Unit VII Training and development

Concept of Training and Development Training is a process of imparting specific skills and learning experience to perform definite job. It is a learning experience that seeks a relatively permanent change in an individual that will improve his ability and skills to perform on the job. It involves changing of skills, knowledge, attitudes etc. It is imp. for new or present employees. It is the systematic process of altering the behavior of employees in a direction that will achieve organizational goals. Related to present job skills & abilities

Training refers to the methods used to provide new or present employees the skills they need to perform their jobs - Gary Dessler Training is the act of increasing the knowledge and skills in an employee for doing a particular job - Edwin B Flippo Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job - De Cenzo and Robbins The training involves positive change in knowledge, skills, attitudes. Knowledge: What the employee need to know? . It can be professional, technical or commercial. Skills: Ability of the employee to do jobs. It can be manual, intellectual, mental, perceptual or social.

 Attitudes: Disposition (usual mood) of the employee to behave or to perform according with the job requirement.

Concept of Development It is the systematic process of improving managerial performance by imparting knowledge, increasing skills, changing attitudes and developing experience. It focuses on overall development of managers. Management Development Process consists of: Assessing the company's strategic needs (e.g. to fill future executive openings, or to boost competitiveness) Appraising managers' current performance & Developing the managers & future managers Management development focus on future responsibilities and growth oriented. Long term and on going educational process. Target on managerial employees. It develops potential and personality through conceptual, interpersonal and technical and decision making skills. It prepares the managers of future requirement

Definition: Any attempt to improve current or future management performance by imparting knowledge, changing attitudes or increasing skills - Gary Dessler

Training vs. Development

Training 1.Focus: Present 2.Time Span: Short term and periodic 3.Target: Operations 4.Area: Hands-on skills and knowledge

Development Focus: Future Time Span: Long term and ongoing Target: Management Area: conceptual, interpersonal, technical, decision making skills etc

5.Move: Reactive to current needs

Move: Proactive to future needs facilitated by

6.Initiation: Management, participated Initiation: Employees, by employees management 7.Participants:Non employees

managerial Participants: Managerial employees

Determining Training Need

Assessing Training Needs 1. Individual Analysis 2.Operational analysis

3.Individual analysis Training should be given when there is training need. The difference between the employees desired performance and actual performance indicate the training need. Normally , the demand for training need arises when; Deterioration in employees performance. Changes in the prevailing technology and work procedure. For employee promotion and management succession in a higher level For increasing productivity and efficiency Assessing Training Need 1.Organizational Needs Analysis: Training programs are designed to achieve organizations objectives. Analysis of short term and long term objective of organization . Analysis of organizational resources and budget allocation for training program. Analysis of strategies, structure and organizations environment. 2. Operational / Job Need Analysis: Information received through job description and job specification is of great use to make operational analysis and to assess training needs. 3. Person Need Analysis: Performance deficiency are identified by comparing standard performance. Issues and Challenges of Training 1. actual and

The need for understanding corporate policies & Objectives: Training is the essential contributor to organizational objectives. HR experts should understand the mission properly. Any mismatch between corporate objectives and training design may cause a waste of time and other resources. 2. The need for job need analysis:

It is a challenge to accumulate information of jobs. Job description and specification are used to develop the training package. 3. The need for person need analysis: Can not overlook the training need of a person in designing a training program. Many training program fail to assess the type of training program that is required for different level and employees. 4.The need for support of top management: Priority of top management should be given. Some organization regard training as a cost . To address the changing competitive and technical circumstances training is the must.

