Nitin Vazirani

Dean- HR SIES College Of Management Studies,Nerul. vazirani.nitin@gmail.com

TRAINING AND DEVELOPMENT

The act of increasing the knowledge and skill of an employee or doing a particular job.
- Edwin B. Flippo

TRAINING AND DEVELOPMENT

OBJECTIVES OF THE CHAPTER

What is training, development and education

Significance of training
Importance of training Responsibilities for providing training Training needs Methods of training for employees Evaluation of training Management Development

Techniques of executive development

Need for Management development

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DIFFERENCE BETWEEN TRAINING & DEVELOPMENT

Training
Training refers to he instructions provided to increase the knowledge and skill for the current job. Training aims at achieving immediate gains for the organization.

Development
Development has a broader scope and aims at developing an individual in all respects The development programmes include a course in management information systems that help the organization to develop into efficient one in the long run Organization takes up executive development programmes to enhance the capabilities, potential and creative instinct of the managers enabling them to be more effective in performing various managerial functions to achieve predetermined goals.

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IMPORTANCE OF TRAINING
1 Better performance 2 Less supervision 3 Economy in use of material and equipment 4 Increased morale 5 Uniformity and standardization 6 Less learning time 7 Effective management 8 Filling human resource requirements

TRAINING AND DEVELOPMENT

DETERMINING TRAINING NEEDS

1 Analysis of organization 2 Job Analysis 3 Analysis of technical impact 4 Interviews 5 Discussion among experts 6 Business games technique

TRAINING AND DEVELOPMENT

ON-THE-JOB TRAINING METHOD

1 Position rotation or job rotation 2 Understudy method 3 Coaching 4 Job instruction training method 5 Committee assignment method 6 Apprenticeship training method 7 Special meetings of the staff

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OFF-THE-JOB TRAINING METHOD

1 Vestibule training 2 Lecture method 3 Role playing 4 Conferences and seminars 5 Films and slide show 6 Programmed instructions 7 University & College degree courses

TRAINING AND DEVELOPMENT

TECHNIQUES OF EXECUTIVE DEVELOPMENT

A ON-THE-JOB Method Coaching Job Rotation Understudy Multiple management B OFF-THE-JOB Method Sensitivity training Case Study Simulation exercises Management games Managerial grid Role playing Incident method In Basket method Conference Lectures Programmes by academic institution Transactional analysis

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HOW TO DESIGN A TRAINING PROGRAMME

1 Discovering or identifying the training needs

William Berliner and William McLarney say that discovering training needs involves five tasks.

a.) Task Description Analysis 1. List the duties and responsibilities or tasks of the job under consideration, using the Job Description as a guide. 2. List the standards of work performance on the job.
b.) Determining Training Needs 3. Comparing actual performance against the standards 4. Determine what parts of the job are giving the employee trouble where is he falling down in is performance? 5. Determine what kind of training is needed to overcome the specific difficulty or difficulties.

Getting ready for the job

Who is to be trained the newcomer or the older employee, or the supervisory staff, or all of them selected from different departments.

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HOW TO DESIGN A TRAINING PROGRAMME

3 Preparation of the learner

1. In putting the learner at ease (so that he does not feel nervous because of the fact he is on a new job). 2. In stating the importance and ingredients of the job, and its relationship to work flow. 3. In explaining why he is being taught. 4. In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs. 5. In explaining him why the whole job and relating it to some job the worker already knows. 6. In placing the learner as close to his normal working position as possible 7. In familiarizing him with the equipment, materials, tools and trade terms.

Presentation of operations and knowledge

The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations.

TRAINING AND DEVELOPMENT

HOW TO DESIGN A TRAINING PROGRAMME

5 Performance try-out

The trainee is then tested and the effectiveness of a training programme evaluated. This is usually done by: 1. 2. 3. Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them. Observing trainees on the job itself and administering performance tests to them. Finding out individuals or a groups reaction to the training programme while it is in progress and getting them to fill up evaluation sheets.

4.
5. 6. 7.

Arranging structured interviews with the participants or sending them questionnaires by mail.
Eliciting the opinion or judgment of the top management about the trainees performance Comparing the results obtained after the training with those secured before the training programme. Study of profiles and charts of career development of the participants and related assignment techniques.

TRAINING AND DEVELOPMENT

HOW TO DESIGN A TRAINING PROGRAMME

6
1. 2. 3.

Follow-up and Evaluation of the programme

Putting a trainee on his own Checking frequently to be sure that he has followed instructions Tapering off extra supervision and close follow-up until he is qualified to work with normal supervision.

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EVALUATION OF TRAINING AND DEVELOPMENT

Main dimensions of evaluation:
1. 2. 3. 4. Evaluation of contextual factors Evaluation of training inputs Evaluation of the training process Evaluation of training outcomes

Reaction Evaluation
Opinion surveys of participants or of people who have seen the participants in actions are reaction evaluations

Outcome Evaluation
A.
B.

Immediate
Intermediate

C. Ultimate

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PROVEN PRINCIPLES FOR EVALUATION

Proven principles for Evaluation
Evaluation must be planned. What is to be evaluated, when, by what means, and by whom must be determined in advance

Evaluation must be objective

Evaluation must be verifiable Evaluation must be co-operative

Evaluation must be continuous

Evaluation must be specific, i.e., it should tell about specific strengths and weaknesses and should not make vague generalizations. Evaluation must be quantitative

Evaluation must be feasible

Evaluation must be cost effective, i.e., the results must be commensurate with the cost incurred

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STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

A brief list of techniques and their descriptions is given below: Sr No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Techniques Audio visuals Brainstorming Case Study Computer-based training Communication games Creativity games Delegation Doubling Games Ice breakers In basket exercises Induction programme Leadership games Description Use of video films, and slides for greater impact. Discussions on developing innovative solutions. Problem solving discussions. Use of software to learn skills. To build bias-free listening and talking. To evolve multitude of solutions to problems. Learning the importance of decentralization. Bringing out ideas that are not often expressed. Structured tests of skills and aptitude. To get team members to know each other. Evaluating managers response to imaginary items. Orientation programme for new recruits To teach different types of leadership styles.

TRAINING AND DEVELOPMENT

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

Sr No. 14. Techniques Lectures Description Presentation of introductory material

15.
16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

Mirroring
Monodrama Negotiation On-the-job training Programmed instructions Role play Role reversal Self-directed learning Shadowing Simulation Skill games Strategic planners Stress management Team building games

Training with an external perspective

Insight into a given interaction. Role play to develop bargaining skills. Training at work site under supervision. Methodical breakdown topic. Adoption of roles other than their own. To teach plurality of viewpoints. Learning at ones own pace. Working under a senior to watch and learn. Recreation of actual working conditions. To develop analytical abilities To test ability to plan ahead Techniques to contain work related stress. Exercises requiring collaborative efforts.

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INDUCTION TRAINING
Induction Training:
Induction training exposes the new recruit to the various business divisions, functional departments and work centers.

How to conduct Induction Training?

Identify training and development requirements Develop course objectives Develop enabling objectives

Examples
Mphasis-BFL Limited, Bangalore Indian Airlines Siemens India Limited Mahindra and Mahindra Ltd Ranbaxy Eicher Group