TRAINING AND DEVELOPMENT

“The act of increasing the knowledge and skill of an employee or doing a particular job.”

- Edwin B. Flippo

Dr.Nitin VaziraniDean- HR

SIES College Of Management Studies,Nerul.vazirani.nitin@gmail.com

DIFFERENCE BETWEEN TRAINING & DEVELOPMENTDIFFERENCE BETWEEN TRAINING & DEVELOPMENT

Training

Training refers to the instructions provided to increase the knowledge and skill for the current job.

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Development

Development has a broader scope and aims at developing an individual in all respects

The development programmes include a course in management information systems that help the organization to develop into efficient one in the long run

Training aims at achieving immediate gains for the organization.

Organization takes up executive development programmes to enhance the capabilities, potential and creative instinct of the managers enabling them to be more effective in performing various managerial functions to achieve predetermined goals.

IMPORTANCE OF TRAININGIMPORTANCE OF TRAININGT R

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Economy in use of material and equipment3

Increased morale4

Uniformity and standardization5

Less learning time6

Effective management7

Filling human resource requirements8

Less supervision2

Better performance /Higher Productivity1

IMPORTANCE OF TRAININGIMPORTANCE OF TRAININGT R

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Higher Earning Capacity3

Increased morale4

Helps to adjust with changing Technology5

Increased safety6

Confidence7

Trust in the organisations8

Development of new skills2

Personal Growth1

DETERMINING TRAINING NEEDSDETERMINING TRAINING NEEDST R

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Analysis of technical impact3

Interviews4

Discussion among experts5

Business games technique6

Job Analysis2

Analysis of organization1

ON-THE-JOB TRAINING METHODON-THE-JOB TRAINING METHODT R

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Coaching3

Job instruction training method4

Committee assignment method5

Apprenticeship training method6

Special meetings of the staff7

Understudy method2

Position rotation or job rotation1

OFF-THE-JOB TRAINING METHODOFF-THE-JOB TRAINING METHODT R

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Role playing3

Conferences and seminars4

Films and slide show5

Programmed instructions6

University & College degree courses7

Lecture method2

Vestibule training1

TECHNIQUES OF EXECUTIVE DEVELOPMENTTECHNIQUES OF EXECUTIVE DEVELOPMENTT R

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ON-THE-JOB MethodA

CoachingJob RotationUnderstudyMultiple management

OFF-THE-JOB MethodB

Sensitivity trainingCase StudySimulation exercisesManagement gamesManagerial gridRole playingIncident methodIn Basket methodConferenceLecturesProgrammes by academic institutionTransactional analysis

HOW TO DESIGN A TRAINING PROGRAMMEHOW TO DESIGN A TRAINING PROGRAMMET R

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Discovering or identifying the training needs1

William Berliner and William McLarney say that discovering training needs involves five tasks.

a.) Task Description Analysis1. List the duties and responsibilities or tasks of the job under consideration,

using the Job Description as a guide.2. List the standards of work performance on the job.

b.) Determining Training Needs

3. Comparing actual performance against the standards4. Determine what parts of the job are giving the employee trouble – where is he

falling down in is performance?5. Determine what kind of training is needed to overcome the specific difficulty or

difficulties.

Getting ready for the job2

Who is to be trained – the newcomer or the older employee, or the supervisory staff, or all of them selected from different departments.

HOW TO DESIGN A TRAINING PROGRAMMEHOW TO DESIGN A TRAINING PROGRAMMET R

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Preparation of the learner3

1. In putting the learner at ease (so that he does not feel nervous because of the fact he is on a new job).

2. In stating the importance and ingredients of the job, and its relationship to work flow.

3. In explaining why he is being taught.

4. In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs.

5. In explaining him ‘why’ the whole job and relating it to some job the worker already knows.

6. In placing the learner as close to his normal working position as possible

7. In familiarizing him with the equipment, materials, tools and trade terms.

Presentation of operations and knowledge4

The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations.

