilities
• Future growth or role in the organization or
work demands
• Long term focus
• Focus on groups or teams
 EDUCATION
• Understanding and interpretation of
knowledge
• Does not provide definitive answers
• Develops a logical and rational mind
• Develops qualities of mind and character
• Understanding of basic principles
• Usually outside the scope of organizational
activities
TRAINING, DEVELOPMENT
AND EDUCATION

TRAINING EDUCATION
DEVELOPMENT (MACROLEVEL)
(MICRO – LEVEL)
 SKILL - REQUIREMENT IN THE
ORGANIZATION
•
DEVP
MANAGEMENT
LEVELS

Top CONCEPTUAL SKILLS

Mid HUMAN SKILLS

Lower TECHNICAL SKILLS

TRG
 TRAINING vs. DEVELOPMENT
• Training Development
 Non – Managerial Personnel Managerial
Personnel
 Technical and Mechanical Theoretical and Conceptual
skills skills

 Specific and Job – related General

 Short – term Focus Long – term Focus
 Present job Future Job
Training and Development Need = Standard Performance –
Actual Performance
• Literacy – The mastery of basic skills (Reading, Writing,
Arithmetic, and their uses in problem solving)
 BENEFITS OF EMPLOYEE TRAINING

• Increased productivity: Qualitative and

Quantitative
• Hightened Morale / personal growth
• Reduced requirement of supervision
• Enhanced Industrial safety
• Reduced obsolescence through continuation
training / periodic training / refresher
training
 RESPONSIBILITY FOR TRAINING
• Top management / line responsibility - frames Training
Policy
• Organizational culture that supports change, learning and
improvement an important determinant of training
effectiveness
• Personnel department plans, establishes and evaluates
training programme
• Supervisors – implement and monitor programme
• Employees – Provide feedback or suggestions to upgrade
skills
• Training Department – Primary responsibility
 WHO ARE TRAINERS?
• Immediate Supervisors
• Co – workers (Buddy system)
• Personnel staff
• Company specialists
• External Trainers / Consultants
• University faculty
• Industry associations
• Peer trainers
 OBJECTIVES OF TRAINING

• Prepare for job on entry, transfer, promotion

• Enhanced effectiveness in present position
and potential future position
• Build second – line of competency
• Prepare for great responsibility
 TRAINING PROGRAMME: PRINCIPALS
• Training programme must address work –
related needs or deficiencies
• Reinforcement: Positive and negative
• Must focus on value addition / attitudinal
change
• Performance – feedback
• Practice
 PRINCIPALS OF LEARNING
• Every human has potential for learning in varying degrees
• Interest and Motivation required
• Learning is active and not passive. People remember:
- 10 % What is read
- 20 % What is heard
- 30 % What is seen
- 50 % What is seen & heard
- 70 % What is said
- 90 % What is performed
 PRINCIPLES OF LEARNING (contd.)

• Transfer of training where similar concepts are involved

• Performance – Feedback necessary
• Application or practice of learned behaviour
• Practiced skills are easily retained
• Cumulative process
• Early success linked with effectiveness of learning
• Learning rate decreases with complexity
• Match between learning capability and pace
• Correlation with attention and concentration
• Importance of training
 LEARNING CURVE

