hrm-training & development
TRANSCRIPT
Training & Development
Source : Chapter 12: Employee training, Personnel management by C.B.Mamoria
TRAINING A learning experience in that it seeks a
relatively permanent change in an individual that will improve his/ her ability to perform on the job. It involves changing of
SkillsAttitudeKnowledge
A process of learning a sequence of programmed behaviour
Training gives people an awareness of the rules and procedures to guide their behaviour
An attempt to improve performance of the current job or to prepare for an intended job
Development A related process Aims not only to improve performance but
also tries to bring about growth of personality, help in attaining maturity and actualisation of potential capacities
Intended to equip persons to earn promotion and hold greater responsibility
Can also be termed as training a person for a bigger & higher job
Education Understanding an interpretation of knowledge No definitive answers, rather develops a
logical and rational mind that can determine the relationships among pertinent variables and thereby understand the phenomena
Difference between training and development
TRAINING DEVELOPMENT
Non managerial personnel
Technical and mechanical operations
Specific job related purpose
Short term
Managerial personnel
Theoretical, conceptual ideas
General knowledge
Long term
Why training? To increase productivity
Most evident on new employees Improve quality
Better informed workers make fewer mistakes Help a company fulfill its future personnel needs
Internal sources are fully tapped Improve organizational climate
A chain reaction of training leading to productivity and quality improvement, better financial incentives
Improve health and safety Improving employee performance Updating employee skills Preparing for promotion Obsolescence prevention Retaining and motivation Personal growth
Responsible for TrainingTop Mgmt – Frames the Trg policy
HT Dept – plans, establishes and evaluates
Supervisors – implement and apply development procedure
Employees – provide feedback, revision and suggestions
How to create desire for training? Programmes involving behavioral change
which employees think as useful in personal life also
Awareness about better ways of performing (more productive / satisfactory ways) and gain experience
Forced demands from supervisors or higher authorities
Principles / concepts of training1) Training tends to be most responsive when
trainees feel the need to learn2) Learning is more effective when reinforcement
given inform of rewards and punishments3) In the long run awards are better than
punishments when behavioral change is desired4) Rewards are better when immediate results
after training are expected5) Reinforcement has a positive correlation with
size of reward6) Negative reinforcement may have a disruptive
effect
Principles / concepts of training (contd..)
7) Participation and discussion are a must when a trainee is expected to change attitudes, values and social beliefs
8) Feedback to the trainee on how he is performing after training is important
9) Practice makes perfect. New skills & behavioral norms are facilitated through practice and repetition
10) Meaningful training material through which the trainee understands the general principles is better than asking them to memorize few isolated steps
Learning theories Training causes learning, a process which
takes place within the trainee The 2 learning theories are1)Connectionist theory
1) Believes in stimulus-response approach
2)Cognitive theory1) All learning leads towards a goal
Learning curves
Time taken per trail or errors per trail are used as measures to gauge the success of a training program
Plotting time in X axis and the performance after training in Y axis
Learning curves Varies from person to person The common elements of a learning curve are
1. Initial steep rise2. Tendency to rise less and less rapidly in second
phase3. Leveling off at a certain time4. Ups and downs on day to day basis5. Some times plateaus
Steps in a training process1) Discovering or identifying training needs2) Getting ready for the job3) Preparation of the learner4) presentation of the operations and
knowledge5) Performance tryout6) Follow up and evaluation of the programme
STEP 1: Discovering / Identifying training needs
Task description analysis1) List duties and responsibilities using JD as a
guide2) List standards of work performance on the
job
Determine training needs3) Compare actual performance against
standards4) Determine which parts of job are giving
trouble to employee5) Determine what kind of training is needed
Tools to assist in determining training needs Identifying specific problems Anticipating impending and future problems Management requests Interviewing and observing personnel on the
job Performance appraisal Questionnaire Check list Moral and attitude surveys
STEP 2: Getting ready for the job Decide who is to be trained Trainer has to prepare himself Decide on
Support material Training period Training for different employees Training methods
STEP 3: Preparation of the learner Put the learner at ease State the importance and ingredients of the
job and its relationship with the work flow Explain why he is being taught Create interest and try to know the trainees
knowledge on the job to be trained Place the learner close to his normal working
position Familiarize with training material, equipment
tools and trade terms
STEP 4: Presentation and operations knowledge Trainer should clearly tell, show , illustrate
and question in order to put the knowledge across
Learner should be told of the sequence of job, why each step is important
Clear instructions with emphasis on key points Audio visual aids Encourage questions
STEP 5: Performance tryout Trainee asked to perform the job several times slowly
while explaining each step Mistakes are corrected Gradual building up of speed and skills Once a satisfactory level is achieved trainee is put on
his own but not abandoned Effectiveness of the training program is checked
Written / oral tests Observation Finding out individual / groups reaction to training while
training is going on Interviews Questionnaires Opinion of top management on after training performance Results comparison in terms of productivity, quality of
work
STEP 6: Follow up Putting trainee on his own Checking frequently to see if he has followed
instructions Tapering off excess supervision and close
follow-up until trainee is qualified to work under normal supervision
TRAINING METHODS / TECHNIQUES
Classification of training methods1) On the job
2) Vestibule
