TRAINING AND DEVELOPMENT

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 INTRODUCTION
Training
Planned effort by a company to facilitate
employees’ learning of job-related
competencies
Key strategy for generating skills
Source of competitive advantage
Costly in terms of organizational time
and resources

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DEFINITION
 According to Michel Armstrong, “Training is
systematic development of the knowledge, skills
and attitudes required by an individual to perform
adequately a given task or job”
 According to Raymond A. Noe “a planned effort
by a company to facilitate employees’ learning of
job-related competencies.”
 According to Edwin Flippo, “training is the act of
increasing the skills of an employee for doing a
particular job”.

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THE GAP CONCEPT

Expected Curve

1,000 Cars Gap

200 Cars
Performance/ Actual Curve
Results 800 Cars

Time
In training terms this means we need to
develop programs to fill the Gap
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NEED FOR TRAINING
Environmental changes
Change in the job assignment
To match employee specifications with the job requirements and organizational
needs
Industrial Safety
Reduction of Turnover and Absenteeism

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 IMPORTANCE OF TRAINING & DEVELOPMENT:

Improvement in performance
Improvement in Quality
High Morale
Less Supervision
Increase in organizational stability and flexibility
Prevention of obsolescence
Personal growth

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 DIFFERENCE BETWEEN
TRAINING AND DEVELOPMENT

Training – improving the knowledge, skills and attitudes of employees for the short-
term, particular to a specific job or task – e.g.,
 Employee orientation
 Skills & technical training
 Coaching
 Counseling

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 CONT.
Development – preparing for future responsibilities, while increasing the capacity to
perform at a current job
 Management training
 Supervisor development

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 CONTI.
Training Development

‘training is used to refer to the The term ‘development’ is used to refer

process of increasing the skills and to the process of an all round
abilities of operatives development of managerial personnel.
Training is specific job related Development is career-oriented.
purpose

Training produces immediate better Development produces effects for better

effect on the performance of performance of managerial roles;
operatives. specially in the long-run.
Training is imparted specially, Development for managerial personnel
through, on the job-methods i.e. is, most usually, planned; while they are
while a worker is put on the job. not on jobs i.e. through off-the job
methods
emphasis is laid on increasing emphasis is laid on increasing the human
technical skills of operatives and conceptual skills of managerial
personnel

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TRAINING PROCESS

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NEEDS ASSESSMENT PHASE

 Whether there is requirement of training?

 Where training is needed?
 What kinds of training are needed?
 Who needs to be trained?

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WHAT IS A TRAINING NEED
A gap between what an organization expects to happen and what actually occurs.
 Need (e.g. poor employee performance, a new challenge like some new legislation or competition)

Eg. a police officer is expected to use minimum force to apprehend the suspect, but
the department receives documented complaints that the officer has used excessive
force with suspects. These discrepancies may become the foundation of training.

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WHY TRAINING NEED
ASSESSMENT
TNA identifies gaps between employee’s skills and skill required for effective
current job performance
TNA identifies gaps between current skills and skill needed to perform the job
successfully in the future.
TNA identifies conditions under which training activity will occur.

Training is given in irrelevant area which is not required

Trainees may be sent to training programme for which they do not have the basic
skill.

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LEVELS OF ASSESSMENT
Organization Analysis
 Where is training needed and under what conditions?

Task Analysis
 What must be done to perform the job effectively?

Person Analysis
 Who should be trained and how?

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STRATEGIC/ORGANIZATIONAL
ANALYSIS
A broad, “systems” view is needed
Need to identify:
 Organizational goals
 Organizational resources (eg. Budget, no conference room, better to
conduct training programme offsite or in cafeteria after office hours)
 Organizational climate ( transfer of training climate, no supervisor
support, peer support, problem exists between top management and middle
management )
 Environmental constraints (political, legal, competitor, economic issues)

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SOURCES OF STRATEGIC
INFORMATION
Mission statement
Skills inventory
Analysis of efficiency Indexes (waste, late deliveries, Repairs)
System changes
Exit interviews

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TASK ANALYSIS
The collection of data about a specific job or group of jobs
What employee needs to know to perform a job or jobs

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HOW TO COLLECT INFORMATION
FOR A TASK ANALYSIS
Job descriptions
Performance standards
Perform job
Observe job
Ask questions
Analysis of problems

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PERSON ANALYSIS
Determines training needs for specific individuals
Based on many sources of data

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DATA SOURCES FOR PERSON
ANALYSIS
Performance appraisal
Interviews
Questionnaires
Tests
Attitude Surveys

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TRAINING DESIGN PHASE
Key activities include:
Setting objectives
Selecting the trainer or vendor
Developing lesson plans
Selecting methods and techniques
Preparing materials
Scheduling training
Creating a motivational learning environment (peer, supervisor
support; self-efficacy; expectancy theory)

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IMPLEMENTATION PHASE
Implementing or delivering the program

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EVALUATION PHASE
Do you know less than 10% skill is transferred to the
workplace (Baldwin and ford, 1988).

