Process of Training: Organizational Objectives and Strategies

PROCESS OF TRAINING
ORGANIZATIONAL OBJECTIVES
AND STRATEGIES
NEEDS ASSESSMENT
TRAINING AND DEVELOPMENT

OBJECTIVES
CONDUCTING TRAINING
ACTIVITIES
DESIGNING TRAINING AND

DEVELOPMENT PROGRAM
IMPLEMENTATION OF THE
Figure7: Process
TRAINING of Training
PROGRAMME
EVALUATION OF THE RESULTS

a) Organizational Objectives and Strategies :
The first step in the training process is an organization in the assessment of its objectives and
strategies. What business are we in? At what level of quality do we wish to provide this product
or service? Where do we what to be in the future? Its only after answering these and other related
questions that the organization must assess the strength and weakness of its human resources.
b) Needs Assessment :
Needs assessment diagnoses present problems and future challenge to be met through training
and development. Needs assessment occurs at two levels i.e. group level and individual level, an
individual obviously needs training when his or her performance falls short or standards that is
when there is performance deficiency. Inadequate in performance may be due to lack of skills or
knowledge or any other problem
c) Training and Development Objectives :

Once training needs are assessed, training and development goals must be established. Without
clearly-set goals, it is not possible to design a training and development programme and after it
has been implemented, there will be no way of measuring its effectiveness. Goals must be
tangible, verifying and measurable. This is easy where skilled training is involved.
d) Conducting Training Activities :

Where is the training going to be conducted and how?
 At the job itself.

 On site but not the job for example in a training room in the company.
 Off site such as a university, college classroom hotel, etc.
e) Designing training and development program :
Who are the trainees? Who are the trainers? What methods and techniques? What is the level of
training? What are the principles of learning? Where to conduct the program?
f) Implementation of the training programme :
Program implementation involves actions on the following lines :

 Deciding the location and organizing training and other facilities.
 Scheduling the training programme.
 Conducting the programme.
 Monitoring the progress of the trainees.
g) Evaluation of the Results :

The last stage in the training and development process is the evaluation of the results. Since huge
sums of money are spent on training and development, how far the programme has been useful
must be judge/determined. Evaluation helps determine the results of the training and
development programme. In the practice, however organizations either overlook or lack facilities
for evaluation.
METHODS OF TRAINING
METHODS OF
TRAINING
ON- THE- JOB OFF- THE- JOB

METHODS METHODS
Figure 8: Methods of Training
 ON-THE-JOB TECHNIQUES
On the job techniques enables managers to practice management skills, make mistakes and learn
from their mistakes under the guidance of an experienced, competent manager. Some of the
methods are as:
 Job Rotation: It is also referred to as cross straining. It involves placing an employee on
different jobs for periods of time ranging from a few hours to several weeks. At lower job levels,
it normally consumes a short period, such as few hours or one or two days. At higher job levels,
it may consume much larger periods because staff trainees may be learning complex functions
and responsibilities.
Job rotation for managers usually involves temporary assignments that may range from several
months to one or more years in various departments, plants and offices.
Job rotation for trainees involves several short-term assignments, that touch a variety of skills
and gives the trainees a greater understanding of how various work areas function.
For middle and upper level management, it serves a slightly different function. At this stage, it
involves lateral promotions, which last for one or more years. It involves a move to different
work environment so that manager may develop competence in general management decision-
making skills.
 Enlarged and enriched job responsibilities: By giving an employee added job duties, and
increasing the autonomy and responsibilities associated with the job, the firm allows an
employee to learn a lot about the job, department and organization.
 Job instruction training: It is also known as step-by-step training. Here, the trainer explains
the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job.
The trainer appraises the performance of the trainee, provides feedback information and
corrects the trainee. In simple words, it involves preparation, presentation, performance, and
tryout and follow up.
 Coaching: The trainee is placed under a particular supervisor who functions as a coach in
training the individual. The supervisor provides the feedback to the trainee on his
performance and offers him some suggestions for improvement. Often the trainee shares
some duties and responsibilities of the coach and relives him of his burden.
A drawback is that the trainee may not have the freedom or opportunity to express his own ideas.
 Committee assignments: Here in, a group of trainees are given and asked to solve an actual
organizational problem. The trainees solve the problem jointly. This develops team work and
group cohesiveness feelings amongst the trainees.

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PROCESS OF TRAINING

TRAINING AND DEVELOPMENT

DESIGNING TRAINING AND

EVALUATION OF THE RESULTS

c) Training and Development Objectives :

d) Conducting Training Activities :

 At the job itself.

f) Implementation of the training programme :

Program implementation involves actions on the following lines :

g) Evaluation of the Results :

ON- THE- JOB OFF- THE- JOB

Figure 8: Methods of Training

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