TRAINING AND DEVELOPMENT

PREPARED BY- KSHITIJ

SHARMA
RAHUL
BARAT
ARKAJIT
GHOSH
JAHANGEER HASSAN
SUDHIR
YADAV

Training is expensive .Without training

it is
more
expensive.
-Jawaharlal
Nehru

INTRODUCTION

Training & Developmentis 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.
or
The process of teaching new employees the
basic skills they need to perform their jobs

TRAINING

Training refers to the process of

imparting specific skills. An employee
undergoing training is presumed to
have had some formal education. No
training program is complete without
an element of education. Hence we can
say that Training is offered to
operatives.

DEVELOPMENT

Development means those learning opportunities designed

to help employees to grow. Development is not primarily
skills oriented. Instead it provides the general knowledge
and attitudes, which will be helpful to employers in higher
positions. Efforts towards development often depend on
personal drive and ambition. Development activities such
as those supplied by management development programs
are generally voluntary in nature. Development provides
knowledge about business environment, management
principles and techniques, human relations, specific
industry analysis and the like is useful for better
management of a company.

TRAINING IS ESSENTIAL FOR JOB SUCCESS. IT CAN LEAD TO HIGHER PRODUCTION, FEWER MISTAKES,
GREATER JOB SATISFACTION AND LOWER TURNOVER.

Features of Training

Increases

knowledge and skills for

doing a particular job

Focuses attention on the individual

job.

Concentrates on individual
employees

Gives importance to short term

performance

NEED FOR TRAINING

helps new recruits to perform assigned tasks effectively

helps existing employees to prepare for higher level jobs

enables existing employees to keep in touch with latest

developments

permits employees to cope with changes brought in by

frequent transfers

makes employees more versatile, mobile, flexible and

useful to the organisation

bridges the gap what the employee has and what the job
demands allows an employee to gain acceptance from
peer groups readily

INITIAL TRAINING IS ALL ABOUT.

Orientation of the company

Telling them about

who we are(Company
Knowledge)
what we do(product
Knowledge)
And telling them How you are going to do
what we do(Job Knowledge)

WHAT ARE THE TRAINING INPUTS?

Skills
Education
Development
Ethics
Problem Solving Skills
Decision Making
Attitudinal Changes

IMPORTANCE OF TRAINING & DEVELOPMENT

Helps remove performance deficiencies in employees

Greater stability, flexibility and capacity for growth in
an organization
Accidents, scraps and damages to machinery can be
avoided
Serves as effective source of recruitment
It is an investment in HR with a promise of better
returns in future
Reduces dissatisfaction, absenteeism, complaints and
turnover of employees

ADVANTAGES OF DEVELOPMENT

Making them
Self-starters
Committed
Motivated
Result oriented
Sensitive to environment
Understand use of power

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training
Training is skills focused

Development
Development is creating
learning
abilities

Training is presumed to have a

formal

Development is not education

dependent

education
Training needs depend upon
lack or

Development depends on
personal

deficiency in skills

drive and ambition

TRAINING PITFALLS

Here is a checklist to avoid training pitfalls

Attempting to teach too quickly

Trying to teach too much
Viewing all trainees as the same
Giving very little time to practice
Offering very little to the trainee in the
form of encouragement, praise or reward

AREAS AND TYPES OF TRAINING

The various types of training that are

commonly employed in present-day
organisations may be listed thus.
Types of training:
Skills

training: here certain basic skills like

reading, writing, computing, speaking,
listening, problem solving etc are taught

Refresher

training: here the focus is on

short term courses that would help
employees learn about latest
developments in their respective fields.
Cross functional training: this helps
employees perform operations in areas
other than their assigned job.
Team training: this is concerned with
how team members should communicate
with each other, how they should
cooperate to get ahead, how they should
handle conflictful situations, how to find
their way using collective wisdom etc.

Creativity training: this helps

employees to think unconventionally,
break the rules, take risks, go out of the
box and develop unexpected solutions.
Diversity training: it aims to create
better cross cultural sensitivity with the
aim of fostering more harmonious and
fruitful working relationships among a
firm's employees.
Literacy training: this is generally
offered to those employees with weak
reading, writing or arithmetic skills.

A SYSTEMATIC APPROACH TO TRAINING

A systematic approach to training would

consist of three phases:
Training needs assessment
Training efforts must aim at meeting the
needs of the organization and the individual
employees. This, essentially, involves three
types of analysis:
a. Organizational analysis: This is a
study of the entire organization in terms of
its objectives, utilization of resources to
achieve objectives etc.