 Provides the data needed to demonstrate

that training does bring benefits to the
company

• Systematic collection of descriptive and judgmental

information necessary to make effective training decisions

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 WHY EVALUATE TRAINING?

Need to justify resource allocation

Evaluation as means of
 Identifying ways of improving training programmes
 Assessing whether training is enhancing employee knowledge and
skills
 Determining strengths and weaknesses of training program.
 Determine cost benefit ratioof training program

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 Types of Evaluation
Formative Evaluation
Ensures that
 The programme is well organized and runs smoothly
 Trainees learn and are satisfied with the programme
Provides information about how to make the programme better
Involves collecting qualitative data about the programme
Summative Evaluation
Determines the extent of change in trainees
Includes measuring monetary benefits
Involves collecting quantitative data

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 KIRKPATRICK’S EVALUATION
MODELRes
ult
(Lev
el 4)
Behaviour
(Level 3)

Learning
(Level 2)

Reaction
(Level 1)

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METHODS OF TRAINING
On-the-Job Method Off-the-Job Method
Internship Conference
Mentoring Case Study
Job rotation Simulation
Apprenticeship Sensitivity Training
In-basket Exercises
Role Play
Lecture

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 PERFORMANCE APPRAISAL

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PERFORMANCE APPRAISAL

Performance Appraisal is an assessment of employee’s performance against well

defined performance standards or criteria.
It is evaluating employee’s current and past performance relative to his or her
performances standards.

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DEFINITION
“Performance appraisal is the systematic, periodic and an impartial rating of an employee‘s
excellence in matters pertaining to his present job and his potential for a better job.”

“The overall objective of performance appraisal is to improve the efficiency of an enterprise

by attempting to mobilise the best possible efforts from individuals employed in it. Such
appraisals achieve our objectives including the salary reviews the development and training
of individuals, planning job rotation and assistance promotions”

“Performance appraisal is the formal, systematic assessment of how well employees are
performing their jobs in relations to establish standards and the communication of that
assessment to employees.”

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PROCESS OF PERFORMANCE
APPRAISAL
Establish Performance
Standard

Comminicate Performance
Expectation to employees

Measure Actual Performance

Compare Actual
Performance with Standard
Performance

Discuss Appraisal with

Employees

Corrective measures

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PERFORMANCE APPRAISAL
OBJECTIVES
To improve efficiency of the organization by attempting to mobilise the best possible
efforts from individuals employed.
The wage increase given to some employees on the basis of their performance may
be justified by the performance e appraisal results.
Appraisal system points out the general training deficiencies which may be corrected
by additional training, interviews, discussions or counselling.
To provide employees opportunity for introspection, self-evaluation and goal setting.
Performance Appraisal provides clarity of the expectations and responsibilities of the
functions to be performed by employees.
Performance appraisal helps in deciding promotion and transfer.
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WHO SHOULD DO THE
APPRAISING
Peer Appraisal
Rating committees
Self- Appraisal
Supervisor Appraisal
Appraisal by subordinates
360- Degree feedback

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 METHODS OR TECHNIQUES OF
PERFORMANCE APPRAISAL

Ranking method
Graphic Rating Scale:
Paired comparison method
Forced Distribution Method
Critical Incident Method
Behaviorally anchored rating scale (BARS)
360 Degree Appraisal
Management By Objectives (MBO)
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RANKING METHOD

Ranking employees from best to worst on a particular trait, choosing highest, then
lowest, until all are ranked

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GRAPHIC RATING SCALE:

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PAIRED COMPARISON METHOD

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FORCED DISTRIBUTION
METHOD

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360 DEGREE APPRAISAL

360 degree appraisal has four integral components:

 Self appraisal
 Superior’s appraisal
 Subordinate’s appraisal
 Peer appraisal

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MANAGEMENT BY OBJECTIVES (MBO)

The steps are as follows

 Set the organization’s goals.
 Set departmental goals.
 Discuss departmental goals.
 Define expected results (set individual goals).
 Performance reviews.
 Provide feedback.

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CRITICAL INCIDENT
METHOD

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BEHAVIORALLY ANCHORED RATING
SCALE (BARS)

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DEALING WITH RATER ERROR
APPRAISAL
Halo Effect
Central Tendency
Leniency or strictness
Recency effects

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GUIDELINES FOR EFFECTIVE
APPRAISAL
Keep in mind the graphic rating problems
Use the right appraisal tool
Keep a diary
Get agreement on a plan
Be a fair and effective supervisor

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