3) Demonstration and examples
4) Simulation
5) Apprenticeship
6) Classroom methods Lectures Conference Case study Role play Programmed instruction
7) Other training methods1) Associations2) Audiovisual aids
On the job training (OJT) Most commonly used Trainees earn as they learn under the
watchful eyes of a master mechanic or craftsmen, receive immediate feedback, practice in the actual work environment and associate with the same people they are will work with after training
Primarily concerned with developing and employee’s repertoire of skills and habits consistent with the existing practices of an organization and with orienting him to his immediate problems
On the job training (OJT) (contd..) OJT mostly used for unskilled and semi skilled
jobs Learning by doing : personal observation and
practice Difficult to simulate jobs and jobs which can
be learnt by watching and doing Variety of OJT methods. They are
Understudy Job rotation Special assignments or committees
Understudy Also known as internship or apprenticeship Employee trained by immediate superior Internship is generally for managerial position Apprenticeship is used to impart skills requiring
long periods of practice as in crafts and technical fields
Job rotation Management trainee is moved from one job to
other job at certain intervals The jobs vary in content Over all exposure to company
Special assignments / committees For lower level executives Provides first hand experience of actual problems Various department executives working as a
committee or a board need to analyze practical problems and recommend solutions to top management
Merits of On the job training (OJT) Trainee learns the actual equipment in use and in
the true environment Gets a feel of the actual production conditions
and requirements Makes transfer from training center or school to
production floor much easy Highly economical as no additional personnel or
facilities required for training Trainee learns the rules, regulations and
procedures by observing day to day applications Suitable alternative when the no of jobs is equal to
the no of people in the organization Most appropriate for teaching the knowledge and
ksills which can be acquired in a short period
Demerits of On the job training (OJT) Instructions are highly disorganized and
haphazard Not properly supervised as the skilled
employee cannot devote time Breakdown of the job because of instructions Noisy distractions
Job Instruction Training (JIT) Similar to OJT Requires skilled trainers Known as training through step by step
learning Need for extensive job analysis, training
schedules and prior assessment of trainee’s job knowledge
Trainee put into actual work site by trainer and shown how the work is done step by step and trainee has to try out and errors are corrected
Demerit: interfere with production and quality
Vestibule training Used for semi skilled workers Attempts to duplicate on the job situations in
a classroom Classroom has equipments and machines
which are identical to the place of work. Trainee can concentrate on learning the new skill rather than performing an actual job
Once theory is completed in classroom practical work will be carried out in production line
Vestibule training (contd..) Merits
Minimal distractions Trained instructor can be effectively used Correct methods can be taught Trainee don’t have to fear supervisor’s wrath and
other persons ridicule Demerits
Splitting of responsibilities leads to organizational problems
Additional investments in equipment Artificial training situation
Demonstration and examples Trainer describes and displays something as
when he teaches how to do something by actually performing the activity himself and by going through a step by step explanation of why and what he is doing
Effective method as showing how to do a job is better than asking a person to go through manuals
Can be used in conjecture with lectures, pictures, text material etc..
Not useful for managerial jobs
Simulation Trying to duplicate the actual conditions
encountered in a job as nearly as possible Vestibule training is an example Best used in aeronautical industry Trainee shows interest and motivation as the
actions of trainee closely duplicate real job conditions
Used where an error in actual job can cause injury, destruction of valuable material and resources
Generally expensive
Apprenticeship Used for jobs like machinist, draughtsman,
mechanic, carpenters etc Major part of time is spent on the job
productive work Each apprentice is given a programme of
assignments according to a pre determined schedule
Merits Skilled work force is maintained Immediate returns from training Better workmanship Lower hiring costs and reduced turnover
In basket technique It provides trainees with a log of written text
or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator
Procedure of the In basket Technique In this technique, trainee is given some information
about the role to be played such as, description, responsibilities, general context about the role.The trainee is then given the log of materials that make up the in-basket and asked to respond to materials within a particular time period. After all the trainees complete in-basket, a discussion with the trainer takes place.In this discussion the trainee describes the justification for the decisions. The trainer then provides feedback, reinforcing decisions made suitably or encouraging the trainee to increase alternatives for those made unsuitably.
Classroom or Off the job methods Lectures Conferences Group discussions Case studies Role play Programme instruction T-Group training
Role play Definition : a method of human interaction
which involves realistic behavior in the imaginary situations
Demonstrates the gap between thinking and doing
Trainees are given a role as in a stage play They are given a situation but no lines are
given to act out Trainees now have to do a preliminary planning
and act out the play Primarily hiring, firing, grievance procedure
type of roles played
Merits of role play Learning by doing is emphasized More stress on human sensitivity and
interactions Knowledge of results is immediate High level of trainee interest and involvement Useful when simulating on the job ocnditions
in classroom Brings on desired changes in behavior and
attitudes
Evaluation of training Objective : to determine the ability of the
participant to perform the jobs for which they have been trained
Methods Questionnaires or structured interviews Use of experimental and control groups Longitudinal or time series analysis Pre and post training tests