Analysis of objectives
Resource utilisation analysis
Environmental scanning
Organizational climate analysis
b. Task or role analysis:
this is a detailed examination of a job,
its components, its various operations
and conditions under which it has to be
performed

c.Person analysis: here the focus is on the

individual in a given job; whether training is
needed, whether the employee is capable of
being trained, and the areas where the training
is needed.
e.Training methods: Formal training methods
include on the job training covering job
instruction training, coaching, mentoring, job
rotation, apprenticeship training, committee
assignments etc and off the job training
including lectures, conference, simulation
exercises and programmed instruction.
f. Evaluation: Evaluation helps in controlling
and correcting the training programme.

c.Person analysis:
here the focus is on the individual in a
given job;whether training is needed,
whether the employee is capable of
being trained, and the areas where the
training is needed. 00
d. Identify training objectives:
Training objectives can be of three types
O B J E C T IV E

I n n o v a tiv e

A n t ic i p a t in g p r o b l e m s
b e fo r e th e y o c c u r
Te a m b u ild in g
s e s s io n s w ith th e
d e p a r tm e n ts

P r o b le m s S o lv in g

T r a in in g c le r k s t o
r e d u c e c o m p la in ts
T r a in in g s u p e r v is o r s
in c o m m u n ic a tio n s
to re d u c e g rie v a n c e s

R e g u la r

O r ie n t a t io n
R e c u r r in g t r a in in g o f
in te r v ie w e r s
R e fr e s h e r c o u r s e s o n
s a fe ty p r o c e d u re s

e.Training methods: Formal training

methods include on the job training
covering job instruction training,
coaching, mentoring, job rotation,
apprenticeship training, committee
assignments etc and off the job
training including lectures, conference,
simulation exercises and
programmed instruction.
f. Evaluation: Evaluation helps in
controlling and correcting the training
programme.

TRAINING METHODS

A large variety of methods of training

are used in business. Even within one
organization different methods are
used for training different people. All
the methods are divided into two
classifications for:
1) On Job Training and
2) off the Job Training Methods

ON-THE-JOB TRAINING METHODS:

Under these methods new or

inexperienced employees learn through
observing peers or managers
performing the job.
A Person learn a job by actually doing
the job.

SOME OF THE COMMONLY USED ON-THE-JOB

TRAINING METHODS ARE:

1.
2.
3.
4.
5.

Coaching
Mentoring
Job Rotation
Job Instruction Technology
Apprenticeship

1. Coaching:
Coaching is a one-to-one training. It helps in
quickly identifying the weak areas and tries to
focus on them. In India most of the scooter
mechanics are trained only through this method.
2. Mentoring:
The focus in this training is on the development of
attitude. It is used for managerial employees. It is
also one-to- one interaction, like coaching.
3. Job Rotation:
It is the process of training employees by rotating
them through a series of related jobs. Rotation not
only makes a person suitable with different jobs,
but it also allows to develop realtionship with a
number of people.

4. Job Instructional Technique (JIT):

It is a Step by step (structured) on the job
training method in which a suitable trainer (a)
prepares a trainee with an overview of the job,
and the results desired, (b) demonstrates the
task or the skill to the trainee, (c) allows the
trainee to show the demonstration on his or her
own. This method is a valuable tool for all
educators (teachers and trainers).
5. Apprenticeship:
This method of training is in style in those trades,
crafts and technical fields in which a long period
is required for gaining proficiency. The trainees
serve as apprentices to experts for long periods.

OFF-THE-JOB TRAINING METHODS:

Off-the-job training methods are

conducted in separate from the job
environment, study material is
supplied, there is full concentration on
learning rather than performing, and
there is freedom of expression.

SOME OF THE COMMONLY USED OFF-THE-JOB

TRAINING METHODS ARE:

1.
2.
3.
4.

Lectures and Conferences

Vestibule Training
Transactional Analysis
Sensitivity Training

1. Lectures and Conferences:

Lectures and conferences are the traditional and
direct method of instruction. Every training
programme starts with lecture and conference.
Its a verbal presentation for a large audience.
However, the lectures have to be motivating
and creating interest among trainees.
2. Vestibule Training:
In vestibule training, the workers are trained in
a prototype environment on specific jobs in a
special part of the plant. After training workers
in such condition, the trained workers may be
put on similar jobs in the actual workshop.

3. Transactional Analysis:
It provides trainees with a realistic
and useful method for analyzing and
understanding the behavior of
others. In every social interaction,
there is a motivation provided by one
person and a reaction to that
motivation given by another person.
This motivation reaction relationship
between two persons is known as a
transaction.

4. Sensitivity Training:
Sensitivity training is also known as
laboratory or T-group training. This
training is about making people
understand about themselves and
others reasonably, which is done by
developing in them social sensitivity
and behavioral flexibility.
Sensitivity training Program
comprises three steps

PROCESS OF TRAINING AND DEVELOPMENT

Types Of Processes of Training and

Development
(1) Training needs analysis
(2) Instructional design
(3) Validation
(4) Implementation
(5) Evaluation and follow-up

1. TRAINING NEEDS ANALYSIS:

A.
B.
C.
D.
E.
F.
G.
H.

Set training goals.

