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Chapter 4

TRAINING & DEVELOPMENT

Prof.Sujeesha Rao

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Introduction

• Need for organizations to build and sustain competencies that would provide them with competitive advantage.

•Knowledge era Human assets are valued highly.

•Growth oriented organizations value training as a response to changing environment

•Continues learning process in human development

•Helps in development of one’s personality, sharpens skills and enhances effectiveness

•It is an important and integral part of organizational renewal process

Prof.Sujeesha Rao

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Training and development•Training is a process through which a person enhances and develops his efficiency, capacity, and effectiveness at work by improving and updating his knowledge and understanding the skills relevant to his or her job.

•Training and development

•Training Vs. education

•Training at different levels

•Purpose of training

•Learning curve

•Transfer of learningProf.Sujeesha Rao

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Functions of a training program

•Acquiring knowledge

•Change in attitudes

•Helping to put theory into practice

•Helps to evaluate abilities, competencies

•Enhances problem solving and decision making ability

•Improves performance

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Importance & Need of training

•Aids in new entrants attaining role clarity

•Promotions

•Prevents skill obsolescence

•Improves quality and productivity

•Meet organizational objectives

•Improves organizational climate

•Prevent accidents

•To support personal growth and development

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•Intention to learn from the participant

•Reinforcement provided to the learner

•Developing the potential from an individual’s point of view

•Active participation of the trainee

•Providing opportunities for practice

•Transfer of learning to take place from a training program

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What deficiencies, if any,does job holder have in terms of skills, knowledge, abilities, and behaviours?

What behaviours are necessary?

Is there a need fortraining?

What arethe strategicgoals of theorganization?

What tasks mustbe completedto achievegoals?

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Phase I – Needs assessment

Phase II – Design & delivery of T&D

Phase III - Evaluation

Prof.Sujeesha Rao

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Phase I – Needs assessment

Determines the organization’s true needs and the training programs necessary to meet them•Organisational analysis•Operations analysis•Individual analysis

Advisory committees, Assessment centres, Attitude survey, Group discussions, Questionnaires, Skills test, Observations of behaviour, Performance appraisals, Performance documents, Exit interviews

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Phase II – Design & delivery of T&D◦Training design principles of learningMotivationParticipationFeedbackOrganisationRepetitionApplication◦Training delivery◦On-the-job training (OJT)◦Away-from-the-job training◦A T&D plan & implementation

Prof.Sujeesha Rao

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Phase III – Evaluation◦ Levels of evaluation:

How did participants react? What did participants learn? How did participants’ behaviour change? What organisational goals were affected?

◦ Applying evaluation strategies

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Training methods on the Training methods on the job /off the jobjob /off the job

On the job training methods are:

•Job instruction training

•Vestibule training

•Training by supervisors

•Coaching on the job/Simulation

•Apprenticeship

•Job rotation

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Off the job training methods:

• Lectures

• Conferences

• Case studies

• Role play

• Programmed instruction training

• T group/Sensitivity training

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• Criteria for evaluation are:

• Objectives of the program

• Cost-benefit analysis

• Results obtained

• Areas of improvement

• Resources/ staff required

• Methods of evaluation would be:

• Questionnaires, projects, tests, interviews, observations or participation and discussions.

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• Cross cultural approaches

• Maintenance of standards

• Interaction with learners

• Use of technology – CD ROMs, WAN, CBT, WBT

• E-learning – types

• Informal learning, self-paced, leader lead learning and performance support tools

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• Quality improvement programmes

• Technological change-related programmes

• Customer service T&D programmes

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• Training is not equally distributed to all employees

• Expenditure allocated to training is inadequate

• Mismatch between theory and practice

• Benefits of training are not immediately realized

• Supporting contextual systems needs to be provided in organizations

• Top management needs to support the philosophy of training in spirit

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Chapter 4 B

Executive Development

Programs

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Organizational environment

Organizational strategy/objectives

Conduct of the training program

Training needs assessment

Identifying competency gaps

Training plan

STAGE 1

STAGE 3

STAGE 2

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•Decision making skills

•Interpersonal skills

•Job knowledge

•Organizational knowledge

•Specific individual needs

•General knowledge

Competency Development Areas Competency Development Areas of EDPof EDP

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Factors in designing an EDPFactors in designing an EDP

•Learning characteristics and its applicability to design

•Knowledge of results

•Reward mechanism

•Individual difference of the learners

•Application to the work environment

•Meeting organizational goals thru content design

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Methods of EDPMethods of EDP

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Evaluation of EDP is important for the following reasons:

• Improving the quality of training and development process

• Improving the efficiency and competency of trainers

• Make improvements in the system to make it more responsive

• Aligning the training objectives to organizational objectives

• Evaluating the ROI on account of training and development

• Changing the perception of the management as to regard training as an investment

EvaluationEvaluation