MODULE 3

SESSION 5

TRAINING
TO
COURSE ‘22BBL12C1’

DEVELOPMENT
CLASS ‘BBA – LLB’ BY – DR MUDIT S
 TRAINING
“The purpose of training is to tighten up the slack, toughen the
body, and polish the spirit”
- BY MORIHEL
UESHIBA
Training is the act of increasing the
knowledge and skills of an employee while
doing a job.
It refers to the teaching and learning
activities carried on for the primary
purpose of helping members of an
organization acquire and apply the
knowledge, skills, abilities, and attitudes
needed by a particular job and
organization.

According to Dale Yoder, “Training is the

process by which man-power is filled for
the particular job it is to perform.
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 THE IMPORTANCE OF TRAINING

BENEFITS TO THE BUSINESS BENEFITS TO THE EMPLOYEES

Training makes an employee more useful to find employment
Trained workers can work more efficiently.
more easily.
Training makes employees more efficient and effective. By
They use machines, tools, materials in a proper way.
combining material, tools and equipment in a right way, they can
Wastage is eliminated to a large extent.
produce more with minimum effort.
There will be fewer accidents. Training improves the
knowledge of employees regarding the use of machines
Training enables employees to secure promotions easily. They can
and equipment. Hence, trained workers need not be put
realise their career goals comfortably.
under close supervision, as they know how to handle
operations properly.
Trained workers can show superior performance. They
Training helps an employee to move from one organisation to
can turn out better performance. They can turn out
another easily. He can be more mobile and pursue career goals
better quality goods by putting the materials, tools, and
actively.
equipment to good use.
Training makes employees more loyal to an Employees can avoid mistakes, accidents on the job. They can
organisation. They will be less inclined to leave the unit handle jobs with confidence. They will be more satisfied on their
where there are growth opportunities. jobs.

Training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labour
turnover. Also, it can enable employees to cope with organizational, social and technological change.
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 TYPES OF EMPLOYEE TRAINING

There are different types of training that are conducted depending upon the
requirements of the trainee and the organization:

A. Orientation Training
A new employee is made to undergo induction and orientation training. The objective behind this type of
training is to:
 Help settle the employee in a new and unfamiliar environment
 Inducted about the procedures, rules, and regulations followed by the company
 In-depth knowledge about the company background, organization structure, products and policies is
imparted to the new employee
 An employee is also made familiar to his superiors and subordinates
 It helps develop a feeling of certainty and satisfaction in the mind of the new employee as he feels
cared for and is handled in the initial phase of his new job.

B. Promotional Training
Employees who have the potential to grow and handle larger roles are identified and selected. They are
further trained in various areas that they might need to cover when they would have to handle larger
roles after promotion.

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C. Refresher Training
Under Refresher Training, the existing employees are trained to follow new and improved procedures and
techniques to stay abreast with the competition. They are made to undergo short term courses so that
they can adopt the latest developments in a particular field and are able to confidently face the
upcoming challenges.

D. Skills Training
If there is a gap between the skills required for successful completion of a job and the skills possessed by
the employees, there arises a need for training. An effective method of training is selected which could
be a lecture, coaching, special courses etc. These skills could be as basic as reading, writing,
communication skills, interpersonal skills etc.

E. Internship Training
Under this types of training professional colleges like management schools or engineering institutes
approach organizations, companies and corporate setups and place there students under them. This
helps to enhance the knowledge of the students as it gives a practical experience on the job to the
theoretical knowledge gained in the college.

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F. Cross-Functional Training
Under this types of training, the aim is to educate and train the employee in area of work other than their
assigned jobs.
Cross-functional training can be done by job rotation i.e. placing the employees under different roles
after a suitable period of time. It can also be done where the departments can exchange their personnel
for a certain period that gives an insight to the employees on how other departments are working.

G. Team Training
Team training generally covers two areas: content tasks and group processes.
G.1. Content tasks specify the team’s goals such as cost control and problem-solving.
G.2. Group Processes reflect the way members function as a team – for example how they interact with
each other, how they sort out differences, how they participate etc.

H. Creativity Training
In creativity training, trainers often focus on three things :
H.1. Breaking away: In order to break away from restrictions, the trainee is expected to:
(i) identify the dominant ideas influencing his own thinking,
(ii) define the boundaries within which he is working,
(iii) bring the assumptions out into the open and challenge everything
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 H.2. Generate New Ideas: To generate new ideas,
(i) the trainee should open up his mind;
(ii) look at the problem from all possible angles and list as many alternative approaches as possible.
(iii) The trainee should allow his mind to wander over alternatives freely,
(iv) switch over from one perspective to another.