Determine what to train.
Identify trainees.
Choose training materials.
Determine training modes and methods.
Select trainers.
Schedule training.
Develop training budget.

3. VALIDATION
Validate the training program before
implementation.
Pilot study: conduct the program
with a small number of trainees to
test its effect.
Consultation: consult the trainees
and their supervisors on the
appropriateness of the program.
B. Make revision of the training
programs before implementation.
A.

4.IMPLEMENTATION
A.

B.

C.

D.
E.

Obtain continuous support from linemanagement to the training program.

Appoint manager of the training
program.
Develop managing guidelines for the
program.
Provide logistic supports.
Conduct concurrent evaluation of the
program.

5. EVALUATION AND FOLLOW-UP

Types of evaluation:
Concurrent evaluation: evaluate
training effects during training.
Immediate evaluation: evaluate
training effects at the end of the
training.
Follow-up evaluation: evaluate training
effect by evaluating trainee
performance over time.

TRAINING EVALUATION

The process of examining a training

program is called training evaluation.
Training evaluation checks 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

TECHNIQUES OF EVALUATION
THE VARIOUS METHODS OF TRAINING EVALUATION ARE:

Observation
Questionnaire
Interview
Self diaries
Self recording of specific incidents

TYPES OF EVALUATION
Evaluating the Training (includes monitoring) addresses how one

determines whether the goals or objectives were met and what

impact the training had on actual performance on the job.
Generally there are four kinds of standard training evaluation:
Formative
Process
Outcome
Impact.
Formative evaluation provides ongoing feedback to the
curriculum designers and developers to ensure that what is
being created really meets the needs of the intended audience.
Process evaluation provides information about what occurs
during training. This includes giving and receiving verbal
feedback.
Outcome evaluation determines whether or not the desired
results (e.g., what participants are doing) of applying new skills
were Achieved in the short-term.
Impact determines how the results of the training affect the
strategic goal

EVALUATION METHODS

Evaluation methods can be either qualitative

(e.g., interviews, case studies, focus groups)
or quantitative (e.g., surveys, experiments)
Training evaluation usually includes a
combination of these methods and reframes
our thinking about evaluation in that
measurements are aimed at different levels
of a system

FORMATIVE EVALUATION

Formative Evaluation may be defined as any combination of

measurements obtained and judgments made before or during
the implementation of materials, methods, or programs to
control, assure or improve the quality of program performance or
delivery.
It answers such questions as, Are the goals and objectives
suitable for the intended audience? Are the methods and
materials appropriate to the event? Can the event be easily
replicated?
Formative evaluation furnishes information for program
developers and implementers.
It helps determine program planning and implementation
activities in terms of (1) target population, (2) program
organization, and (3) program location and timing.

PROCESS EVALUATION

Process Evaluation answers the question, What

did you do? It focuses on procedures and actions
being used to produce results.
It monitors the quality of an event or project by
various means. Traditionally, working as an
onlooker, the evaluator describes this process
and measures the results in oral and written
reports.
Process evaluation is the most common type of
training evaluation. It takes place during training
delivery and at the end of the event.

OUTCOME EVALUATION

Outcome Evaluation answers the question, What happened

to the knowledge, attitudes, and behaviors of the intended
population?
This project would produce both outcomes and impacts.
Outcome evaluation is a long-term undertaking.
Outcome evaluation answers the question, What did the
participants do?
Because outcomes refer to changes in behavior, outcome
evaluation data is intended to measure what training
participants were able to do at the end of training and what
they actually did back on the job as a result of the training.
Impact Evaluation takes even longer than outcome
evaluation and you may never know for sure that your
project helped bring about the change.
Impacts occur through an accumulation of outcomes.

Formative Evaluation

Summative Evaluation

What is it?

Formative evaluation
occurs while a training
program is forming or
occurring.

Summative evaluation takes

place after the training
program has occurred.

When?

At the time of incident

End of the Course

End of the day/weekly

Mid-point in the course

Why?

Analyze strengths &

weakness towards
improving
Feedback

Document achievement
Evidence of regular
formative evaluation

BENEFITS OF EVALUATION

Improved quality of training activities

Improved ability of the trainers to relate inputs to
outputs
Better discrimination of training activities
between those that are worthy of support and
those that should be dropped
Better integration of training offered and on-the
job development
Better co-operation between trainers and linemanagers in the development of staff
Evidence of the contribution that training and
development are making to the organization

THANK YOU