• Rapid rise initially

• Curve rises less steeply and then levels off
(plateau) – especially when training is
complex
• Daily ups and downs
 TRAINING POLICY
 What
- Is to be accomplished: Identify objective of training [End –
State Result]
- Training Priorities
- Type of training: Formal or informal
- Continuous or Casual or Periodic
 Who
- Is responsible for the Training Programme
- Is to undertake the Programme: In – house or external agency or
mixed faculty
 When
- Should the Training be implemented
 Where
- Should the Training Programme be implemented: Physical
Location or Environment
 STEPS IN TRAINING
• Identify gaps in skills or knowledge: i.e.
requirements
• Getting ready for the job:
- Who is to be trained: Older or Younger
employee, superior or all
• Preparation of Learner:
- put at ease: remove apprehensions or fear
- state objectives or importance of training
programme
- create interest
 STEPS IN TRAINING (contd.)
• Presentations of operations or knowledge
- Output or input orientation
- Tell or show or demonstrate or illustrate or
question
• Performance try – out
- Explain job
- Try out
- Fault or mistake diagnosis and corrective
interventions
- Compare before or after result
- Follow - up
 TRAINING PERIOD
• 2-3 hours at a stretch with a break
• Block of one week or fortnight with 1-2 hours
daily
• Three weeks – six months – one year
 Training Period depends upon
• Training needs
• Budget
• Availability of workers
• Availability of time
 TYPES OF TRAINING
 Unskilled Worker:
• Improved methods in handling machines
or material
 Objective:
• Waste reduction or reduction in
production cost
 Trainer:
• Immediate supervisor through on - the -
job training
 TYPES OF TRAINING (contd.)
 Semi-skilled Worker:
 Coping with increased mechanization
 Imparted by professionals or skilled
workers / inspectors
 On site training or training workshops
 Skilled Worker:
 Through apprenticeship: 1 – 5 years
 Training Centers
 TYPES OF TRAINING (contd.)
 Sales persons:
 Nature or quality of product
 Salesmanship or Customer Management
 Supervisory staff:
 Improve performance / Supervisory skills /
Human skills
 General:
• Diversity training
• Crisis / Disaster – Management training
TRAINING - METHODOLOGY

• On - the - job Training

• Off - the - job Training
 ON - THE - JOB
 How Aspect :
• Placed on the job
• Supervision / Correction
 Vestibule or Training Center:
• Classroom training (theory)
• Practical work on site / production line
 ON – THE – JOB (contd.)

 Simulation:
• Extension of Vestibule Training
• “Duplicated” job conditions (Pilot or
Vehicle driver training)
• Avoids accidents or inquiry possible on
onsite training
 ON – THE – JOB (contd.)
 Demonstrations or Examples:
• Trainer describes or demonstrates
• Explain why, How, What is being done
• Emphasis on “Know-How”
 Apprenticeship:
• Major part on - the -job
• 1 - 5 years duration depending on type of
job
 OFF - THE - JOB
 Lecture or Film:
• Philosophy or Concepts or Attitudes or
Theory
• Training of large groups in short time
 Conference Method:
• Mutual problems or solutions discussed
• Suitable for 20 – 30 persons
 OFF – THE – JOB (contd.)
 Seminar or Team discussions:
• Paper on pre – determined subject: discussed Trainee or
trainers
 Case discussion
 Role - planning
 Programmed Instruction
• Teaching machine or computer with software packages
• Computer and Testing or result
• Trainee can learn at own pace
 In – basket exercises
 TRAINING PROGRAMME EVALUATION
 Determine training effectiveness
 Reaction of trainees or trainers
 Assimilation of learning through performance
feedback
 Behaviour change
 Questionnaires to trainee or supervisor : Post –
training
 Feedback follow up
 Structured interviews
 BENEFITS OF TRAINING
 Improved profitability
 Positive attitudes towards efficiency or
effectiveness or profit orientation
 Improved morale
 Identification with ORG goals
 Improved superior – subordinate relationship
 Improved labour – Management relationship
 Self – development or self – confidence or self –
management
 Job - satisfaction
 WHY TRAINING FAILS
 Training benefits unclear to top management
 Management commitment lacking
 Inadequate budget
 Improper planning or execution
 Unclear objectives
 Mis – match of training objectives or methods or agencies
 Workers not spared by department
 Large – scale poaching
 Resistance from unions
 Resistance from trainees
 HOW TO MAKE TRAINING EFFECTIVE
 Commitment of Management or unions
 Match between Training / Corporate
objectives
 Developing a Learning organization
 Ensuring linkage between organization,
operational and individual training needs
 Proper selection of trainee