5. The need for addressing training needs properly: Problem in facing ; selection of participants, selection of qualified trainer, media used to teach , the place for training, level of knowledge to be imparted. In some training trainers are highly qualified but trainees are not able to understand the trainer 6.The need for making training methods very effective: Training may be either on-the-job or off-the-job. Which method is suitable depends on the types of skills and knowledge to be imparted. Selection of methods should fulfill the job needs of the participants effectively. Methods of Evaluating Training Programs 1. Test-retest Method Method of finding the changes in the participants during the pre & post training periods brought about by the training program Participants are once tested prior to the beginning of the training program about their expectations regarding the training program As soon as the training program is completed, they are again tested to know their final reactions regarding its success However, on the basis of differences in the test-retest scores, it is difficult to conclude that the training program will bring about any change in the real situation 2. Pre-post Performance Method Participants are, first, rated before the training program After the program is completed they are again rated in the real performance Useful to examine the effect of training on changing participants' knowledge & skills & their attitudes in the real job situation 3. Experimental-control Group Method: Primarily used to evaluate the differences in the knowledge, skill & intelligence of the control & experimental groups Control group: Having no clear instructions & guidelines to perform on the job( They are not participating in Training) Experimental group: There are clear instructions & guidelines at work(They are participating in Training) Using this method, if the performance of the experimental group improved on the job, the training would be said to be successful But, if performance of control & experimental groups remain unchanged, training is said to be unsuccessful in improving the individual & organizational performance 4. Trainee Survey: Direct questioning or to ask to fill-up a form about his response about the training effectiveness. Many questionnaires can be developed. Process of evaluating training Program:

1. Developing Evaluation Criteria Assesses the effectiveness of a training program Effectiveness of a training program evaluated indicates: participants' reaction, changes in participants' knowledge/skills, attitudes, changes in job performance & organizational performance 2. Pre-test Trainees Once criteria are selected for evaluation pre-test will be arranged This will be conducted prior to the training program to find out the level of knowledge, abilities & skills of the participants The information collected from this test is v. useful to identify transfer of knowledge & skills after the training 3. Monitor Training During the training period, there will be regular monitoring of the training program There is a continuous surveillance over the implementation of training program to ensure that training input deliveries, schedule, targets & other required training actions are proceeding according to the plan 4. Evaluation of Training Once the training prog. is completed it is imp. to evaluate participants' response to its different dimensions Their response to the potential benefits, transfer of knowledge, quality of resource perfoms, training venue & other environmental factors are v. useful for improving the next training package. Includes an evaluation of the transfer of knowledge, skills, abilities & other characteristics among the trainees.This evaluation is generally made as trainees join the organization after receiving training

5. Feedback Finally, based on the assessment of criteria & responses of training participants, the HR experts can learn about the overall success, benefits & limitations of a training program This will be feedback to the mgmt. for the future determination of training & devt. needs Methods of Training A. On the job Training Advantages Less costly to operate Places employee in an actual work situation Learning by doing Trainee is motivated and productive High degree of learning transfer. Learn in real working environment

Disadvantages Can be low productive while employees develop their skills Errors may be made by the trainees while they learn Equipment can be damaged during training. Methods of on-the-job training: 1.Internships 2.Apprentice training 3.Job instruction training

1.Internships Combines job trainings with classroom instructions Interns get the 'real world' exposure 2.Apprenticeship Programs People seeking to enter skilled trainer (plumbers, electricians) During this period, the trainee is paid less than a fully qualified worker Trainee is under the guidance of a master worker 3. Job Instruction Training (JIT) Developed during the WW II JIT was part of the Training within Industry Program Consists of 4 basic steps: 1. Preparing the trainees by telling them about job (overcoming their uncertainties) 2. Presenting the instruction (essential information in a clear manner) 3. Having the trainees try out the job (demonstrating their understanding) 4. Placing the workers into their jobs on their own with a designated resource person (for assistance) B. Off-the-training Advantages: Suitable for which on-the-job is not possible. Opportunity to use the ability of the best instructor & the best planned materials Training a large no. of trainees in a classroom Costly errors and accidents can be avoided. Training time is reduced Disadvantages:

 As large no. of trainees are involved, it is difficult to meet specific job needs of the trainees May not transfer all knowledge/skills acquired form the training Not useful to develop interpersonal skills at work Low motivation. Methods of off-the-job training: 1. 2. 1.Classroom lectures or conferences 2.Films 3.Computer-assisted instructions 4.Simulation Exercises a. Experiential Exercises b. Computer Modeling

c. Vestibule Training Classroom lectures or conferences Focus on theoretical aspect , training by telling. Teacher centered training, Conference is a group meeting on trainee participation guided by trainer. Well-adapted to conveying specific information rules, procedures or methods, Covey large information, easy, quick and simple. Lack of active involvement by the trainees Possible lack of feedback and learning transfer Films Provides information Explicitly demonstrate skills that are not easily presented by other techniques 3. Computer Aided Instruction: Learning is more self-initiated & individualized Allows trainee to learn at their own pace, areas that need improvement, flexibility Electronic Performance Support Systems Distance and Internet based Tele-training