HOW TO DESIGN A TRAINING PROGRAMMEHOW TO DESIGN A TRAINING PROGRAMMET R

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Performance try-out5

The trainee is then tested and the effectiveness of a training programme evaluated. This is usually done by:

1. Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them.

2. Observing trainees on the job itself and administering performance tests to them.

3. Finding out individual’s or a group’s reaction to the training programme while it is in progress and getting them to fill up evaluation sheets.

4. Arranging structured interviews with the participants or sending them questionnaires by mail.

5. Eliciting the opinion or judgment of the top management about the trainees’ performance

6. Comparing the results obtained after the training with those secured before the training programme.

7. Study of profiles and charts of career development of the participants and related assignment techniques.

HOW TO DESIGN A TRAINING PROGRAMMEHOW TO DESIGN A TRAINING PROGRAMMET R

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Follow-up and Evaluation of the programme6

1. Putting a trainee ‘on his own’

2. Checking frequently to be sure that he has followed instructions

3. Tapering off extra supervision and close follow-up until he is qualified to work with normal supervision.

EVALUATION OF TRAINING AND DEVELOPMENTEVALUATION OF TRAINING AND DEVELOPMENT

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Main dimensions of evaluation:

1. Evaluation of contextual factors

2. Evaluation of training inputs

3. Evaluation of the training process

4. Evaluation of training outcomes

Reaction Evaluation

Opinion surveys of participants or of people who have seen the participants in actions are reaction evaluations

Outcome Evaluation

A. Immediate

B. Intermediate

C. Ultimate

PROVEN PRINCIPLES FOR EVALUATIONPROVEN PRINCIPLES FOR EVALUATIONT R

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Proven principles for Evaluation

Evaluation must be planned. What is to be evaluated, when, by what means, and by whom must be determined in advance

Evaluation must be objective

Evaluation must be verifiable

Evaluation must be co-operative

Evaluation must be continuous

Evaluation must be specific, i.e., it should tell about specific strengths and weaknesses and should not make vague generalizations.

Evaluation must be quantitative

Evaluation must be feasible

Evaluation must be cost effective, i.e., the results must be commensurate with the cost incurred

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

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A brief list of techniques and their descriptions is given below:

Sr No. Techniques Description

1. Audio visuals Use of video films, and slides for greater impact.

2. Brainstorming Discussions on developing innovative solutions.

3. Case Study Problem solving discussions.

4. Computer-based training Use of software to learn skills.

5. Communication games To build bias-free listening and talking.

6. Creativity games To evolve multitude of solutions to problems.

7. Delegation Learning the importance of decentralization.

8. Doubling Bringing out ideas that are not often expressed.

9. Games Structured tests of skills and aptitude.

10. Ice breakers To get team members to know each other.

11. In basket exercises Evaluating managers response to imaginary items.

12. Induction programme Orientation programme for new recruits

13. Leadership games To teach different types of leadership styles.

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM

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Sr No. Techniques Description

14. Lectures Presentation of introductory material

15. Mirroring Training with an external perspective

16. Monodrama Insight into a given interaction.

17. Negotiation Role play to develop bargaining skills.

18. On-the-job training Training at work site under supervision.

19. Programmed instructions Methodical breakdown topic.

20. Role play Adoption of roles other than their own.

21. Role reversal To teach plurality of viewpoints.

22. Self-directed learning Learning at one’s own pace.

23. Shadowing Working under a senior to watch and learn.

24. Simulation Recreation of actual working conditions.

25. Skill games To develop analytical abilities

26. Strategic planners To test ability to plan ahead

27. Stress management Techniques to contain work related stress.

28. Team building games Exercises requiring collaborative efforts.

INDUCTION TRAININGINDUCTION TRAININGT R

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Induction Training:

Induction training exposes the new recruit to the various business divisions, functional departments and work centers.

How to conduct Induction Training?

Identify training and development requirements

Develop course objectives

Develop enabling objectives

Examples

Mphasis-BFL Limited, BangaloreIndian AirlinesSiemens India LimitedMahindra and Mahindra LtdRanbaxyEicher Group