H.3. Delaying Judgement: To promote creative thinking,

(i) the trainee should not try to kill off ideas too quickly;
(ii) they should be held back until he is able to generate as many ideas as possible.
(i) Brainstorming often helps in generating as many ideas as possible without pausing to evaluate them.

I. Diversity Training
This training considers all of the diverse dimensions in the workplace – race, gender, age, disabilities,
lifestyles, culture, education, ideas and backgrounds – while designing a training programme. It aims to
create better cross-cultural sensitivity with the aim of fostering more harmonious and fruitful working
relationships among a firm’s employees. The programme covers two things:
(i) Awareness building, which helps employees appreciate the key benefits of diversity, and
(ii) Skill building, which offers the knowledge, skills and abilities required for working with people having
varied backgrounds.

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 SYSTEMATIC APPROACH TO
TRAINING
Training is most effective when it is planned, implemented and evaluated in a systematic way. There are
three major components of a system approach to training (By Moore, Rossett, Thacker)

1. ASSESSMENT 2. IMPLEMENTATION 3. EVALUATION

*Compare training outcomes against
*Determining training needs *Select training methods
criteria
*Identify training objectives *Conduct training

TRAINING NEEDS ASSESSMENT

A training needs assessment (TNA) is an assessment process that companies and other organizations use
to determine performance requirements and the knowledge, abilities and skills that their employees need
to achieve the requirements.
Training needs can be identified through the three types of analysis:

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TRAINING TO DEVELOPMENT
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1. Organisational Analysis
It involves a study of the entire organisation in terms of its objectives, its resources, in order to achieve
stated objectives and its interaction pattern with environment.

The important elements are closely examined, are:

1.1. Analysis of Objectives: a study of short-term and long-term objectives.

1.2. Resource Utilisation Analysis: a study of various organisational resources (human, physical and
financial) are put to use.

1.3. Environmental Scanning: a study of examine the economic, political, socio-cultural and
technological environment of the organisation.

1.4. Organisational Climate Analysis: a study to find out the training efforts whether it have
improved the overall climate of an organisation or not.

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2. 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. The whole exercise is meant to find out how the various tasks have to be
performed and what kind of skills, knowledge, attitudes are needed to meet the job needs.

3. Person Analysis
Analysis dealing with potential participants and instructors involved in the process. The important
questions being answered by this analysis are who will receive the training and their level of existing
knowledge on the subject, what is their learning style, and who will conduct the training.

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 TRAINING /
DEVELOPMENT
METHODS
Training method refers to a way or
technique for improving the
knowledge and skills of an employee
for doing assigned jobs perfectively.
The organization has to consider the
nature of the job, size of the
organization & workers, types of
workers, and cost of selecting a
training method.

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 A> ON-THE-JOB
1. Job Instruction Training (JIT) TRAINING
2. Coaching

JIT consists of four basic steps; An excellent example of on-the-job training is
 preparing the trainees by telling them about the athletic coaching.
job and overcoming their uncertainties;  Effective coaching will develop the strengths and
 presenting the instruction, clearly giving essential potentials of subordinates and help them
information; overcome their weakness.
 having the trainees try out the job to demonstrate  Coaching requires time, but if done well, it will
their understanding; and save time and money and will prevent costly
 On their own, placing the workers into the job with mistakes by subordinates;
a designated resource person is ready to provide
the required assistance.

3. Job Rotation 4. Apprenticeship Programs

 Trainees learn about the different enterprise  People seeking to enter the skilled trades to
functions by rotating into different positions. become, for example, plumbers, electricians, and
 The purpose of job rotation is to broaden the Ironworkers are often required to undergo
knowledge of managers or potential managers. apprenticeship training before they are accepted
 Other reasons for rotating people include to journeyman status.
compensating for a labor shortage, safety, and  Typically this apprenticeship period is from two to
preventing fatigue. five years.
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5. Committees Assignments 6. Planned Progression
 These give trainees opportunities to interact with It is a technique that gives employees a clear idea of
experienced managers. their path of development. They know where they
 The trainees become acquainted with various stand and where they are going.
issues that concern the whole organization. They They must know the requirements for advancement
learn about the relationships among different and the means of achieving it.
departments and the problems created by the
interaction of these organizational units.
 Trainees may submit reports and proposals to the
committee or the board and demonstrate their
analytical and conceptual abilities.

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 B> OFF-THE-JOB
1. Vestibule Training TRAINING
2. Seminars and Conferences

In vestibule training, During conference programs, managers or
 Employees learn their jobs with the requirement potential managers are exposed to the ideas of
they will be using, but the training is conducted speakers who are experts in their fields.
away from the workplace.  A careful selection of topics and speakers will
 It allows employees to get a full feel for tasks increase the effectiveness of this training device.
without real-world pressures. It minimized  Conferences can be made more successful by
transferring learning to the job since vestibule including discussions. Two-way communications
training uses the same equipment the trainee will allow participants to ask for clarification of topics
use on the job. that are particularly relevant to them.