Videoconferencing Internet training (interactive tutorials, virtual classrooms, intranet, CDRom based training etc.) 4. Simulation Exercises Explicitly places the trainee in an artificial environment that closely mirrors actual working conditions Includes many types: a. Experiential Exercises

b. c.

Short, structured learning experiences where individuals learn by doing Human interaction involving realistic behavior in imaginary situation. E.g. Rather than talk about interpersonal conflict, create a conflict situation where employees experience a conflict & works on its resolution Computer Modeling Programming a computer to imitate some of the realities of the job Widely used in training of pilots Allows learning to take place without risk & high costs Vestibule Training Employees learn their jobs on the equipments they will be using, but the training is conducted away from the actual work floor Employees get a full feel for doing tasks without 'real-world' pressures Expensive E.g.: In the 1980s, many large retail chains trained cashiers on their new computer cash registers

Methods of Management Development Any attempt to improve current or future management performance by imparting knowledge, changing attitudes or increasing skills Dessler Mgmt. development is future oriented, development focuses more on the employee's personal growth (longer-term) Mgmt. Development Process consists of: Assessing the company's strategic needs (e.g. to fill future executive openings, or to boost competitiveness) Developing the managers & future managers Mgmt. Developing should be planned (since it requires systematic diagnosis, developing of a program & mobilization of resources) Mgmt. Developing must have top-mgmt. commitment 1.On-the-job development a. Job Rotation b. Coaching/Understudy Approach c. Action Learning 2.Off-the-management development a. Case Study Method b. Management Games c. Outside Seminars

d. University-related Programs e. Role Playing f. Behavior Modeling g. Executive Coaches 1. Job Rotation Involves moving a trainee from department to department to broaden his experience & identify strong & weak points. Spending several months in each department, fully involved in it's operations. 2. Coaching/Under-study Approach Trainee works directly with a senior manager or with the person he is to replace The senior is responsible for the trainee's coaching The coach sets a good example of what a manager does Coach ans. Ques. & explains why things are done the way they are E.g. Decision-making meeting 3. Action Learning Management trainees are allowed to work full-time analyzing & solving problems in other department than their own The basics include: Carefully selected teams of 5-25 members Assigning the teams real world business problems that extend beyond their usual areas of expertise Structured learning through coaching & feedback The employer's senior mgrs. usually choose the projects & decide whether to accept the team's recommendations Off-the-job development: 1. Case-Study Method Manager is presented with a written description of an organizational problem to diagnose & solve Identify and evaluate alternatives for solution and select appropriate solution for solving the problem. 2. Management Games Business situation are simulated through computer. Teams of managers compete by making computerized decisions regarding realistic but simulated situations 5/6 persons in a group competes with each other Involvement of managers, develop leadership skills, foster cooperation & teamwork E.g. Decision on 'how much to spend on advertisement', 'how much to produce', 'how many of which products to produce' 3. Outside Seminars Traditional classroom mgmt. development seminars & conferences American Management Association provides thousands of courses in areas ranging from Accounting ,finance & general mamt.

4. University Related Programs 5. Offer Executive education may be 1 to 4 days or lasting 1 to 4 months. Uses cases & lectures Video linked classroom Role Playing

Trainees act out parts in a realistic mgmt. situation Trainees assume the roles of specific persons in that situation Can trigger spirited discussions among the role player/trainees Develop interpersonal skills to understand HR behavior. 6. Behavior Modeling Trainees are first shown good mgmt. techniques in a film, are asked to play roles in a simulated situation, & Are then given feedback & praise by their supervisor The basic procedure is as follows: i. Modeling (First trainees watch video examples that showmodels behaving effectively in a problem situation) ii. Role Playing (Trainees are given roles to play in a simulated situation) iii. Social Reinforcement (praise & constructive feedback in the role playing situation) iv. Transfer of Training (Trainees are encouraged to apply their new skills on the jobs) 7. Executive Coaches An outside consultant who coach the executive's associates in order to identify the executives strengths & weakness. Then counsels the executive so he can capitalize on those strengths & overcome the weaknesses

Training Process:
1.Determining Training Need: Determine the training need properly organization level, job level & employee level 2.Specify Training Objective:

Determine desired outcome of training. Should be SMART (Specific, Measurable, Attainable, Realistic, Time bound) Skills to be taught and changes in behavior sought. 3. Determine Curriculum & Methods: The curriculum to be offered. Training method to be used ( On the job and Off the job ) 4.Select trainers and trainees: Right kind of trainer internal and hired. Trainees should be prepared 5. Develop Budget: Adequate budget should be developed on the basis of nature and period of training. 6. Implementation of Training Program: Proper time As pre schedule In house or out sourced 7 Evaluations: Outcome of the training should be evaluated Feed back to improve current performance

Employee training and management development practices in Nepalese organization. NRB,ADB,NBL,Nepal Airlines and somegovernment offices have own their in house training Centre. Bankers training centre (organized by NRB) training is provided for the banking sector ForExecutives level training employees are sent in India and overseas in Some PEs. Training need is determined by the suggestion of line managers. Majorities of Nepalese organization lack training objectives, policies and concepts. There is shortage of professional trainers, training facilities and training aids. Lack of training need assessment and and post evaluation system of training . Private sector organization hire mid career or experienced employees so does need more training. The money spent on training is very little it is 3.1%in Europe and 0.5% in Nepal in total payroll. Nepalese organizations are mostly developed by internal movement from one to another department. Concept of Human Resource Development (HRD)

To manage quality and productivity is a real challenge for all organization such challenges can manage through HRD. Becoming increasingly important because jobs have sophisticated and influenced by technological changes . become more

It is the process of increasing knowledge, skills & capacities of employees.It comprises needs assessment, training & management development. Determining training and development need of the employees in line with business strategy linked with productivity and performance efficiency.It is future oriented Definition of HRD: "Human Resource Development is concerned with preparing employees to work effectively and efficiently in the organization." Decenzo, D. A. and Robbins Human Resource Development is concerned with the provision of learning, development and training opportunities in order to improve individual, team and organizational performance. H-R-D is essentially a business led approach to developing people within a strategic framework. Armstrong, 2001 HRD System/Mechanism

a)Inputs of HRD System: Human Resource: Managers and workers who possess energy and competency. ii) HRD plan: Goals and targets of HRD.How many and who should be developed? iii) HRIS : Tracking information about employees and jobs. It tells about capabilities of current HR b) Processing: Training : Enhance skills for non managerial employees for doing current job. ii) Mgmt Development: develops potential of managers to perform future jobs. iii) Performance Appraisal : Describes performance outcomes and identifies skills deficiencies. iv) Career planning: Process of selecting career goals and path. v) Reward management: Concerned with financial and nonfinancial reward. vii) Welfare: Services and facilities for employee welfare c) Outcomes: Increased Competencies: knowledge, skills, attitude, experience, potential for growth. ii. Higher Productivity: Utilization of potential in higher productivity. iii. Better Quality of HR: Perception of excellence in HR and improvement. iv. Career development: Fulfill career development goal d) Feedback: Provides information to redesign HRD inputs and processing to achieve HRD goal. e) External and Internal Environment. Need for HRD Ensures availability of capable & committed manpower in the organization Provides career development opportunities and time for counseling to determine career path Provides training & development Opportunities evaluates std. & actual performance, decides for training needs Increases employees' commitment and attitude towards the given jobs. Improve quality of work life (QWL) through job satisfaction. enhances effective communication, foster teamwork, good working conditions etc. Enhance effectiveness Manage change and conflict Improve decision making skills. i. i) i)

 Manage change and conflict.