3. Lectures, Discussions, and Demonstrations

The lecture is the most useful when trainees lack declarative knowledge or show attitudes that conflict with
the training objectives. The printed or video lecture is more effective because they can be studied in more
depth and retained to refresh learning over time.
The discussion method is more effective than the straight lecture for learning higher-order knowledge, such
as concepts, principles, and altitude changes. It can change employee attitudes by providing new insights,
facts, and understanding.
A demonstration is a visual display of how to do something or how something works.

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4. Business Games
 Business Games are simulations that attempt to represent the way industry, company, and a subunit of a
company function. They are based on relationships, rules, and principles derived from theory or research.
 Trainees are provided with information describing a situation and are asked to decide what to do. The
system then provides feedback about the impact of their decisions, and they are asked to make other
decisions.
 Business games involve an element of competition, either against other players or against the game itself.
 Some of the purposes for which businesses games have been developed and used are listed below;
 Strengthen executive and upper management skills,
 Improve decision-making skills at all levels,
 Demonstrate principles and concepts,
 Integrate separate components of training into an integrated whole,
 Develop leadership skills,

5. Role Playing
Role-playing is a training technique in which trainees act out roles or parts in a realistic management
situation. The aim is to develop trainees’ skills in leadership and delegating. It is an enactment or simulation
of a scenario in which each participant is given a part to act out.
Role plays may be structured and spontaneous:

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Structured Role-plays give trainees more detail about the situation and more detailed descriptions of each
character’s attitudes, needs, opinions, etc. This type of role-playing is used primarily to develop interpersonal
skills such as communication, conflict resolution, and group decision-making.
Spontaneous Role plays are loosely constructed interactions in which one participant plays himself while
the others play people with whom the first trainee interacted in the past. This type of role-playing focuses on
attitudes, develops insight into one’s behavior, and impacts others rather than developing specific skills.

6. Sensitivity Training (T-Groups)

It is concerned with the real problems existing within the group itself. In this program, an attempt is made to
change the attitude and behavior of people in the group. It is used in building team efforts. This is done by
introspection, self-criticism, and genuine arguments, and through free and frank discussion.
The objective of this training includes:
 A better understanding of group processes;
 Members learn more about themselves, especially their weakness and emotional stability;
 Development of skills in diagnosing and intervening in group processes;
 Find a better method and means of behavior for effective interpersonal relationships without power
over others.
A T-group is a small discussion group without any leader. The focus is on feeling and mutual respect. The
trainer raises a question and encourages open discussion, which is unstructured.

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 DEVELOPMENT
“It is also known as Executive or Management Development”

It is an ongoing process that helps

managers gain knowledge, skills
and abilities to handle current
situations in a more efficient
manner and get matured to handle
future challenges successfully.

According to Johnson and

Sorcher, “Management
development focuses on
developing in a systematic manner,
the knowledge base, attitudes,
basic skills, interpersonal skills and
technical skills of the managerial
cadre”.

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 THE IMPORTANCE OF ‘ED’

Executive development is important for the following reasons:

1. Executive Development Programmes are required to train and develop professional managers.

2. It helps managers to develop skills to face cut throat competition.

3. It enables managers to face problems related to technology and institution.

4. It helps in developing better relations with the labors.

5. Executives need training and education to understand and adjust to changes in socio-economic
changes.

6. Executive development is required to broader the outlook of managers.

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 EXECUTIVE DEVELOPMENT
PROCESS
The process of arriving at the development
needs of the executives can be
comprehensively viewed through the process
given in Fig:

Stage I
In this stage, at the macro level, there are
three key elements are considered as
 Competitive advantage
 Organizational strategy
 Organizational objectives

The analysis of the competitive environment

helps the organization to decide its
competitive positioning in the marketplace,
based on which the organizational strategy is
drawn out in an attempt to transform or
reposition of the organization.

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Stage II Stage III
This stage deals with analysis on the competency This stage deals with the activities involving
mapping, identification of competency gap and training need assessment of individuals and of
career planning. This stage is the most important all employees based on which Annual Training
and crucial phase of the executive development Plan (ATP) is drawn.
process.
Based on the annual training plan the
In the competency stage, which helps to capture employees are chosen to expose to either
the competencies of all the employees of the corporate training program, for internal
organization which includes the capacities of the training programs and external organizations.
management also.

In the second stage, the organizational

requirements and competency gap to be analyzed.

In the third phase, this deals with identifying and

verifying the organizational needs, individual
growth and along with career planning of the
executives.
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THANKING YOU!
If you have any query, feel free to ask me.